Lesson summary on the topic “Writing and knowledge of the ancient Egyptians.” Lesson summary on the topic "writing and knowledge of the ancient Egyptians"

A modern lesson is a lesson when students must be able to acquire and assimilate new knowledge, perceive and explore new facts, information, and draw appropriate conclusions. In other words, high efficiency of an educational lesson is achieved when the mental activity and creative activity of the student and teacher merge together.
Effective learning is not just memorization, but active intellectual activity of the student. Modeling a lesson using new information in a new learning situation arouses a certain interest in the lesson among students. This helps to activate both the intellectual and creative activity of the student.
5th grade students are children who have not yet moved away from game forms of teaching and are not yet ready for new forms of learning that are used by middle-level teachers. They are still at a transitional stage of learning, therefore, along with previous forms of work, it is necessary to introduce and use new ones, increasing their intellectual potential. And although conducting such a lesson involves immersion in a historical situation, it is still a form of play in which children actively participate and that’s all.

Subject. Writing and scientific knowledge in Ancient Egypt.

Goals:

• To introduce students to writing and scientific knowledge in Ancient Egypt, ways of obtaining it and passing it on to next generations.
• Continue to develop students’ skills in selecting the necessary educational material to acquire knowledge on the topic.
• To instill in students respect for people who have contributed to the civilized development of mankind.

Lesson equipment. Handouts in envelopes, new words, props (figurines of the sun god RA, conventional headdresses for Egyptian teachers), map “Ancient East”, assessment sheet for group work.

Form of conduct. Lesson-situation: “One day at the school of Ancient Egypt.” In the class, to conduct conditional classes, select 3 “teacher-priests” and one archivist who prepares the message. Divide the class into 3 groups, which will represent Egyptian students, appoint group organizers from among the well-performing students. (it is advisable to distribute the material for the “teacher-priests” and the archivist in advance, so that there are no unforeseen hiccups during the lesson, which can take up time)

Conditions for conducting a lesson: during recess, with the help of the class attendants, create the necessary environment - arrange tables for groups to work, place figurines of the god RA on them, lay out assessment sheets of the following sample:

determine the place where the “ancient teachers” in conventional Arabic costumes will be located.

DURING THE CLASSES

Teacher's opening remarks: To work in class, you need to keep short notes in notebooks - new information, words, concepts necessary to complete assignments.

Interview between teacher and students on the topic “Ancient Egypt”

1. Tell me, children, what do we know about the history of Ancient Egypt?

Suggested answer:

1. Its location.
2. Population and its occupations.
3. Governance in the state.
4. Military campaigns.
5. Pyramids and other structures.

2. Tell me, children, how did you manage to find out about this, since all these events took place a very long time ago?

What was the source of our knowledge about the life of the ancient Egyptians?
Suggested answer: 1. From written sources. 2. From objects found during excavations.
Let's look at the drawings from the nobleman's palace, which are accompanied by inscriptions. Can you read them to learn something about life in Ancient Egypt. (Shows a drawing on the board and the children examine a similar one on the spot, handed out to them in an envelope).

Yes, it is impossible to read, because we do not know what these inscriptions mean.
Therefore, I offer you a message about a person who managed to read Egyptian writing, who gave the world the opportunity to reveal the history of Ancient Egypt - this is a French scientist Jean Francois Champollion. (The student playing the role of the archivist makes a message, placing on the board both the portrait of the scientist and the Egyptian hieroglyphs he has solved).

Text for message to the archivist

Champollion Jean Francois lived in a formidable time filled with formidable events: the Great French Revolution, the execution of the king, intrigues, conspiracies, executions.
When other children from his street were playing war and revolution, he was sitting over his books. From morning to night he hung out in his father's bookstore and at the age of 5 he learned to read on his own. At the age of 11 he already knew Greek and Latin. He was interested in ancient history. The Bible was the most reliable book on this subject and he began to study Hebrew in order to read it in the original.
Joseph Fourier, the famous French mathematician, met Francois and showed him Egyptian papyri that no one could read. Almost 2000 years have passed since the last people who spoke ancient Egyptian and owned this writing died out.
- I'll read it! - said Francois. And he devoted his whole life to this and, in the end, fulfilled his promise.
But before taking on this, he graduated from the Lyceum in Grenoble, then entered the School of Oriental Languages ​​in Paris, attended lectures at the University, and worked with books from the National Library.
He learned Arabic, Persian, Chaldean, and several other ancient languages... He mastered Chinese writing... He compiled a dictionary and grammar of the half-forgotten Coptic language, which was spoken by the first Egyptian Christians. In this language, as it turned out, the roots of ancient Egyptian words were preserved... The accumulated knowledge helped him understand that: In Egyptian inscriptions, hieroglyphs could be written from left to right, from right to left, and if necessary, then one under the other... very many hieroglyphs in In various cases, they could denote both a whole word and its part - a syllable, and even just one sound-letter... royal names, as a sign of special respect, were surrounded by an oval frame (shows image and explains):
In the first frame the name of the king is “PTOLOMEY”, in the second the name of the queen is “CLEOPATRA” (this is how Champollion turned out in comparison with the Greek text)

After the message, the teacher introduces students to a historical situation: “One day in an ancient Egyptian school.”

The students are divided into 3 groups representing Egyptian students. On their tables there are figurines imitating the god RA.

Question 1. Do you think the children of all Egyptians could study? Why?

The teacher, after listening to the students’ answers, explains: Indeed, not all Egyptians' children went to school. Children of simple farmers and artisans rarely became educated people. They learned from their fathers how to sow grain, herd cattle, weave or work in stone. The school trained scribes and priests. Often the schools themselves were located at the temples, and the teachers in them were priests. The students' parents were usually wealthy and literate people.
Imagine that you are in an ancient Egyptian school. In the distance sit the priest-teachers who will teach you your lessons. Why priests? You might be surprised. Yes, because schools in Ancient Egypt were located at temples, and the teachers there were priests and servants of the gods.
On the tables at which you sit are figurines of the sun god RA. Before we begin our educational activities, let us express our respect to him, because all Egyptians worshiped him, whether children or adults, simple farmers or nobles, Pharaoh or his servants. (as instructed by the teacher, students perform a conventional ritual, after which they begin their lesson in an ancient Egyptian school).

Lesson 1 – a writing lesson is taught by a student assigned in advance

Materials for writing teachers.

Already in 4-3 millennia BC. We Egyptians had more knowledge than we could retain in memory and verbally transmit it to others. Therefore, the need for writing arose. At first we just drew what we wanted to say (the teacher shows and explains the signs attached to the board).

Then signs began to denote not only whole words, but also one or more consonant sounds. Vowel sounds were missed when writing. Signs-drawings were called hieroglyphs "HIEROGLYPHS"). (Students write down a new word with its explanation in a notebook.) There are about 750 hieroglyphs in our written language. They were usually carved on stone and wood, but the main material for writing was papyrus. But in the beginning, in order to learn how to write, you will write on shards of broken dishes. Therefore, bring the shards with you. You probably have them at home. And ask your parents not to throw them away.
When you master writing well, you will write on papyrus with a sharp reed, dipping it in black paint. But you also need to have red paint, which you will use to start a new paragraph or write the name of the pharaoh. And now I ask you to complete task No. 1, in which you show your knowledge of what you learned from me. Completion time is 3 minutes, after which it must be submitted to me for verification.

(Students in groups complete task No. 1)

Task No. 1

1. When did the Egyptians need writing? ______________________________
2. What did the Egyptians call the drawing signs? ______________________________________________
3. How many were there? ___________________________
4. What was the name of the main writing material? _________________________________________
5. What did the students initially write in? ______________________________________________
6. Why was red paint needed when writing? _______________________________________
7. Write in hieroglyphs “the warrior cried at the well.”

To complete the task, a table with ancient Egyptian hieroglyphs is used, which each group should have.

After completion, the “Writing Teacher” collects the work and checks it according to the sample prepared by the teacher.

Lesson 2, mathematics is taught by a pre-assigned student

Material for mathematics teacher

Students, remember that in order to know how much grain has been collected, how you, your family and your livestock will be provided for, how much grain is needed for sowing, you need to be able to count and calculate. Remember, these signs will help you in your calculations. (Attach a table with signs to the board, show the signs on the table and explain them).

Do you know how to say million? You need to draw a man raising his hands up in surprise in front of such a large number.
You should also know that when building dams, when the Nile floods, when building pyramids for our pharaoh and buildings for the state, it will be necessary to calculate the number of workers to complete the construction on time, and the amount of materials needed for construction.
All calculations that you will make are called ARITHMETICS (attaches the ARITHMETICS sign). (Students write down a new word with its explanation in a notebook).
You, future scribes and priests, must know that to dig canals, divide a field into sections, and build buildings, you need to measure lines, areas and volumes. To do this you must know GEOMETRY (attaches the GEOMETRY sign). (Students write down new things in their notebooks.
word with its explanation).

The writing teacher reports the results of the completed task in groups.

Mathematic teacher:“Oh, now everyone must complete task No. 2. Completion time is 3 minutes.”

Task No. 2

(decision to carry out with Egyptian signs)

Slaves and peasants collected 400 bags of barley from the fields belonging to the temple. 20 bags should be left for food for the priests, 80 bags for food for the bulls, 40 bags for stew for the slaves, 20 bags for seeds for sowing. Will the collected grain be enough to live on? Will the temple be able to generate income?

After completion, the “Math Teacher” collects the work and checks it according to the sample prepared by the teacher.

Lesson 3, astronomy. It is conducted by a pre-assigned student

Material for astronomy teachers

Students, remember, the science that I will tell you about is called astronomy. (attaches a sign on the board ASTRONOMY). (Students write this word in their notebooks) It originated from observations of the behavior of the Nile and the position of the stars in the sky. Why should we constantly watch the sky? (turns to students, if they cannot answer, answers himself). We must know that before the flood of our breadwinner the Nile, the stars occupy a certain position, and so that by this time farmers can prepare canals and dams. And knowing the position of the stars in the sky at night, you can navigate the terrain when you are walking with a trade caravan or, as a military leader, leading your army on a campaign of conquest to replenish the wealth of our clearly divine pharaoh. To do this, you can use the star chart compiled by our stargazer priests.
Now let's get acquainted with the calendar. Remember: A year is considered the time from the Nile flood to its next flood and it is 365 days and is divided into 12 months, each month has 30 days, and at the end of each year 5 additional days are added, which are celebrated as the birthdays of our main gods. Remember, the day is divided into 12 hours, and the night too. And so that you cannot make a mistake in the time, there are sundials and water clocks.

The mathematics teacher reports the results of the tested papers.

Astronomy teacher: “All students begin completing task 3. Running time 3 min.

Task No. 3.

1. How many days are there in a year? ___________________________
2. How many months are there in a year? _________________________
3. How many days are there in a month? __________________________
4. What instruments were invented to measure time? ________________________________________
5. What was taken to measure time in Ancient Egypt? ___________________________________
6. What is this knowledge needed for? ______________________________________________________________
7. What science gave all this knowledge? _________________________________________________

After completion, the “Astronomy Teacher” collects the work and checks it against the sample prepared by the teacher.

Lesson 4

The history teacher himself introduces the rules in an ancient Egyptian school.

The astronomy teacher reports the results of the assignment.

Task No. 4

1.Do you agree with the rules for students in schools in Ancient Egypt and why?_______________
______________________________________________________________

____
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

2. Name the most important sciences that were taught to future priests and scribes._____________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________________________________________

The completion of the task is checked by the history teacher himself. Summarizes the students' activities in the lesson, looks at the evaluation sheets that the group organizer filled out. Announces grades.

Homework: Review educational material on Ancient Egypt. Chapter 4. Prepare to summarize educational material

To acquaint students with the features of ancient Egyptian writing, with the development of scientific knowledge in Ancient Egypt, to show that the ancient Egyptians were “teachers of teachers” of many subsequent civilizations. To develop skills in solving problem-cognitive and creative tasks, to reconstruct the image of historical reality. To promote the development of students’ cognitive interests, form worldviews and principles, implement a personality-oriented and emotional-value approach.

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"Writing and knowledge of the ancient Egyptians"

Lesson topic: “Writing and knowledge of the ancient Egyptians”

Goals: 1. To acquaint students with the features of ancient Egyptian writing, with the development of scientific knowledge in Ancient Egypt, to show that the ancient Egyptians were “teachers of teachers” of many subsequent civilizations. 2. To develop skills in solving problem-cognitive and creative tasks, to reconstruct the image of historical reality. 3. To promote the development of students’ cognitive interests, to form worldviews and principles, to implement a personality-oriented and emotional-value approach.

Lesson type : learning new material.

Basic Concepts : hieroglyphs, papyrus, scroll, astronomy, sundial and water dial.

Means of education:- A.A. Vigasin, G.I. Goder, I. S. Sventsitskaya. Ancient world history. Textbook for grade 5, M. 2001, paragraph 12. - map “Ancient Egypt”,

Illustrations from the “Album on Ancient Egypt” - General History. Educational electronic publication. Ancient world history. 5th grade - History of the ancient world in artistic and historical images. Reader. Compiled by Volobuev O.V., M., “Enlightenment”.

During the classes.

I. Introductory and motivational stage of the lesson.

The teacher informs the topic of the lesson, its purpose, draws attention to the form of the lesson in the form of a correspondence trip to Ancient Egypt in order to get acquainted with the features of ancient Egyptian writing, training in an ancient Egyptian school, and the development of scientific knowledge.

II. Correspondence trip to Ancient Egypt.

1. Temples are the homes of the gods.

Schools in Ancient Egypt were usually located at temples, and the teachers were priests.

Question for students: what did the ancient Egyptian temple look like?

2. Tombs of the pharaohs.

A student's story about the tomb of Pharaoh Tutankhamun.

3. How the mystery of the hieroglyphs was solved.

There are many mysterious signs placed on the walls of Egyptian temples, in the tombs of pharaohs and nobles. They could not be read for a long time. These were hieroglyphs - sacred writing. The French scientist Champollion managed to read ancient Egyptian texts. He first saw hieroglyphs at the age of 11. “I will read this when I grow up,” said young Champollion, and since then it has become his dream. He showed simply fantastic abilities for languages, knew Latin, Greek, Hebrew, and studied all materials related to Egypt. His attention was attracted by a stone found in Egypt, on which there were inscriptions in ancient Greek and Egyptian hieroglyphs. The stone became the key to unraveling the writing of Ancient Egypt. Some hieroglyphs were surrounded by an oval frame; in the ancient Greek text, the name of Pharaoh Ptolemy was so highlighted, and on another stone in the frame was the name of Queen Cleopatra. Champollion proved that hieroglyphs are writing signs. In 1828, he led an archaeological expedition to Egypt, where a huge number of texts, images, and monuments were collected. Champollion was recognized as the greatest scientific Egyptologist.

4. In the ancient Egyptian school.

Not all Egyptians went to school. Children of simple farmers and artisans rarely became educated people. The boys studied at school all day.

Let's imagine how classes were held in an ancient Egyptian school. The floor is covered with mats: students sit on them with their legs crossed during classes. The noise in the room subsides, the boys stand up and bend in a low bow: a teacher, a scribe, enters the room. Behind him the slave carries a writing instrument and two boxes of manuscripts. The teacher sits in a carved chair. The boys receive the scrolls and begin to carefully unroll them. Beginning students were first given shards of broken dishes and tablets, and then they were entrusted with papyrus.

Questions for students : How was reed used to make writing material?

What did an ancient Egyptian book look like? /Students' answers/

The students wrote with a reed stick, dipping it in black paint. When they wanted to highlight a new thought, they wrote it in red, usually on a new line.

Question for students : What expression is there in our language associated with this ancient Egyptian rule?

It was not easy to learn to write in Ancient Egypt; you had to learn 700 hieroglyphs. They were very similar to drawings and conveyed the whole word. But then hieroglyphs began to mean individual syllables or even letters. This is how syllabic writing arose. Examples of hieroglyphs: - mouth, then the consonant sound “r”, hieroglyph - bread began to be used to convey the sound “T”, because in Egyptian “bread” is “te”. The hieroglyph “hoe” could be used to write a combination of the consonants “m” and “r” in some word. Vowel sounds were not expressed in hieroglyphs. The Egyptians placed a qualifier next to the word.

But then the Egyptians came up with signs to indicate vowel sounds.

Deciphering the hieroglyphs in the words “Ptolemy” and “Cleopatra”. Students identify common letters in words, relate Egyptian hieroglyphs and letters, and become familiar with other hieroglyphs. /Application/.

5. Designation of numbers in Ancient Egypt.

Hieroglyphs were also used to write numbers in Ancient Egypt. Each hieroglyph resembled something. A hundred, for example, looks like a measuring rope, 1000 is a lotus flower, 10,000 is a bent finger, 100,000 is like a frog, 1,000,000 was depicted as a man with his arms raised up, and a ball with a line at the bottom meant, according to the ancient Egyptians, the entire universe and 10 million is the largest number.

Question for students : How could you write down other numbers using the basic ones?

The numbers were written not from left to right, as we write now, but from right to left. For example, the number 15 was written like this:

First there were units, then tens, then hundreds, and so on.

Question for students: What number did the Egyptians not have? / Students’ answer: “The Egyptians did not have the number 0” /

Student assignment: Write down your date of birth in Egyptian numerals.

Then one student writes the date on the board and the students read the date.

6 . Development of sciences in Ancient Egypt.

Question for students : Where was mathematical knowledge used in Ancient Egypt?

The Nile floods played a big role in the life of Egypt, so it was important to learn how to predict them. Observing the sky, the Egyptian priests compiled an accurate calendar; there were 365 days in a year, this allowed the priests to predict on what day the Nile would begin to flood.

Question for students : What is the name of the science that conducts observations of celestial bodies?

Medicine was developed in Ancient Egypt; papyri were found with descriptions of various diseases and methods of treating them, for example, “Surgical Papyrus”, “Book of the Heart”, “Book of Eye Diseases”.

III. Consolidation of the studied material on the following questions:

1. Why was it difficult to learn to read and write in Egypt?

2. Who was the keeper of knowledge in Ancient Egypt?

3. Explain why in Ancient Egypt they said: “time has flown by”?

4. What sciences were developed in Ancient Egypt?

5. Why were the Egyptians called “teachers of teachers” of other civilizations?

IV. Homework.

1. § 12. 2. Compose a story about Ancient Egypt, using words and expressions: papyrus, hieroglyphs, “write on the red line” 3. Compose a crossword puzzle on the topic: “Ancient Egypt”.