In the development of any ancient society, there comes a time when it cannot move forward, develop if it does not know writing. It was necessary for managing the state and its economy, strengthening relations between states, developing science, drafting laws, etc. All the knowledge and experience acquired by people could be passed on to descendants only through writing. But creating a writing system is no easy task. This process was very slow.
Writing - a system of graphic signs used to convey information.
First, the Egyptians drew what they wanted to say. This form of writing is called picturesque, or pictographic. The drawing could depict a whole sentence, thought, object, action, animal, person. But with this method of writing, a lot of drawings were needed - for each thought its own. In addition, the drawing could not be completely understood when reading. Over time, for simplification, each drawing began to denote only one word. Now the number of characters was equal to the number of words. There were several hundred of them. Each sign of Egyptian writing was called hieroglyphic, which meant "sacred writings". Moreover, each drawing depicted an object or an action with the help of an object. So, the word "go" was denoted by two legs that walk. The word "water" was represented by two wavy lines, one above the other. Later, when the Egyptians began to write faster, the signs were simplified. This type of writing is called cursive, or demotic.
Pictography - from Latin. "pictus" - drawing and Greek. Graph - I write.
Pictographic letter - a drawing letter.
Hieroglyph - from Greek. "hieros" - sacred and "glypho" - cut out.material from the site
They wrote on any material that retained drawings or carved signs. The Egyptians wrote on stone, clay shards, wood, leather. Over time, they began to write papyrus- material made from the Nile cane. Papyrus stems were cut into long longitudinal strips, folded into several layers, pressed and dried. After that, the papyrus was rolled into scrolls, the length of which sometimes reached several tens of meters. Papyrus was written with red and black paints with a special pointed reed stick. Papyrus could be used several times by washing away the previous text with water. Over time, it became brittle and brittle. For a long time, it was the best for writing, until it was invented. paper.
Egyptian hieroglyphs have been preserved on the walls of pyramids, burial chambers, and temples. Time passed, and the ancient Egyptian letter was forgotten, no one could read the texts. And only in the XIX century. French linguist and historian Jean-Francois Champollion managed to unravel the mystery of ancient Egyptian hieroglyphs.
A modern lesson is a lesson when students should be able to acquire and assimilate new knowledge, perceive and explore new facts, information and draw appropriate conclusions. In other words, the high efficiency of the training session 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 causes a certain interest among students in the lesson. This helps to activate both the intellectual and creative activity of the student.
Grade 5 students are children who have not yet departed from the game forms of conducting a lesson 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 the previous forms of work, it is necessary to introduce and use new ones, increasing their intellectual potential. And although conducting such a lesson is associated with immersion in a historical situation, it is still a game form in which children actively participate and that's all.
Subject. Writing and scientific knowledge in ancient Egypt.
Goals:
- To acquaint students with writing and scientific knowledge in ancient Egypt, how to obtain them and pass them on to the next generations.
- To continue the formation of students' skills in selecting the necessary educational material for mastering knowledge on the topic.
- To instill in students respect for people who have contributed to the civilized development of mankind.
Lesson equipment. Handout in envelopes, new words, props (figures of the sun god RA, conditional headwear for Egyptian teachers), map "Ancient East", assessment sheet for group work.
Conduct form. Lesson-situation: "One day at the school of Ancient Egypt." In the class, choose 3 "teachers-priests" and one archivist who prepares the message for conducting conditional classes. Divide the class into 3 groups, which will represent the Egyptian students, appoint group organizers from among the well-performing students. (it is desirable to distribute the material for the "teachers-priests" and the archivist in advance so that there are no unforeseen hitches during the lesson, which can take time)
Conditions for the lesson: at recess, with the help of class attendants, create the necessary environment - arrange tables for the work of groups, place figurines of the god RA on them, lay out the evaluation sheets of the following sample:
determine the place where the "ancient teachers" in conditional Arabic costumes will be located.
DURING THE CLASSES
Introductory speech of the teacher: to work in the lesson, you need to keep brief notes in notebooks of new information, words, concepts necessary to complete assignments.
Interview of a teacher with students on the topic "Ancient Egypt"
1. Tell the children what do we know about the history of Ancient Egypt?
Suggested answer:
1. Its location.
2. The population and its occupations.
3. Management in the state.
4. Military campaigns.
5. Pyramids and other structures.
2. Tell the children, how did you manage to find out about this, because 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 items 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 similar children examine in the field, handed out to them in an envelope).
Yes, it is impossible to read it, 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, acting as an archivist, makes a message, placing on the board both the portrait of the scientist and the Egyptian hieroglyphs that he unraveled).
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 2,000 years have passed since the last people who spoke Ancient Egyptian and owned this script died out.
- 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... Overcame Chinese writing... Compiled a dictionary and grammar of the half-forgotten Coptic language 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, the name of the queen is “CLEOPATRA” (as Champollion did 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. They have figurines imitating the god RA on their tables.
Question 1. Do you think the children of all Egyptians could learn? Why?
The teacher, after listening to the answers of the students, explains: 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. Often the schools themselves were located at temples, and priests were teachers in them. The parents of the students were usually wealthy and literate.
Imagine that you are in an ancient Egyptian school. In the distance sit the priests-teachers who will teach you lessons. Why priests? You may be surprised. Yes, because the schools in ancient Egypt were at the temples, and the teachers there were the priests-servants of the gods.
On the tables you are sitting at, there are figurines of the sun god RA. Before starting our training sessions, let's pay our respects to him, because all the Egyptians worshiped him, whether they were children or adults, simple farmers or nobles, the pharaoh or his servants. (at the direction of the teacher, the students perform a conditional ritual, after which they proceed to the lesson in the ancient Egyptian school).
Lesson 1 - the writing lesson is conducted by a pre-assigned student
Materials for the teacher of writing.
Already in 4-3 millennia BC. we Egyptians had more knowledge than we could keep in memory and orally transmit it to others. Therefore, there was a need for writing. 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 designate not only whole words, but also one or more consonants. Vowel sounds were missed when writing. Signs-drawings called hieroglyphs "HIEROGLYPHS"). (Students write down a new word with its explanation in a notebook.) There are about 750 hieroglyphs in our writing. They were carved, as a rule, on stone and wood, but the main material for writing is papyrus. But first, in order to learn how to write, you will write on shards of broken dishes. Therefore, bring shards with you. You probably have them at home. And ask your parents not to throw them away.
When you have mastered 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 display the name of the pharaoh. And now I ask you to complete task number 1, in which you show your knowledge of what you learned from me. Run time 3 minutes, then hand over to me for verification.
(Students in groups perform task number 1)
Task number 1
1. When did the Egyptians need writing?______________________________
2. How did the Egyptians call the signs-drawings? ______________________________________________
3. How many were there? ___________________________
4. What was the name of the main writing material? ___________________________________________
5. What did the disciples originally write on? ______________________________________________
6. Why did you need red paint when writing? _______________________________________
7. Write in hieroglyphs "the warrior wept 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 model prepared by the teacher.
Lesson 2, mathematics is conducted by a pre-assigned student
Material for the teacher of mathematics
Students remember that in order to know how much grain is harvested, 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 on the board, show the signs on the table and explain them).
Do you know how to represent a million? You need to draw a person who raised 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 in order to complete the construction on time, and the amount of materials needed for construction.
All calculations that you will perform are called ARITHMETIC (attaches the ARITHMETIC tablet). (Students write in a notebook a new word with its explanation).
You, future scribes and priests, should know that for digging channels, dividing a field into sections, building buildings, you need to measure lines, areas and volumes. To do this, you must know GEOMETRY (attaches the GEOMETRY sign). (Students write in a notebook new
word with explanation).
The writing teacher reports the results of the completed task in groups.
Mathematic teacher:"Ah, now everyone must complete task number 2. Time to complete 3 minutes."
Task number 2
(decision to carry out in Egyptian signs)
Slaves and peasants collected 400 sacks of barley from the fields belonging to the temple. Leave 20 sacks for food for the priests, 80 sacks for bull feed, 40 sacks for soup for slaves, 20 sacks for seeds for sowing. Will the harvested grain be enough to live on? Will the temple be able to generate income?
After completion, the “Mathematics Teacher” collects the work and checks it according to the model prepared by the teacher.
Lesson 3, astronomy. Conducted by a designated student
Material for the teacher of astronomy
Students, remember, the science that I will tell you about is called astronomy. (attaches a sign to the board) ASTRONOMY). (Students write this word in a notebook) 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? (addresses the students, if they cannot answer, he answers himself). We must know that before the flood of our feeder, the Nile, the stars occupy a certain position, and that by this time the farmers can prepare channels and dams. And knowing the position of the stars in the sky at night, you can navigate the terrain when you go with a trade caravan or, as a military leader, lead your army on an aggressive campaign to replenish the wealth of our clear-divine pharaoh. To do this, you can use the map of the starry sky, compiled by our priests-stargazers.
Now let's take a look at the calendar. Remember: A year is the time from the flood of the Nile 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, the night too. And so that you cannot make a mistake in time, there is a sun and water clock.
The math teacher reports the results of the checked work.
Astronomy teacher: “All students begin to complete task 3. Runtime 3 min.
Task number 3.
1. How many days are there in a year? ___________________________
2. How many months in a year? _____________________________
3. How many days are there in a month? __________________________
4. What devices were invented to measure time? ______________________________________
5. What was taken to measure time in Ancient Egypt? ___________________________________
6. What is this knowledge for? ___________________________________________________________
7. What science gave all this knowledge? _________________________________________________
After completion, the “Astronomy Teacher” collects the work and checks it according to the model prepared by the teacher.
Lesson 4
Acquaintance with the rules in the ancient Egyptian school is carried out by the history teacher himself.
The astronomy teacher reports the results of the assignment.
Task number 4
1. Do you agree with the rules for students in the schools of Ancient Egypt and why?_______________
______________________________________________________________
____
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
2. Name the most important sciences taught to future priests and scribes._____________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________________________________________
The task is checked by the history teacher himself. Summarizes the activities of students in the lesson, looks through the evaluation sheets that the group organizer filled out. Announces grades.
Homework: Review the study material on Ancient Egypt. Chapter 4
Summary of the lesson on the topic "Writing and knowledge of the ancient Egyptians."
Organizing time.
The teacher greets the students and marks those who are absent.
Knowledge update.
Teacher: Guys, tell me, what state are we studying for several lessons? ( Students answer the question by naming the country - Ancient Egypt). (Slide number 1).
Teacher: Do you remember who ruled ancient Egypt? ( Students answer "pharaoh").
Teacher: Describe the geographic location of ancient Egypt (Students describe the geographical location by mentioning the Nile River).
Teacher: Well done. Please show on the map the Nile River, which flowed in Egypt. ( Students point to a river on a map.
Teacher: If Egypt had fertile land, what was their main occupation in the first place?
Teacher: Tell me - what was the main occupation for?
Teacher: What else do people need for a fulfilling life? (Students answer the question - intellectual development)
Teacher: By what means can it be achieved? ( Students answer the question - through any knowledge, with the help of writing)
Formulation of the topic, goal setting.
Teacher: Today we will continue our journey through Ancient Egypt .
Teacher: Based on the above information, discuss in pairs and formulate the topic of the lesson. ( Students work in a group and formulate the topic of the lesson.)
Teacher: So, the theme of the lesson is Writing and knowledge of the ancient Egyptians» . Write the title of the topic in your notebook. (Slide #2)
Teacher: Guys guess:
What questions should be answered during the lesson?
Students ask questions: How did the ancient Egyptians write? What did they write on? What did they learn? What knowledge did they have?
Teacher: Thus, guys, you have highlighted the key points of our lesson and thus determined the purpose and objectives of the lesson.
Creation of a problem situation.
Teacher: Guys, what do you think, what are the written signs in general? What signs and what writing system exists in our country? How many are in our alphabet? Where do we learn writing? Tell me, should everyone learn this in our country? ( Students answer each question.
Teacher: And in ancient Egypt, not everyone had to learn writing, many did not know it, and some segments of the population were not allowed to enter the school. Guess why this happened? Students answer the question
Discovery of new knowledge.
Hieroglyphs - what is it?
Teacher: I propose to work in ……. ? Each (th) ...... reads from. 61-63 of the textbook and finds out: what was the name of writing in Ancient Egypt? What was it like, what was it called? What was the difficulty in learning hieroglyphs? ( Students complete the task and answer questions.) (Slide No. 3).
Teacher: What do you guys think, how could people learn about ancient Egyptian hieroglyphs? ( Students assume by expressing their point of view)
Teacher: And let's learn more about this discovery by watching a fragment of the film.
Teacher: Please guys, what did you learn about hieroglyphs? Who opened them? Why is the stone on which the hieroglyphs were written called Rosetta? ( Students answer this question
Papyrus - writing material
Teacher: Guys, what and on what do you write at school?
Teacher: That's right, pen on paper. I suggest you turn to the textbook illustration on page 63 and answer the question: “What was written in Egypt?”. ( The students work with the illustration and answer the question. (Slide number 4).
Teacher: Guys, on the basis of existing knowledge, tell me - how was papyrus made?
Teacher: And now I suggest you find out - what were the writing instruments of the Egyptians by looking at the slide (Slide number 5)
Teacher: Guess how they could be used?
Teacher: Let's find the first paragraph on page 64 and read it aloud so that everyone can hear us.
Physical education:
Teacher: And now let's have a physical activity with you (Slide number 6).
Again we have a physical education minute,
Bent over, come on, come on!
Stretched out, stretched out
And now they've leaned back. (tilts forward and backward)
The head is tired too.
So let's help her!
Left and right, one and two.
Think - think head. (head rotation)
Although the charge is short,
We rested a bit.
Teacher's scribes and new knowledge
Teacher: Guys, express your opinion: what do you think, and who taught the Egyptians all this? Students guess and answer the question "teacher")
Teacher: Remember the layers of the population of Egypt and guess - which of them could train the Egyptians as a teacher?
Teacher: That's right, priests. Why did they have such a right?
Teacher: And what else, besides writing, could the Egyptians be taught by the priests, what do you think? (students assume - various sciences) What sciences could the priests teach, based on the main occupations of the Egyptians, their needs? ( astronomy, calendar, water clock)
If they do not answer, then on p.64 I suggest that you familiarize yourself with this.
Teacher: That's right, they also watched the stars, tried to penetrate the secret of the life of the gods themselves.
Working with a document
Teacher: Priests in Egyptian schools taught writing, counting, which was mainly useful to people who had to calculate and record taxes. What were these sections of the population?
Teacher: It is true, that is, the priests taught future scribes in schools, and not other segments of the population.
Teacher: Guys, what do you think, what was the position of a scribe attractive for the Egyptians? (The teacher listens to different versions of the students)
Teacher: What do you think, was there always discipline in the lesson in the Egyptian school?
Teacher: Guess how did the teacher-priest maintain order in the classroom?
Teacher: Let's work with the text of the document "Instructing Scribes to Disciples" on page 62 and answer these questions.
Teacher: After studying this text, answer the question: “What is the difference between modern discipline in the classroom and the rules that were applied to students in ancient Egypt” ( The students answer the question.
4. Reflection (outcome of the lesson)
Teacher: And now, guys, we will complete the task "yes", "no". I ask a question and you say the answer.
The scientific knowledge of the ancient Egyptians was closely related to their daily lives. ( Yes)
The French scientist Champollion was the first to decipher the hieroglyphs. (Yes)
All interested Egyptians could teach in the Egyptian school (Yes)
The scribes in the schools had no discipline (Not)
Writing in ancient Egypt was so easy that anyone could learn it (Not)
Teacher: And now I invite you to independently summarize the lesson, but in pairs. (With the help of reception + - interesting)
5.D/C:
"3" - § 12 retelling
"4" - §12 paraphrase, answer orally the questions in the yellow box on page 64
"5" - §12 retelling, complete the written task on p. 65 from the rubric "Think".
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 form of a falcon, a man with the head of a falcon or a winged sun, the son of the goddess of fertility Isis and Osiris, the god of productive forces. His symbol is a solar disk with outstretched wings (Horus)
2. 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 do we know what the Egyptians wanted to convey to us? At the cost of hard work, scientists 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 located 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, schools taught not only writing, but also mathematics, astronomy, and medicine.
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).
