CHM4EFebruary 2013

Unit 2:Monuments of Civilization

Topic 1:Pyramids of Egypt

Assignment #1K-W-L

Before you read this topic complete the following chart, by filling in the KNOW and WONDER columns. You will complete the LEARN column when you have finished investigating this topic:

KNOW

(I think I know)

WONDER

(I want to know)

LEARN

(I learned)

Assignment #2The Great Pyramid of Egypt: How it was Built

a) How were the Pyramids built?

Watch the YouTube video “The Great Pyramid of Egypt: How it was Built” at the following web address:

http://www.youtube.com/watch?v=MpR7AKKN87E&list=PL9A112AC9F9727C8A

There are 4 parts to this video, watch what you want and try to understand how the pyramids were built after watcher the second video in this group of four – what impresses you most about the Pyramid and how it was built? Read the article on the following pages if the video does not load. To help answer the questions:

Probing Question: How were the Egyptian pyramids built?

by Marissa McCauley

April 15, 2014

The Aztecs, Mayans and ancient Egyptians were three very different civilizations with one very large similarity: pyramids. However, of these three ancient cultures, the Egyptians set the standard for what most people recognize as classic pyramid design: massive monuments with a square base and four smooth-sided triangular sides, rising to a point. (The Aztecs and Mayans built their pyramids with tiered steps and a flat top.)

The ancient Egyptians probably chose that distinctive form for their pharaohs' tombs because of their solar religion, explains Donald Redford, professor of classics and ancient Mediterranean studies at Penn State. The Egyptian sun god Ra, considered the father of all pharaohs, was said to have sat upon a pyramid-shaped mound of earth which had emerged from the primordial sea. The pyramid's shape is thought to have symbolized the sun's rays.

According to Redford, "The Egyptians began using the pyramid form shortly after 2700 B.C., and the great heyday of constructing them for royalty extended for about a thousand years, until about 1700 B.C." The first pyramid was built by King Djoser during Egypt's Third Dynasty. His architect, Imohtep, created a step pyramid by stacking six mastabas, rectangular buildings of the sort in which earlier kings had been buried. The largest and most well-known pyramids in Egypt are the Pyramids at Giza, including the Great Pyramid of Giza designed for Pharaoh Khufu.

For centuries, people have theorized how the great pyramids were built. Some have suggested that they must have been constructed by extraterrestrials, while others believe the Egyptians possessed a technology that has been lost through the ages.

But the process of building pyramids, while complicated, was not as colossal an undertaking as many of us believe, Redford says. Estimates suggest that between 20,000 and 30,000 laborers were needed to build the Great Pyramid at Giza in less than 23 years. By comparison, Notre Dame Cathedral in Paris took almost two hundred years to complete.

According to Redford, pharaohs traditionally began building their pyramids as soon as they took the throne. The pharaoh would first establish an "engineering department" composed of an overseer of all the king's construction work, a chief engineer, and an architect, as well as, in effect, a "department of manpower." The pyramids were usually placed on the western side of the Nile because the pharaoh's soul was meant to join with the sun disc during its descent before continuing with the sun in its eternal round. The two deciding factors when choosing a building site were its orientation to the western horizon where the sun set and the proximity to Memphis, the central city of ancient Egypt.

The cores of the pyramids were often composed of local limestone, says Redford. Finer quality limestone composed the outer layer of the pyramids, giving them a white sheen that could be seen from miles away. The capstone was usually made of granite, basalt, or another very hard stone and could be plated with gold, silver, or electrum (an alloy of gold and silver) and would also be highly reflective in the bright sun.

The image most people have of slaves being forced to build the pyramids against their will is incorrect, Redford says. "The concept of slavery is a very complicated problem in ancient Egypt," he points out, "because the legal aspects of indentured servitude and slavery were very complicated." The peasants who worked on the pyramids were given tax breaks and were taken to 'pyramid cities' where they were given shelter, food and clothing.

According to Redford, ancient Egyptian quarrying methods—the processes for cutting and removing stone—are still being studied. Scholars have found evidence that copper chisels were used for quarrying sandstone and limestone, for example, but harder stones such as granite and diorite would have required stronger materials. Dolerite, a hard, black igneous rock, was used in the quarries of Aswan to remove granite.

During excavation, massive dolerite "pounders" were used to pulverize the stone around the edge of the granite block that needed to be extracted. According to Redford, 60 to 70 men would pound out the stone. At the bottom, they rammed wooden pegs into slots they had cut, and filled the slots with water. The pegs would expand, splitting the stone, and the block was then slid down onto a waiting boat.

Teams of oxen or manpower were used to drag the stones on a prepared slipway that was lubricated with oil. Redford notes that a scene from a 19th century B.C. tomb in Middle Egypt depicts "an alabaster statue 20 feet high pulled by 173 men on 4 ropes with a man lubricating the slipway as the pulling went on."

Once the stones were at the construction site, ramps were built to get them into place on the pyramid. These ramps were made of mud brick and coated with chips of plaster to harden the surface. They were "wrap-around" style, rather than straight, Redford says, "because in laying the upper layers of a great pyramid, the gradient necessary for a straight ramp would be impossible."

"If they consistently raised the ramp course by course as the teams dragged their blocks up, they could have gotten them into place fairly easily," Redford explains, adding that at least one such ramp still exists today.

When answering to skepticism about how such heavy stones could have been moved without machinery, Redford says, "I usually show the skeptic a picture of 20 of my workers at an archaeological dig site pulling up a two-and-a-half ton granite block. I know it's possible because I was on the ropes, too."

Donald B. Redford, Ph.D., is professor in the Department of Classics and Mediterranean Studies, and can be reached at dbr3@psu.edu.

Editor's Note: This story has been updated since its original publication in 2008.

Assignment #3The Pyramids

In your text book read pages 23– 25

1. Read carefully the section “How to make a mummy” on page 23, what does the process of mummification tell us about the medical knowledge of the ancient Egyptians?

2. Look at the pictures of the pyramids of Gaza on page 20 and 21 of your text - how do they differ from the pyramid on page 24 of your text (Sakkara pyramid near Cairo)

Pyramids of Giza

Sakkara Pyramid

3. Why did the Egyptians build the pyramids?

4. What do the pyramids tell us about the ancient Egyptians?

5. What is your theory on why the Sphinx was built– be as creative as you like to explain your theory.

6. A couple of theories are given in your text as to how the Sphinx might have lost it’s nose and beard, give a theory of your own as to how the nose and beard may have disappeared.

Assignment #4Think like and Egyptian

Now that you have read about ancient Egyptian burial practices and the Egyptians’ belief in the afterlife, make a list of the five most important items that you would take with you to the afterlife. The explain your reasons for taking each item

Assignment #5Build a Pyramid

Using brown sugar, sugar cubes – build an Egyptian Pyramid – ask your teacher for the supplies. See the instructions on the following pages.

Using Sugar Cubes

1.Gather your supplies. This simple pyramid looks like a step-sided pyramid, with individual "stones" visible instead of flat sides. It requires just a few household supplies:

· A box of sugar cubes

· A piece of cardboard

· A ruler

· A pencil

· Scissors

· White school glue

· Paintbrush

· Sand

2 Cut a cardboard square. Use your ruler and pencil to draw a square on your cardboard. This will be the base of the pyramid, so make it as small or large as you'd like. An 8-inch by 8-inch base is a good size for this project. Cut out the square when you're finished.

1. Make a sugar cube square. Paint a layer of glue around the edge of the cardboard square. Position sugar cubes over the glue so that you have a sugar cube square around the edge of the cardboard.

2. Add the second step to the pyramid. Paint a layer of glue on the inner half of the first square of sugar cubes. Position a second row of sugar cubes on top of the first row of cubes, set slightly back toward the inside of the cardboard square. The second row of cubes will require fewer cubes than the first row.

3. Add the remaining steps. With each new step, paint a layer of glue on the inner half of the sugar cube square and create a new, smaller square by layering more sugar cubes on top. Keep adding steps in this manner until the sides of the pyramid have come to a point.

4. Let the glue completely dry.

7.Paint the pyramid with glue. Use a paintbrush to paint the entire pyramid with a thin layer of glue. Be careful not to damage the pyramid as you go.

8.Sprinkle it with sand. Try to create an even coating of sand over the entire pyramid.

Topic 2:Roman Colosseum

Assignment #1Prior Knowledge

Before you read this topic, complete the matching activity below. After reading the topic and completing Activity #2 below, correct any incorrect matches you have made.

_____ amphitheatre

a) Structures used to create shade

_____ gladiators

b) Criminals, prisoners of war and slaves who would fight for their lives, and die, for the entertainment of others

_____ Italy

c) The largest amphitheatre in the world

_____ Rome

d) An open-air theatre, usually in a round or oval shape

_____ Colosseum

e) City in Italy

_____ awnings

f) A group (or family) that maintains power over several generations

_____ dynasty

g) The country where the Colosseum can be found

In your textbook read pages 26– 29

Assignment #2The Structure of the Colosseum

Visit the interactive BBC website “Ancient History In-Depth: The Colosseum: Building the Arena of Death”:

http://www.bbc.co.uk/history/interactive/animations/colosseum/index_embed.shtml

Draw a quick sketch of the Colosseum (or use the image on the following page – ask your teacher to make a copy) and label at least six (6) different parts. You may need to consult other websites to get a clear understanding of the structure.

Assignment #3“Entertainment”

Look carefully at the painting on page 28 of your text and read the caption underneath it. What is your reaction to this image? Do you think your reaction is what the artist was trying to achieve when he created this piece? Support your answer in a well-developed paragraph.

The Roman Colosseum

Assignment #4Take a Stand!

Ottawa’s NHL team, the Ottawa Senators, borrowed many of their branding ideas from the gladiators and the Roman Empire. To name a few

· Their logo is the head of a Roman general, a member of the Roman Senate

· The general’s helmet very closely resembles that of the gladiators’

· Fans consider themselves part of the “Sens Army”

· Some people may argue that the gold circle (seen to the right of the general’s face) represents the Colosseum or other amphitheatres where gladiators ‘performed’

Imagine that a proposal has been put forth to change the name of the Ottawa Senators to something with a less violent history. Would you support this proposal? Using the Venn diagram below, explore this issue.

For change

Against change

Neutral

Topic 3:Great Wall of China

Assignment #1Key Terms Crossword

Ten of the terms discussed and defined in this section have been put into the crossword puzzle below. Read the section and then complete the puzzle below

Across:

2. Stations where guards are on lookout

4. Where troops are stationed to guard

7. the leader who believed people could act properly without laws

10. “one who reigns”

Down

1. A philosophy emphasizing strict obedience to the law system

3. A clay based ceramic vase or statue

5. A sequence of rulers known as members of the same family /group

6. The desert north of the Qin dynasty wall

8. Giving Military and other services to others for protection

9. Having square indentations

Assignment #2Mind Map

Check out the “How Stuff Works” webpage (http://www.howstuffworks.com/great-wall-of-china.htm ) and make a mind map to illustrate the information from the textbook as well as the additional details outlined on “How Stuff Works”. Your mind map should be completed on a plain piece of paper and include at least 15 unique pieces of information.

Assignment #3Recreating the Great Wall of China

Create a miniature scaled version of the Great Wall of China using floral foam.

Supplies:

· FloraCraft Styrofoam Bricks or green floral foam, which you can paint afterwards

· White Craft Glue

· Foam Poster Board (as the base)

· Fake greenery

· Cardboard (for the floor of the wall)

· Toothpicks (to secure stairs on ends of Wall)

Directions:

1. Draw 2 parallel curved lines across your poster board and then trace over that with a strip of glue. Place blocks along curve.

2. Put another bead of glue on top of bottom layer of bricks and stagger so the spaces between bricks aren’t right on top of each other. Repeat until wall is to desired height.

3. Cut cardboard to fit curves of wall and glue on top of the brick layer.

4. Put another layer of bricks on top of the floor (cardboard) layer, and build a watchtower at one end of the wall.

5. Let bricks dry then cut doorways in foam castles.

6. Glue fake greenery to edges of wall for decoration.

Topic 4:Notre Dame Cathedral

Assignment #1Gothic Architecture

Notre Dame Cathedral is an example of Gothic Architecture. Make a detailed list of characteristics of this type of architecture (you may want to include diagrams to illustrate/support some of your key points). You may also build the 3-D puzzle of the Cathedral. Ask your teacher to print off the pattern sheets found at the end of this package.

Assignment #2Timeline

The building of Notre Dame Cathedral began in 1163. Make a timeline for the Cathedral starting at 1163 and ending today. A number of key dates are identified in the section, but you will also need to research and add at least 4 more.

Assignment #3Storytelling through Stained-Glass Windows

As mentioned on page 36 of your text the stained glass windows serve more of purpose than just letting in light: they tell stories. When Notre Dame was built, much of the population was illiterate; these windows served as ‘picture books’ to explain and help parishioners visualize the stories they heard at mass. This was true even in the late 19th and early 20th centuries, when many of the churches in Canada were built.

Chose a message or idea you would like to convey in a stained glass window. Design the window in the style of stained glass (remember that each colour needs to be separated by lead piping). Once you have a draft that you are satisfied with, create your final copy. You can do so either on paper (using markers and/ or watercolour paint) or by making a “faux stained-glass window” by cutting out your design in black construction paper and gluing pieces of tissue paper behind to fill in the various colours (obviously the detail and expectations in the latter would be less than a hand drawn version).

Finally, write a brief description of the story or message depicted in your “window”.

Assignment #4Hunchback of Notre Dame

Either read or watch Hunchback of Notre Dame, and answer the questions below.

1. What role does the cathedral play in the society?

2. How is it central to the story?

Topic 5:Vimy Memorial

Assignment #1

In your text book read pages 38– 41

1. Why does the Vimy Memorial matter so much to Canadians?

2. How important is it for a nation to honour the legacy of its fallen soldiers?

3. What is “no man’s land”?

4. Make a list of all the visual images you see in the picture at the bottom of page 39, from your list, what image most powerfully conveys to you the horror of a soldier’s death? Why?

5. When did construction begin on the Vimy memorial and when was it finally completed?

Assignment #2

Read the fact sheet “The Battle of Vimy Ridge” on pages 18, 19, 20

1. Why was life so miserable for soldiers in the trenches?

2. Where is Vimy Ridge located, use the map below so show the location? (have your teacher make a copy of the map)

3. How did the Canadian win the Battle of Vimy and how long did the battle last?

4. How many Canadians were lost during the Battle of Vimy Ridge?

Unit 2 – Complete – Hand in for Marking

Algonquin Achievement CentrePage 2

CHM4E

February 2013

Algonquin Achievement Centre

Page

1

U

NIT

2:

M

ONUMENTS OF

C

IVILIZATION

Topic 1:

Pyramids of Egypt

Assignment #1

K

-

W

-

L

Before you read this topic complete the following chart, by filling in the KNOW and WONDER

columns. You will complete the LEA

RN column when you have finished investigating this

topic:

KNOW

(I think I know)

WONDER

(I want to know)

LEARN

(I learned)

Assignment #2

The Great Pyramid of Egypt: How it was Built

a)

How were the Pyramids built?

Watch the

YouTube

video

“

The Gre

at Pyramid of Egypt: How it was Built

” at the following

web address:

http://www.youtube.com/watch?v=MpR7AKKN87E&list=PL9A112AC9F9727C8A

There are 4 parts to this video, w

atch what you want and try to understand how the pyramids

were built

after watcher the second video in this group of four

–

what impresses you most about

the Pyramid and how it was built?

Read the article on the following

pages if

the video does not

load.

To help answer the questions:

Probing Question: How were the Egyptian pyramids built?

by Marissa McCauley

April 15, 2014

The Aztecs, Mayans and ancient Egyptians were

three very different civilizations with one very large

similarity: pyramids. However,

of these three

ancient cultures, the Egyptians set the standard for

what most people recognize as classic pyramid

design: massive monuments with a square base and

four smooth

-

sided triangular sides, rising to a point.

(The Aztecs and Mayans built their py

ramids with

tiered steps and a flat top.)

CHM4E February 2013

Algonquin Achievement Centre Page 1

UNIT 2: MONUMENTS OF CIVILIZATION

Topic 1: Pyramids of Egypt

Assignment #1 K-W-L

Before you read this topic complete the following chart, by filling in the KNOW and WONDER

columns. You will complete the LEARN column when you have finished investigating this

topic:

KNOW

(I think I know)

WONDER

(I want to know)

LEARN

(I learned)

Assignment #2 The Great Pyramid of Egypt: How it was Built

a) How were the Pyramids built?

Watch the YouTube video “The Great Pyramid of Egypt: How it was Built” at the following

web address:

http://www.youtube.com/watch?v=MpR7AKKN87E&list=PL9A112AC9F9727C8A

There are 4 parts to this video, watch what you want and try to understand how the pyramids

were built after watcher the second video in this group of four – what impresses you most about

the Pyramid and how it was built? Read the article on the following pages if the video does not

load. To help answer the questions:

Probing Question: How were the Egyptian pyramids built?

by Marissa McCauley

April 15, 2014

The Aztecs, Mayans and ancient Egyptians were

three very different civilizations with one very large

similarity: pyramids. However, of these three

ancient cultures, the Egyptians set the standard for

what most people recognize as classic pyramid

design: massive monuments with a square base and

four smooth-sided triangular sides, rising to a point.

(The Aztecs and Mayans built their pyramids with

tiered steps and a flat top.)