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Egyptian Market Day
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From the collection of the DIA:
Resources

Aliki. Mummies Made in Egypt. New York: Harper Collins, 1979.
Children can get ideas of how to decorative their mummy-shaped bookmarks.

Bartok, Maria and Joyce Haynes and Christine Ronan. Stencils: Ancient Egypt and Nubia. Glenville IL: Goodyear, 1995.
The story behind amulets, stencils of Ankh and Eye of Horus can be used to make necklaces for bartering.

Conway, Lorraine. Ancient Egypt. Parsippany NJ: Good Apple, 1987.
This book contains many craft ideas for products to make for bartering.

Lumpkin, Beatrice. Senefer. Trenton NJ: Africa World Press, 1992.
A fictional story of an ancient Egyptian child, including his experience in the marketplace, where his mother sells paddle dolls (one of our bartering products).


Pitkanen, Matti. Children of Egypt. Minneapolis: Carolrhoda Books, 1991.

Ancient Egypt Stamps. New York: Viking Penguin.

A pair or team of teachers (or more) each decide on 3 bartering items that each of their students will make. For example:

Teacher A
Miniature Shabti
Story of Osiris Scrolls
Amulet Necklace

Teacher B
Mummy-shaped bookmarks
Paddle Dolls
Hieroglyph School Name Signs

In addition, each classroom has "whole class" products to trade:additional craft objects, samplings of food which children ate, even a play or performance is a commodity that can be traded.

Introduce Market Day
Allow about 2 weeks to read from resource materials, selecting market topics

Allow about 2 weeks (about 45 minutes every other day, on average) to read from resource materials, selecting market topics and introducing concepts of supply and demand, trade-off, consumption, and an economic plan.

We reviewed the fact that both ancient and modern-day Egyptians have Open Bazaar Markets. We discuss how each of our classes will be making items that the other class does not have, but wants to own, therefore we will supply them with things they want, or demand. Money will not be used. Our class will obtain things we want by trading. We discussed an economic plan of how much would be traded and how to set up the trading areas, and how to encourage traders or consumers to trade with us.

Allow about 2 weeks to introduce and demonstrate each bartering item one lesson at a time, and have students make two of each item - one to keep, the other to trade.

To make Miniature Shabti:
Shabtis, (or schwabtis) small human figurines, were placed in the tomb with the mummy to perform any tasks the deceased might be asked to do in the next life. Ideally, there would be more than 400 such figures, one for every day of the year as well as one overseer for every squad of 10 workers.

Students model 3" shabti-shaped figures, molded from a self-hardening modeling material. I use Claycrete mache, and spray paint the figures gold. If desired, small copies of teacher-made faces can be reduced on the copy machine and glued in place.

Shabti Head
Shabtis Head to paste
Mummy-shaped Bookmarks:
Teacher pre-cuts heavy weight paper in various colors into mummy shapes 8" long.Students apply marker designs, rubber stamps and glue on one plastic "gem" stone (available at many craft supply stores). Teacher or student uses hole punch at the top and strings a gold cord through the hole (Click for example).

Theater of the Gods:
Children from one class performed a play as a trade for the food they received from the other class. The class made cylindrical head pieces with ancient Egyptian godīs faces on them. Heavy paper was used to make the cylinder. Teacher can pre-cut facial features in black paper to project from the mask. Students select the god they wish to be (several of the same god is fine). As the teacher narrates the story of "Osiris" the children come on stage and act out their parts.

 

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