Ptolemy

gods (plural of "nefer")

swim against the current

to go with the flow

nefer, god

throne st - place.....

or or or or or

gods (plural of "nefer")

nefert, goddess

hieroglyph "woman"

hieroglyph "snake"

hieroglyph "

ororor

ra or r (mouth)

ta or t (bread)

was ("happiness", scepter)

ib (heart)

unet ("sanctuary of Thoth or his tomb")

hieroglyph in the form of an image of a bow

cellin print image

iunu ("Iunu", Heliopolis)

Section: Ancient Orient

Chapter 4

Paragraph 12. Writing and knowledge of the ancient Egyptians

Plan:

Mysterious letters.

Egyptian papyri.

The school trained scribes and priests.

1. Mysterious letters. In ancient Egypt, writing arose earlier than in the rest of the world, more than 5,000 years ago. What do you think, what is it connected with? ( exemplary answers of children: - a lot of knowledge has accumulated, they had to be passed on from generation to generation; to transfer information)

During excavations, archaeologists discovered that the walls of Egyptian temples, tombs and sarcophagi were covered with mysterious signs. Here you can see a cobra snake, an ibis bird, and a pyramid. Such icons of the Egyptians in ancient times were called hieroglyphs- "sacred writings". For a long time, the question of what constitutes an ancient Egyptian letter remained open, and only at the beginning of the 19th century, after long research, the secret of Egyptian writing was revealed by the French scientist Champollion.

In 1799, French soldiers under the command of Napoleon landed in Egypt and near the city of Rosetta found a huge black stone slab with an inscription in 2 languages: Greek and Egyptian. By order of Napoleon, this plate was brought to France, and many tried to unravel these inscriptions, but Champollion managed to do this 23 years after it was found.The French scholar Champollion, who knew Greek, noticed that some hieroglyphs were surrounded by an oval frame. Moreover, as many times as the name of Pharaoh Ptolemy appeared in the Greek inscription. The scientist suggested that this is how the Egyptians singled out royal names. On another stone, also containing the same text in two languages, he found the name of Queen Cleopatra in an oval frame. In the words "Ptolemy" and "Cleopatra" there are common sounds p, t, l - and the hieroglyphs in each frame coincided. So Champollion proved that hieroglyphs are signs of writing that can convey the sounds of speech.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 learned Egyptologist.

Text to the archivist for the message

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 played war and revolution, he sat over books. From morning to night he hung around in his father's bookshop and taught himself to read at the age of 5. 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 the 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 lived who spoke ancient Egyptian and owned this script.
- I'll read it! Francois said. And he gave it his whole life and, in the end, kept his promise.
But before undertaking 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 the books of the National Library.
He learned Arabic, Persian, Chaldean, and several other ancient languages. He overcame Chinese writing ... 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 various cases, they could denote both the whole word and its part - a syllable, and even only one sound - a letter ... royal names, as a sign of special respect, were surrounded by an oval frame (shows picture and explains):
In the first frame, the name of the king is “PTOLOMEY”, in the second frame, the name of the queen is “CLEOPATRA” (as Champollion did in comparison with the Greek text).

The main reason why it took so long to decipher it was the lack of vowels in the Egyptian script. Ancient Egyptian writing was very complex. There were about 750 hieroglyphs.

Hieroglyphs are the ancient symbols of Egyptian writing. The complexity of the ancient Egyptian writing was that some signs meant a single word, others - one or a combination of several consonants.

At the beginning, the ancient Egyptians used a simple form of pictorial or, as it is called, pictographic writing, similar to those used by all the primitive peoples of the world. The hieroglyphs were simply drawings, each of which was a real physical object. The sun was depicted as a disk, the moon as a crescent, water as a wavy line, a person as a figurine, and so on. (See the drawing of the hieroglyph in the textbook) . Hieroglyphic writing improved. Signs could designate words and even phenomena and concepts, later - sounds.

The Egyptians came up with the following. In the Egyptian language, the word "mouth" sounded like "er", and they became a hieroglyph to denote not only the word "mouth", but also the consonant sound "r". In the same way, the hieroglyph "bread" meant not only the word "bread", but was also used to convey the sound "t", because in Egyptian "bread" is "te", and so on. One icon could also denote several sounds: the hieroglyph "hoe", in Egyptian "mer", could record a combination of two consonants "m" and "r" in a word. Vowel sounds were not transmitted by hieroglyphs. If you and I wrote like this - without vowels, then the icon "house" could mean both the word "house" and any other word where there are only two consonants: "d" and "m". This means that this icon could be understood and read in different ways: “lady”, “let's go”, “eat” or as the name of the boy Dima. How to determine what is meant? The Egyptians came up with a trick. They put a defining icon next to the word, which is not readable, but only tells what it is about. In this way, we would write the word “let's go” using the hieroglyphs “house” and “go”, and Dima would write it differently: with the hieroglyphs “house” and “person”.

At that distant time, it was very difficult to learn such a letter. A literate person who can read and write seemed to the ancient Egyptians a real sage.

2. Egyptian papyri. The material used by the Egyptians for writing is called papyrus. It was made in the following way.

The Egyptians chose reed plants with a long stem, removing the hard shell, and cut the loose core into long strips up to 8 cm wide. The strips were placed on a table moistened with water. In this case, one strip adjoined the other. A second layer of the same stripes was applied on top, but already across the first layer. The masonry was made up of two layers. It was placed under a weight (stone): an adhesive liquid stood out from the plant, firmly fastening all the strips together. The surface of the sheet was covered with a thin layer of flour glue so that the ink would not spread on it. Then the sheet was dried in the sun, smoothed with ivory tools, beaten with a hammer, eliminating all irregularities. The result was a yellowish writing material, similar to paper - it was also called papyrus. Papyrus - brittle material, it cannot be folded, as sheets of paper are folded in a modern book. Therefore, sheets of papyrus were glued into long strips, which were folded into tubes - scrolls.

When a leaf of papyrus was written to the end, another one was glued to it. The book got longer and longer. Nowadays, a papyrus scroll more than forty meters long is kept in one museum.

in many In all languages, the words for paper sound similar. For example, in German paper is "papier" (papier), in English - "peype" (paper), in French - "papier" (papier), in Spanish - "papel" (papel). Apparently, this similarity is not accidental: all these words have the same root and come from the same ancient word. What is this word? Papyrus is a material used by the Egyptians for writing.

3. The school prepared scribes and priests. In ancient Egypt, there were schools for the education of boys. With the advent of scientific knowledge and writing, the state needed literate people. Therefore, the pharaohs gave orders to establish more and more schools. The main purpose of the training was: to prepare officials who knew writing and mathematical calculations. Education was paid, and only wealthy Egyptians could afford the education of their children. The term of study was long (from 5 to 17 years). In schools, they mainly taught writing and counting. Due to the high cost of papyrus, only older students wrote on it, the younger ones used clay shards for writing.

Indeed, the children of not all Egyptians went to school. The children of ordinary farmers and artisans rarely became educated people. They learned from their fathers to sow grain, herd cattle, weave or work with stone. The school trained scribes and priests. The parents of the students were usually wealthy and literate.
Schools in ancient Egypt were located at temples, and the priests-servants of the gods were teachers there.
On the tables, at which the students were sitting, there were figurines of the sun god RA. Before starting the training sessions, they expressed their respect to him, because all the Egyptians worshiped the god RA, whether they were children or adults, simple farmers or nobles, the pharaoh or his servants.

In high school, students were entrusted with papyrus. They wrote on it with a sharp reed, dipping it in black paint. Nearby in the pencil case was red paint, which marked the beginning of a new thought. Hence the expression - "red line"

Which way of writing numbers is more convenient: ancient Egyptian or the one that we use? Why is this method more convenient?

Writing large numbers took up a lot of space in Egypt, there was even number one million , denoted figurine of a man raising his hands in surprise ; the counting system was complex, it was especially difficult to multiply and divide. Despite this, the Egyptians knew all four arithmetic operations, managed to solve complex problems. The original units of length are very characteristic of the forms of Egyptian mathematics. These units were: finger, palm, foot and elbow, between which the Egyptian mathematician established certain relationships.

The rules in Egyptian schools were very strict. Students were flogged for laziness and disobedience.

After the students mastered reading and writing and counting, they began to study history, geography, mathematics, astronomy, construction and medicine. After graduation, they took exams. Only those who endured them could continue their education further. But now the student could choose, at will, one or two of his favorite subjects, which he would like to make his future profession. Most of the young men at the end of school became scribes. It was one of the most respected and well-paid professions in ancient Egypt.

The Egyptians were engaged and astronomy, determining the movement of heavenly bodies.

Watching the sky, the Egyptian priests made an accurate calendar and predicted on what day the Nile would flood, because this was very important. Astronomical knowledge gave the Egyptians the opportunity to establish a special calendar. The Egyptian calendar year was divided into 12 months of 30 days each, with 5 feast days added at the end of the year, giving a total of 365 days per year. Thus, the Egyptian calendar year lagged behind the tropical year by a quarter of a day. This error for 1460 years became equal to 365 days, that is, one year.

They used water clocks to measure time. In a water clock, water drips from a vessel with a small hole at the bottom: how much water has poured out, so much “time has flown by”.

It was not just the priests who watched the stars - they, as it were, penetrated the secret of the movement of the heavenly gods themselves. In Egypt, the science of studying the Earth was born - geography . But the information of the ancient Egyptians about the Earth was still very inaccurate. They, for example, imagined it as a rectangle with raised edges - mountains, which was surrounded by an endless ocean.

The ancient Egyptians had great knowledge of medicine. They were able to determine the disease by the pulse and many other signs. To treat diseases, doctors made complex medicines made up of herbs and medicinal substances. In Egypt, they even knew how to perform surgical operations using painkillers.

However, so that ordinary people would not learn the secrets, much knowledge in ancient Egypt was passed down from generation to generation only in a narrow circle of priests.

Questions and answers:

one). The very word "hieroglyph" means - "sacred letter". Why do you think? ( since sacred temples and tombs were painted with them, it means that they were performed by priests).

2). What is the peculiarity of Egyptian writing. Why did a man who could read in Egypt seem like a real sage? (vowels were not indicated when writing, there were signs - determinants; it was difficult to learn such a letter)

3). There were many schools in Egypt. "A boy's ear is on his back, and he listens better when he is beaten," teachers used to say.

Question: Consider why no one said, "The girl's ear is on her back?" (the school of scribes prepared the officials of the pharaoh, so girls were not taught at school, only not many Egyptians were literate).

4). Think about why with the development of the economy in Egypt, there was a need for scientific knowledge? What do you think, what sciences should have been developed in Egypt? (I had to count a lot - collecting taxes, building pyramids and temples, in craft - mathematics)

5). - Whom did the school prepare? (Scribes and priests)
-Where were the schools and who were the teachers in them? (At temples, priests)
-What was taught in schools? (Read and count)
- Where were mathematical knowledge needed? (In construction work, tax collection, craft)

6) . What types of watches do you know?(Sand, water, solar, mechanical, electronic).

7). In ancient Egypt, nobles who held a high position in the court of the pharaoh often demanded that artists and sculptors depict them with writing instruments. They ordered statues for their tombs depicting them in the pose of a scribe. Why do you think they did it? (Noble nobles and even the sons of the pharaoh were proud of their education . They wanted everyone to know they could write.)

8). Remember what population groups were in ancient Egypt(Pharaoh, nobles, warriors, farmers, artisans, slaves).

Imagine what's coming pyramid building. What calculations were needed during its construction?(Number of stone slabs, number of slaves, number of years during which the pyramid will be built). Who did these calculations?(The nobles who supervised the work).

What calculations did the Egyptian commanders make when the army advanced? (Number of warriors, weapons, number of days for military campaigns, supply of food, water)

What calculations did farmers have to make? (How much grain should be taxed, how much should be left for seeds, for food, for bulls).

Summarize: everyone had to count . What science arose from this knowledge?(Arithmetic is one of the branches of mathematics. All received calculations had to be written down, writing developed.

§ 1 Ancient hieroglyphs

A major contribution of the ancient Egyptians to world culture was the creation of a unique writing system - hieroglyphs. The invention of writing contributed to the most accurate accumulation and transmission of information from one person to another. The creation of writing determined the emergence and development of the sciences.

In the 19th century, when the study of Ancient Egypt began, researchers began to come across mysterious signs that adorned the walls of tombs, temples and sarcophagi. These pictures were a simplified representation of a living being or object. For a long time it was not possible to decipher these symbols, to give them any description.

In 1799, at the height of Napoleon's Egyptian campaign, near the city of Rosetta, a French army officer found a stone slab with three mysterious letters. Two inscriptions were made in ancient Egyptian, and the third in ancient Greek, well known at that time. This stone, called Rosetta, proved to be an important find for Egyptologists, as it contained the key to understanding hieroglyphic writing. In 1822, the French historian and linguist Jean-Francois Champollion, by comparing the Greek and hieroglyphic texts, managed to unravel the mystery of the hieroglyphs. From that moment began an active study of the history and culture of ancient Egypt.

In total, there were about 6,000 characters in Egyptian writing, of which 700 characters were the most commonly used. Hieroglyphs originated from the pictorial writing of primitive peoples. Gradually, the drawings were simplified and eventually turned into signs. There were no vowel sounds in hieroglyphic writing. In addition, the same symbol could designate several objects, depending on its position in the text.

§ 2 The appearance of papyrus

The Egyptians used a special material for writing - papyrus. It was made from reeds that grew along the banks of the Nile. The stem was cut into long and narrow strips, which were laid out on a flat surface, one next to the other, then another layer of papyrus stems was laid out in the transverse direction. Such a two-layer masonry was pressed from above with a stone and left to dry. The result was a material that could be written on.

For the convenience of storing and transferring papyrus with records, it was rolled up into a tube - a scroll.

It was very difficult to learn the ancient Egyptian script, so literate people were treated with special respect.

§ 3 Education at school

Special schools were created to teach writing. These schools were attended only by children of noble parents. Literacy was not available to the children of ordinary farmers and pastoralists; their main task was to learn from their parents to sow grain and raise livestock.

Schools, as a rule, were opened at temples. Priests were teachers in such schools. Graduates became scribes, officials and priests.

Students were taught to count, they solved problems in arithmetic and geometry. Many symbols and signs invented in ancient Egypt are still used in mathematics. Among the sciences taught in Egyptian schools was astronomy, thanks to which the priests compiled accurate calendars and predicted the days of the beginning and end of the Nile floods. The Egyptians used sun and water clocks to accurately measure time. It was from Egypt that the expression “how much water has flowed under the bridge” came to us.

Another science that developed in Egypt was medicine. Ancient doctors knew how to treat both bodies and souls. They believed that diseases were instilled in a person by evil spirits and various decoctions, as well as magic spells, sought to expel them from the body of the patient. It should be noted that many treatments are still recognized as effective.

List of used literature:

1. Mircea Eliade. History of faith and religious ideas. Volume I: From the Stone Age to the Eleusinian Mysteries, Translation by N.N. Kulakova, V.R. Rokityansky and Yu.N. Stefanov, M .: Criterion, 2002
2. Ancient world history. The Ancient East. Egypt, Sumer, Babylon, Western Asia. - Mn.: Harvest, M.: AST, 2000. - 832 p.
3. Keram K. "Gods, Tombs and Scholars". Roman archeology

Used images:

Summary of the lesson on the history of the Ancient World "Writing and knowledge of the ancient Egyptians"

The purpose of the lesson:

Introduce students toancient Egyptian writing and scientific knowledge.

To form the conceptual apparatus of students on the topic;

Continue the formation of skills to independently build a story based on different sources of information, summarize individual facts, analyze the text and highlight the main thing

To form the cognitive interest of students through the use of creative tasks.

Cultivate respect for other cultures.

During the classes.

1. Organizational stage.

Checking students' readiness for the lesson.

Self repetition.

Guys, let's remember what the word "civilization" means

What civilization are we going through now?

What have we learned?

What do we want to know?

2. Actualization of students' knowledge.

1. Working with the map "Ancient Egypt ”.Apply all the geographical names that you know.

2. Working with terms: transcribe anograms

Civilization - vilicization

State-dargosustvo

Pharaoh onrafa

Nobles - movelzhi

Priests - priests

Scribes

slave bars

Taxes - login

Religion - ligrea

temple-march

3. What is this deity:

1. The god of the sky and the sun in the guise of a falcon, a man with a falcon's head or a winged sun, the son of the fertility goddess Isis and Osiris, the god of productive forces. His symbol is a solar disk with outstretched wings (Horus)

2. The god of the desert, i.e. "foreign countries", the personification of the evil inclination, the brother and murderer of Osiris, one of the four children of the god of the earth Geb and Nut, the goddess of heaven (Set)

3. The god of water and the flood of the Nile, whose sacred animal was the crocodile. He was depicted as a crocodile or as a man with the head of a crocodile (Sebek)

4. God of the earth, son of the god of air Shu and the goddess of moisture Tefnut (Geb)

5. God is the patron of the dead, the creator of funeral rites. He was depicted as a man with the head of a jackal or a wild dog (Anubis)

6. Goddess - the patroness of women and their beauty (Bastet)

7. God of the moon, wisdom, accounts and letters, patron of sciences, scribes, sacred books, creator of the calendar. His sacred animal was the ibis, and therefore the god was often depicted as a man with the head of an ibis (Thoth)

4. Many ancient states of the East have long disappeared, covered with the ashes of time, only small fragments on the surface. Pyramids, frescoes, obelisks, mind you, they are all generously painted. What this writing reminds us of is hieroglyphs. Somewhere around 3000 BC, the Egyptians began to write. Translated from Greek - sacred writings, and the Egyptians themselves called their writing - divine speech. Why do you think? They were sure that writing was given to them by the god of wisdom - that. But millennia passed and writing was forgotten and we faced a choice - how to find out what the Egyptians wanted to convey to us? At the cost of hard work, scientists have unraveled the writings of many ancient Eastern peoples, but the Egyptian writing could not be deciphered for a long time. But one day ... an officer of Napoleon's army in 1799 in Egypt found a plate - the text engraved on it was in two languages: ancient Egyptian hieroglyphs and ancient Greek. The stone was found in the place - rosette, therefore it was called the rosette stone. Napoleon understood the importance of the find and sent the stone to the museum of Cairo, but the French were defeated in Egypt by the British and retreating, of course, there was no time for historical finds. The ancient Greek language was well known to linguists, so this text in ancient Greek was quickly translated, and the comparison of the texts allowed the French scientist Jean Champollion to decipher the ancient Egyptian records.. Let's read in the textbook about decryption ...

The language of ancient Egypt is quite complicated, so not all Egyptians knew the letter. It was the prerogative of rich and noble people, primarily scribes, since they were in charge of all affairs in the country. Years were spent on training the best scribes. After all, there are more than 700 characters in ancient Egyptian writing.Let's look at the teaching of the scribe - to the students.

Hieroglyphs could be read from right to left. and from left to right. The letters were written in such a way that they would be facing the person. Many words had 2 or more meanings. What did the Egyptians write on - papyrus,let's read what papyrus is.

Let's try to write our names in ancient Egyptian, using hieroglyphs. .

Instead of vowels, use similar sounds ... 24 consonants at the end of the male name, draw a male figure, at the end of the female - a woman. Let's get a look. Who got what. Exit to the board.

Fizminutka ... One, two, three, four, five - we stomp our feet,

One, two, three, four, five - clap your hands

One, two, three, four, five - doing it again.

And blueberries grow in the forest

And blueberries grow in the forest

strawberries blueberries

To pick a berry

need to squat deeper (squats)

walked in the forest

I carry a basket with berries (at least on the spot)

,

Rest, well done. The need for the development of knowledge, the development of life and economy, therefore, not only writing, but also mathematics, astronomy, and medicine were taught in schools.

There are two states on earth where writing appeared earlier than in other countries. One is Mesopotamia, the other is Egypt.

Writing arose more than 5,000 years ago. years ago. Think about what year? The knowledge of the Egyptians accumulated more than people could keep in memory. This led to the invention of writing. The first signs for writing were hieroglyphs (slide + handout). The children look at the hieroglyphs. Question for the class:

Do you think it was easy to master the hieroglyphs?

There were over 750 hieroglyphs in total. And they were deciphered only in the 19th century in 1822. The name of the person to whom this merit belongs is Champollion. And before we read the document on the decoding of hieroglyphs, answer the questions:

Why was it so important to decipher the hieroglyphs?

What do written sources give us?

Would it be possible to learn about the life of the Egyptians only from the drawings?

Work with the document on p.62 of the textbook. How did you manage to decipher the hieroglyphs?

Working with handouts. On each desk - sheets with the image of hieroglyphs.

One hieroglyph could denote one sound, others - a combination of sounds, and still others - a word. Vowels were not written (the guys study the handout). The Egyptians came up with determinants, they were not read, but only suggested what was being discussed.

Let's try to be with you in the role of scientists. The children are invited to decipher the sentences marked with a check mark using a hint sheet.

Checking the job.

Numbers in Ancient Egypt. Slide. It was very difficult to perform mathematical operations (it is suggested to try to do it at home).

Conclusion: studying in Egypt was very difficult. The one who could read and write was considered a real sage.

The writing material is papyrus. Slideshow on the production of writing material.

Education in schools. Students independently get acquainted with paragraph 3.s.61 of the textbook. Questions:

What was taught in schools?

Who was trained?

How was discipline maintained?

Thanks to the decoding of hieroglyphs, we learned about scientific knowledge in ancient Egypt.

What sciences have been developed?

The conclusion is made about the high development of science. What new did you learn today

And at the end of our lesson, you need to solve a crossword puzzle. (Workbook. No. 1. p. 34)

Homework: P.12 (question 3.4 orally).

Lesson topic:
WRITING OF THE ANCIENT EGYPTIANS. ANCIENT EGYPTIAN SCHOOL. SCIENTIFIC KNOWLEDGE.

Lesson objectives.

Personal: to realize the value and significance of getting an education on the example of Ancient Egypt;
learn to understand that getting an education is a lot of work;
to help students realize the need to study various school subjects;
develop respect for other cultures.

Metasubject: to form the logical and historical thinking of students;
on the example of the ancient Egyptian and modern schools, the Russian and ancient Egyptian alphabets, the ancient Egyptian and modern calendars, to form the ability to compare various phenomena;
to teach how to transfer existing experience (knowledge from other subject areas) to new situations; show the ability to use the acquired knowledge to solve practical problems.

Subject:

Understand the meaning of the concepts: "hieroglyphs", "papyrus",
to form an idea of ​​the school in ancient Egypt;
on the example of knowledge that was given at school, talk about the development of science;
reveal the features and complexity of Egyptian writing, the history of its decipherment;
introduce the features of the Egyptian account and system of measures.

Equipment:
multimedia projector, interactive whiteboard, ESM "Ancient Egypt", presentation "Education in Ancient Egypt"

Literature: Textbook: History of the Ancient World: Proc. for 5 cells. general education institutions / A. A. Vigasin, G. I. Goder, I. S. Sventsitska.— M.: Prosveshchenie, 2012.
Smirnov S.G. Problem book on the history of the ancient world. - M.: MIROS, 1994.

During the classes.

I. Creation of a problem situation. Formulation of the problem.

Teacher actions

Over the course of several lessons, we studied the historical events and phenomena of Ancient Egypt. And we did not think about where the information about them came from. Meanwhile, for a long time nothing was known about Ancient Egypt in the world. After all, this civilization perished on the eve of the new era.

A little more than 200 years ago, the then little-known French General Napoleon, at the head of an army, set off to conquer Egypt. His military campaign was defeated, but had positive results of a different nature, namely, acquaintance with ancient Egyptian culture. The expedition included not only warriors, but also scientists, artists, architects, who carefully examined the finds, sketched and wrote down everything they found. As a result, the study of the lost ancient Egyptian civilization was initiated. French researchers were especially struck by the abundance of mysterious drawings on the walls of the pyramids, stone steles, and temple walls. (Demonstration of a slide depicting monuments of ancient Egyptian culture).

On the one hand, we have an abundance of material sources in the form of pyramids, temples, stelae, sculptures, drawings and written sources in the form of inscriptions on the walls of pyramids, temples, steles, manuscripts, which could be used to restore the history of Ancient Egypt. (We fix the 1st fact: an abundance of material and written sources on the history of Ancient Egypt).

But at the same time, these sources were silent. By themselves, they did not report either the names of the pharaohs, or information about specific wars, campaigns, events. The actual history of Ancient Egypt remained unknown. Usually such information is provided by written sources. But in this case, they gave nothing, because they could not be read. None of the scientists who knew the languages ​​could decipher the ancient Egyptian writings. On the other side of our problem, we have a lack of specific information on the history of Ancient Egypt, to put it simply - its history remained an unknown, unsolved mystery. And the reason for this was that no one could read the ancient Egyptian written sources. (We fix the 2nd fact: the history of Dr. Egypt remained unknown).

What contradiction is revealed when comparing the two sides of the situation? What question arises?

Summarizing the answers of the students, we fix the educational problem on the board: Why was such a complex writing system created in ancient Egypt?

Student actions:

The contradiction between the abundance of historical sources and the unknown, the lack of knowledge of the history of Ancient Egypt.
How could the historical sources of Ancient Egypt be made to speak? It is necessary to decipher the mysterious writing. But how to do that? The writing was too difficult.
Record the main question of the lesson in a notebook.

Regulatory UUD
1. Define the goal - the problem.
2. Push versions.
3. Plan activities.
4. Work according to plan.
5. Assess the degree and methods of achieving the goal.

II. Versions.

Teacher actions:
What assumptions do you have, versions of the solution to the problem? Fixes versions on the board with keywords:
1) benefits for certain segments of the population.
2) the writing of Dr. Egypt - the first experience of mankind in the development of writing

Student actions:

Students put forward hypotheses.
1. It was beneficial for someone to create such a complex script, because this gave certain advantages over the rest of the inhabitants of Egypt.
2. People have not yet had the experience of creating a convenient, universal and simple writing system.

Formation of UUD, assessment technology:
Regulatory UUD
2. Push versions.

III. Knowledge update.

Formation of UUD, assessment technology:
What do we already know about this issue? (Fixes key words on the board.)

1. Writing was necessary for scribes to account for the taxes they collected.
2. Writing was used to exalt the pharaohs: their merits, titles, conquests were listed.

IV. Activity planning.

What do we need to know to solve the problem? Write the plan of action on the board with key words.
Need to find out:
1. What was the writing in D.E.?
2. Who and how could study writing in D.E.? What advantages did the possession of writing give to certain categories of the population?
Determine an action plan to solve the problem.

1. Find out what ancient Egyptian writing was.
2. Find out how the ancient Egyptians could learn writing, get an education. What gave possession of writing to certain groups of the population?
3. How did writing develop in Ancient Egypt?

Formation of UUD, assessment technology:
Regulatory UUD
3. Plan activities.

V. Search for a solution to the problem (discovery of new knowledge).

1. What was the writing in Ancient Egypt?
The task is given to read the text of paragraph 1 "Mysterious letters" § 12.
Next, the teacher asks students to complete the following tasks, based on the information in the paragraph:
1. What is a hieroglyph? Draw (write) in a notebook 2-3 Egyptian hieroglyphs.
2. Fill in the gaps in the following task: “Egyptian hieroglyphs were transmitted:
BUT)………….,
B) ………….,
AT) ………….".
3. On p.60, images of several other-Er. hieroglyphs. Using them, write the following text: “Under the hot rays of the Egyptian sun, a column of slaves slowly moved towards a well of water. Warriors guarded the column and beat those slaves who walked too slowly.
Was this task difficult for you? Were you able to complete it completely? If not, why not?
4. There were no vowels in Egyptian writing. Let's think about how uncomfortable that was. For example, we have the hieroglyph "SL" - what words can it stand for? (Village, fat, strength, donkey, if, sat down, solo).
5. Why was it difficult to master ancient Egyptian writing?
No less complex than writing was the designation of mathematical numbers. Samples of some of them are given on p.61 of the textbooks. (See pictures). Let's try with their help to complete the following tasks:
1. Write an example on the board:

2012 - 1932 (the year our school was founded) =
And now we will translate this example into other eg. mathematical signs:

2. Write down the year of your birth using Egyptian numerals.

3. Solve the problem and write down its solution in a notebook:
“Imagine the economy of the other-Egyptian temple. A white-robed priest stands under the palm trees. He observes the work of farmers and calculates to himself: “Slaves and peasants collected 400 bags of wheat from the fields belonging to the temple. 20 bags should be left for food for the priests, 80 bags for bulls, 40 bags for soup for slaves, 20 bags for seeds for sowing. How many bags will be left?

So, we learned that writing in Ancient Egypt was very complex.
Conclusion on p.60: “It was difficult to learn such a letter. The one who could read and write seemed to the Egyptians a real sage.”

2. Who and how could study writing in Ancient Egypt? What advantages did the possession of writing give to certain categories of the population?
Students are given the task to read paragraph 3 "Teachers and students" and answer the questions:

1. Who was educated in the schools of ancient Egypt? Were they representatives of all segments of the population of this country? Who couldn't study at school?
2. Who taught children in the schools of ancient Egypt? What wisdom?

3. Why were teachers interested in hiding a lot of knowledge from students and passing it on only in a narrow circle?

Conclusion on p.61: “ Much of the knowledge in ancient Egypt was passed down from generation to generation only in a narrow circle of priests, so that the secrets of the gods are not known to ordinary people.
3. What stages of development did ancient Egyptian writing go through?

Already in 4-3 millennia BC. The knowledge of the Egyptians was more than they could keep in memory and orally transmit it to others. Therefore, there was a need for writing.

Students are encouraged to systematize their knowledge on a new topic. Based on the material already studied, try to determine the main stages in the development of writing in Ancient Egypt (find references to these stages in the text of the textbook).

Students complete assignments.
"Egyptian hieroglyphs conveyed:
A) individual consonants
B) combinations of consonant sounds,
C) whole words.
Formation of UUD, assessment technology:
The student at the blackboard performs this task, using the drawings of the textbook:
Students express their opinion about the degree of complexity of the task.
Students perform self-assessment according to the algorithm.
Reading point 3 "Teachers and students." Answers to the teacher's questions.
Students perform self-assessment according to the algorithm.

Stage 1 - “Initially, they all looked like drawings. Once upon a time, the Egyptians simply drew whatever they wanted to say.

0 - "sun", J] - "go", o - "bread", -O - "mouth". But such writing did not convey the sounds of the language, and many words, such as names, simply cannot be depicted in a picture.

Stage 2 - “Then the Egyptians came up with the following. In the Egyptian language, the word for "mouth" sounded like "er", and they became the hieroglyph-o-to denote not only the word "mouth", but also the consonant sound "r". Similarly, the hieroglyph for "bread" was used to represent the sound "t", because in Egyptian "bread" is "te", and so on. One icon could also denote several sounds: a hieroglyph<£" «мотыга», по-египетски — «мер», могли записывать сочетание двух согласных «м» и «р» в каком-нибудь слове. Гласные звуки иероглифами не передавались».

Formation of UUD, assessment technology:
Cognitive UUD
1. Find reliable information from various sources.
2. Own semantic reading - independently proofread factual, subtextual, conceptual information.
3. Establish cause and effect relationships.
4. Analyze, summarize, draw a conclusion

Personal UUD
1.

VI. Problem solving expression.

What answer to the main question of the lesson can we give?

What versions are confirmed

An approximate conclusion on the problem: In ancient Egypt, complex writing was created because, firstly, humanity took only the first steps in the development of a written culture and did not yet have other optimal written systems, and secondly, the literate part of the country's population was interested in preserving its the exclusive right to own a written language and, in certain cases, artificially complicated the written system

Both versions put forward at the beginning of the lesson were confirmed.

Formation of UUD, assessment technology:
Personal UUD
1. Independently give and explain assessments of events.

VII. Application of new knowledge.

Read the Teachings of the Scribes and discuss in pairs whether all the students in the ancient Egyptian school studied hard. How did the teachers maintain order in the classroom? Why was the position of a scribe attractive to the Egyptians?

VIII. Homework.

§ 12. Think up and write down in a notebook:
- a hieroglyphic inscription announcing the anniversary of our school, family, city
Compose a crossword