Ancient Egypt Curriculum

Ancient Egyptian civilization is one of the richest early complex societies students can learn about today. Its geography, history, and culture have stood the test of time. The excavation of the tomb of Tutankhamun may be one of the many sources of popular curiosity today as it unearths a glimpse of ancient Egyptian life and beliefs. If you are curious about the pyramids, mummification, and deities, this is a curriculum pack for you!

See the fact file below for more information on putting together an Ancient Egypt Curriculum or alternatively, you can download our 16-page Ancient Egypt Curriculum pack to utilize within the classroom or home environment.

Key Facts & Information

Short video explainer

• Before we start, watch a short and simple video explainer about Ancient Egypt found in the PDF download.

What to Consider

• Develop geographical skills – Teaching about ancient civilizations always begins with acquainting our learners with the features and significance of geography. It is vital for them to be aware of and realize the crucial role of the surroundings, specifically bodies of water, in the emergence of complex societies such as the Egyptians.
• Use of schema – To spark the learners’ motivation, we always utilize their schema or prior knowledge of the topic. This way, learners could associate with the teacher and the lesson. Be ready if their schema is based on the movie, The Gods of Egypt.
• Make meaning of symbols – Like other complex societies in history, ancient Egypt used symbols to communicate and record. Each symbol seen in Egypt’s great preserved temples, ruins, and papyrus scrolls has meaning to tell. 
• Analyze artifacts – Ancient Egyptian religion is a direct manifestation of their life and society. Utilize artifacts that present ancient Egyptian beliefs on life and the afterlife. Explore the representation of their gods and goddesses and how it shaped their society. 
• Engage in fun activities and experiments – Learning about the past is not always old. Ancient Egyptians were known for their mummification, pyramids, and complexes. We can engage our learners to do guided experiments on mummifying an orange and building a model pyramid or temple. They can also dress up like Nefertiti and Akhenaten in a play. 
• Use of Glossary – Much of what we know today about ancient Egypt is based on archaeology or the science that deals with past human life using objects or material culture. Learners must be acquainted first with terms such as artifact, carbon dating, excavate, fossil, relic, tomb, lithic, and crypt. 

How to deliver

• They say that all civilizations begin with a body of water. In the study of ancient history, the first civilizations formed on river banks. If the Mesopotamians originated on the Tigris/Euphrates rivers, the ancient Chinese on the Huang Ho or Yellow River, and ancient India on the Indus river valley, ancient Egyptians had the Nile River. First, we present our learners with a map showing the surroundings that they can infer. Let them describe its features.
• In addition to a traditional map, try to use Google Earth to show the real-time scope of the Nile River. Explore our Earth using this free application. 
• Proceed with the discussion on why rivers were attractive locations for settlements. Let the learners infer the benefits of having a nearby source of water. Inferences may include a supply of drinking water, fertile land for crops, and a means of transportation and trade. With this foundation, we may discuss the ancient Egyptians’ way of life further. 
• In exploring ancient Egyptians’ way of life, help our learners’ imagination by providing pictures. Remember to sustain the connection of their everyday life with the Nile River. This way, our learners can appreciate the significance of respecting our environment. 
• Before dwelling on the intrigues of ancient Egyptian history, such as the trail over Tutankhamun’s beard, let’s establish the topic with our learners’ schema. Use a modified KWL chart through a Gallery Walk. A Gallery Walk contains images and texts placed around the classroom. So during and after the discussion, our learners can revisit the words (placards) they put on the wall. Style the wall of our classrooms like a gallery. Choose printed images showing the different aspects of Egyptian life (religion, education, government, and economy). Then, using placards or pieces of paper, the learners can write words they know about the said aspects and display them on the wall. 
• After learning the basic features of ancient Egyptian life, we may proceed with teaching chronology. The primary use of timelines is to show the sequence and overall impact of the events. In addition to dates and a short description of events, the ancient Egyptian timeline may contain architectural landmarks that are accomplished in a specific period or kingdom. 
• It will literally take us years to study Egyptology in-depth. Still, we can simplify this for our young learners by connecting the discussion of architecture (pyramids and complexes) to ancient Egyptian religion, government, and culture. Again, using Google Earth, explore the pyramids and complexes of Egypt like we are there. Rotate, zoom, and take a closer look at the Great Pyramid of Giza and other fantastic landmarks in Egypt. We can also explore the use of virtual field trips to have a close encounter with hieroglyphics and reliefs hidden at the Valley of the Kings.  
• Like other polytheistic religions, ancient Egyptians worshipped many gods and goddesses that guided their everyday life and the afterlife. One of the unique features of this civilization is mummification. This process is a manifestation of their deep belief in the afterlife. After discussing the process and purpose of mummification in ancient Egyptian culture, guide the learners on how to mummify a fruit, an orange, or apple, perhaps for Halloween. Print a guide and supervise the experiment. You may also watch this Discovery History Mummification of an Orange video. You can find further instructions in the free PDF download.
• Now that the learners know how to mummify (somewhat), further the discussion by showing them artifacts. It would be a first-hand experience if they could see an actual Egyptian mummy in museums — many museums in and out of the US house Egyptian antiquities. In case a field trip is not possible, we can also present them with primary sources such as the “Book of the Dead”. 
• If you are worrying if the mummification process is a bit morbid and gory for young learners, you may focus instead on ancient Egyptian mythology, which also tells stories of creation, bravery, betrayal, life, death, and the afterlife. Kids are drawn to stories and curious about the animal-human features of Egyptian deities.  
• You may explore ancient Egyptian mythology in our Mythology & Deities Curriculum.
• Hieroglyphics, or the system of writing of ancient Egyptians, are complex to decipher, but don’t worry! We can still explore simple hieroglyphics in class. To experience how ancient Egyptians expressed and recorded themselves, ask our learners to try writing their names in hieroglyphics! 
• Aside from pioneering architecture and executing advanced engineering, ancient Egyptians left significant inventions. We can use this part of the lesson as a follow-up activity for learners to work on by group. The output for this activity could be added to the Gallery Walk. Answers may include the use of eye makeup, papyrus sheets, the plow, breath mints, door locks, and toothpaste. 
• Note that a brief explanation should accompany answers on the origins and significance of each invention. For example, ancient Egyptians came up with the first breath mints and toothpaste for their deteriorating teeth and bad breath. Despite having specialists in bone setting, embalming, and surgery, ancient Egyptians lacked dentists. Unfortunately, their bad dental health is not due to enjoying sugary food like candy, but the stones they use to grind flour and make bread left sands that ground down their teeth. The first Egyptian oral care we can associate with the contemporary toothbrush was made from rock salt, dried iris flower, mint, and pepper grains. Aside from associating Egyptian inventions with personal care, our learners add knowledge on the Gallery Walk. 
• Another interesting point of discussion is the use of historical themes. We can integrate investigative journalism to explore some of the unsolved mysteries of ancient Egypt, such as the Sphinx of Israel (an Egyptian Sphinx excavated at Tel Hazor), the death of King Tut and the possibilities of genetic disabilities, the hidden chamber of the Great Pyramid, and the disappearance of Queen Nefertiti. 
• Our learners can also explore feminism in the ancient world with some of the powerful women pharaohs. It is notable for unearthing the play of gender roles and the emergence of female iconography in ruling ancient Egypt. The intrigues encircling how female pharaohs such as Queen Hatshepsut legitimized her power and embraced all official representations and traditional regalia of pharaohs, such as the false beard, the khat, and the shendyt kilt. Or the power struggle between Cleopatra VII and her brother Ptolemy XIV and the alliance of the former with Julius Caesar. Or Queen Nefertiti’s overarching influence over her husband, Akhenaten, and imposition of monotheism in ancient Egypt. 
• Other applicable historical themes to be used may include the rise and fall of civilizations, human-environment interaction, political institutions, changes in societies, and belief systems.  

Learning outcomes

• Along with developing the learners’ geographical skills, respect and love for the environment is a vital target objective. Upon learning how rivers such as the Nile provide life to human settlements and civilizations, taking care of the environment is a perfect effective outcome of the lesson. 
• Learners are expected to further their analytic and inferencing skills of primary and secondary sources. Like other ancient civilizations, the Egyptian religion is intertwined with all aspects of their life. Their belief system is evident in tombs, complexes, pyramids, and reliefs, which many have survived for contemporary studies.
• Ancient cultures are diverse, yet they share common features. In addition to mixing religion and mythology and mysterious architecture, most ancient complex societies like Egypt encountered challenges that resulted in extraordinary inventions.   

Ancient Egypt Curriculum Worksheets

This is a fantastic curriculum bundle that includes everything you need to know about Ancient Egypt across 13 in-depth pages. These are ready-to-use worksheets that are perfect for teaching students about Ancient Egypt, which was one of the richest early complex societies students can learn about today. Its geography, history, and culture have stood the test of time.

Complete List Of Included Worksheets

• Teaching Ancient Egypt
  1. Short video explainer
  2. What to consider
  3. How to deliver
  4. Learning outcomes
• Lesson Plan Template
• Suggested Worksheets

Frequently Asked Questions

How did ancient Egypt end?

Egypt experienced a civil war that left it vulnerable to invasions from the Assyrians in 671 BCE, the Persians in 525 BCE, and the Greeks in 332 BCE. The climate also became more unstable in the later years of the Egyptian empire.

Who founded ancient Egypt?

King Menes founded the capital of ancient Egypt in White Walls, which is near the top of the Nile River delta. The capital would grow into a great city that played a major role in Egyptian society during the Old Kingdom period.

How did ancient Egyptians dress?

Many ancient Egyptians preferred to wear clothing made of white linen as it kept them cool in the heat. The Egyptian nobility would wear a kilt, which is a wraparound linen skirt, and a top with pleated robes. Upper-class Egyptian women wore beautiful dresses with shoulder straps and a shawl. The lower classes dressed in less costly materials, wearing more basic costumes.

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