Kush Overview
Details of e-lessons at http://members.cox.net/e-lessons (Email David at tei@cox.net)
These 23 e-lessons are based on the Waldorf/WideHorizon Teaching Packs: Ancient Civilizations: Kush
Details of WideHorizon Resources (9 Teacher Packs) at: http://members.cox.net/waldorfedu/weredu/index.html
Details of Waldorf Resources lessons and packs(9 Units divided into 32 SubUnits) at:
http://members.cox.net/waldorfedu/waldorfeduPages/WorldH.html
Powerpoint presentation at: mhtml:http://members.cox.net/waldorfedu5/powerpoint/P_Kush.mht
The first number of the e-lessons is based on the numbering of the nine Units (1-9).
The full list of e-lessons is included at the end of e-lesson 1, 10, 19. and 23.
Please abide by copyright.

G6 Unit 4 Kush (list of e-lessons at end of overview)
All students, but especially African-American, should learn about the ancient civilization of Kush. Our material is unique and further information is available at http://members.cox.net/waldorfedu/waldorfeduPages/Kush.html and http://members.cox.net/waldorfedu/weredu/wereduPages/Kush.html.
An evaluation of our material by one of the leading authorities on Ancient Kush is at: http://members.cox.net/waldorfedu/weredu/wereduPages/Burstein.html.
The following 23 free e-lessons on Kush are provided on the internet.

E-lesson 4.01 introduces teachers to the study of Ancient Kush. In E-L 4.02 students are introduced to the opera Aida and the location of Kush. Geography of the Nile Valley is the subject matter of E-L 4.03. In E-L 4.04 the chronology of Kush/Egypt and creating a timeline are covered. In E-L 4.05, the early history of Kush is studied. Students learn about t he Kerma Period and life in the city of Kerma in E-L 4.06. In E-L 4.07students learn about pottery and burial in Kerma. These are covered through a story, activities and a guided reading activity. The subject matter of E-L 4.08 describes how the end of Kerma Culture occurred. Students learn, in E-L 4.09, about t he Egyptianization of Kush and the life of a Kushite Boy in Egypt.

E-L 4.10 introduces teachers to Kush as a world power, Jebel Barkal , Piye as ruler of Kush and Egypt, the Napatan-Meroitic Period, pottery, saqia, irrigation, religion and Candace Amanirenas and the attack on Aswan. E-L 4.11 students are introduced to the time when Kush was a world power. E-L 4.12 is about Piye as ruler of Kush and Egypt. Howard Kendall’s famous expedition to Jebel Barkal is covered in E-L 4.13. In E-L 4.14 students learn about the Napatan-Meroitic Period. Various subjects including pottery, saqia and irrigation are covered in E-L 4.15. Through different activities including a story together with a guided reading activity, students learn, in E-L 4.16, about religion and Arkamani. In E-L 4.17 students learn about Candace Amanirenas and the attack on Aswan through a story and drama. Using the material and templates provided in E-L 4.18 students can build a model about the Napatan-Meroitic Period.

In total there are twenty-three review exercises.E-L 4.19 Kush Review Exercises 1 is on geography, climate and history. Kush Review Exercises 2 (E-L 4.20) is about the early history of Kush and cataracts. E-L 4.21contains review exercises on the Kerma Period and pottery. In E-L 4.22 there are r eview exercises on life in Kerma and the Egyptianization of Kush. Various areas are covered in E-L 4.23 including Jebel Barkal, the Napatan-Meroitic Period and Meroe.

E-L 4.01 Teacher Guide and Lesson Guidelines Module 1 (pp1-5)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_01TeacherGuideLessonGuidelines1.pdf
Free lesson introducing teachers to the study of Ancient Kush

E-L 4.02 Aida and Locating Kush (pp6-8)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_02AidaLocatingKush.pdf
Free lesson and activities introducing students to Aida and the location of Kush

E-L 4.03 Geography of the Nile Valley and Kush (pp9-13)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_03 GeographyofNileValleyandKush.pdf
Free lesson and activities introducing students to the geography of the Nile Valley and Kush

E-L 4.04 Chronology of Kush/Egypt and creating a timeline (pp14-15)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_04ChronologyKushEgypt.pdf
Free lesson and activities about the chronology of Kush/Egypt

E-L 4.05 Early History of Kush (pp16-19)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_05EarlyHistoryKush.pdf
Free lesson and activities about the early history of Kush

E-L 4.06 The Kerma Period and Life in the City of Kerma (pp20-23)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_06KermaPeriodLifeCityKerma.pdf
Free lesson and story about t he Kerma Period and life in the city of Kerma

E-L 4.07 Pottery and a King is buried in Kerma (pp24-27)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_07PotteryKingBurialKerma.pdf
Free lesson/story/activities/guided reading about pottery and burial in Kerma

E-L 4.08 End of Kerma Culture (pp28-33)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_08EndKermaCulture.pdf
Free lesson/story/activities about the end of Kerma culture

E-L 4.09 Egyptianization of Kush and a Kushite Boy in Egypt (pp34-38)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_09EgyptianizationKushiteBoyEgypt.pdf
Free lesson /activities about Egyptianization and a story about the life of a Kushite boy in Egypt

E-L 4.10 Teacher Guide and Lesson Guidelines Module 2 (pp39-43)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_10TeacherGuideLessonGuidelines2.pdf
Free lesson introducing teachers to Kush as a world power, Jebel Barkal and various other areas

E-L 4.11 Kush: A World Power (pp44-46)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_11KushWorldPower.pdf
Free lesson /activities about Kush as a world power

E-L 4.12 Piye: Ruler of Kush and Egypt (pp47-50)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_12PiyeRulerKushEgypt.pdf
Free lesson/story/activities about Piye as ruler of Kush and Egypt

E-L 4.13 Expedition to Jebel Barkal (pp51-56)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_13ExpeditionJebelBarkal.pdf
Free lesson/story/guided reading/poem about an expedition to Jebel Barkal

E-L 4.14 Napatan-Meroitic Period (pp57-62)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_14NapatanMeroiticPeriod.pdf
Free lesson/activities about the Napatan-Meroitic Period

E-L 4.15 Pottery, Saqia and Irrigation (pp63-67)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_15PotterySaqiaIrrigation.pdf
Free lesson and activities about pottery, saqia and irrigation

E-L 4.16 Religion and Arkamani’s Stand (pp68-70)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_16ReligionArkamani.pdf
Free lesson/activities/story/guided reading about religion and Arkamani

E-L 4.17 Candace Amanirenas and the Attack on Aswan (pp71-76)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_17CandaceAmanirenasDrama.pdf
Free lesson/story/drama about Candace Amanirenas and the attack on Aswan

E-L 4.18 Model about the Napatan-Meroitic Period (pp30-37 SubUnit3)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_18ModelNapatanMeroiticPeriod.pdf
Free lesson/activities on building a model about the Napatan-Meroitic Period

E-L 4.19 Kush Review Exercises 1 on Geography, Climate and History (pp24-27SubUnit1)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_19Review1GeographyHistory.pdf
Free review exercises on geography, climate and history of Ancient Kush

E-L 4.20 Kush Review Exercises 2 on Early History and Cataracts (pp28-33SubUnit1)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_20Review2EarlyHistoryCataracts.pdf
Free review exercises on early history and cataracts of Ancient Kush

E-L 4.21 Kush Review Exercises 3 on the Kerma Period and Pottery (pp26-29SubUnit2)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_21Review3KermaPeriodPottery.pdf
Free review exercises on the Kerma Period and pottery in Ancient Kush

E-L 4.22 Kush Review Exercises 4 on Life in Kerma and Egyptianization of Kush (pp30-36SubUnit2)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_22Review4LifeKermaEgyptianization.pdf
Free review exercises on life in the city of Kerma and Egyptianization of Kush

E-L 4.23 Kush Review Exercises 5 on Jebel Barkal, Napatan-Meroitic Period and Meroe (pp38-46SubUnit3)
http://members.cox.net/waldorfedu_aol/Kush_PDFs/E4_23Review5JebelBarkalNapatanMeroiticPeriodMeroe.pdf
Free review exercises on Jebel Barkal, Napatan-Meroitic Period and Meroe

Overview
The 23 free e-lessons on Kush are organized in modular format so that the teacher can work through them sequentially or selectively. The approach is holistic and interdisciplinary and, when appropriate, strategies or subject matter from other disciplines have been included. There is extensive variation in the material so that it relates to different abilities, interests, aptitudes and temperaments. E-lessons are written and organized to be developmentally appropriate.

The approach encourages students to express what they have learned through a variety of creative and artistic formats and written assignments. It encourages students to move beyond their own experience in order to understand and respect the efforts of past historical figures. One of the best ways for students to gain this understanding is though autobiographical and biographical stories (and dramas). Students instinctively relate and empathize with figures of the past through stories. Many stories and dramas are provided from which students are able to imaginatively construct the past. Controversial issues are dealt with objectively and non-judgmentally, and in the context of their time and place.

What is the story of humans on this planet?
One important tenet of our philosophy is to convey to students how the human race has overcome, throughout history, enormous odds. How the human spirit has struggled against adversity, been involved in failure and disappointment, but also achievement and success. What is the essence of this spirit? In part, it is concerned with attitudes and motivation, in part with values and beliefs. It is concerned with honor and integrity as well as deviousness and cunning; with sacrifice and love of fellow human beings. Students need to learn the achievements of their ancestors, their mistakes (do we inevitably repeat such mistakes?); where they acted selfishly and selflessly.

Conclusion
We believe that students want to learn, and given the right structure, methodology and content, they will. If learning occurs in a purposeful and appropriate manner, self-confidence and self-esteem will increase - the material is structured for this to occur. We strive continually to improve the material and welcome constructive comment and criticism.

Using the Waldorf approach to teach about Ancient Kush, teachers can show their students how to draw like an Egyptian. Students will learn the rules that governed the way Egyptian craftsmen represented their subjects on the walls of the ancient tombs.