Download Ancient Egypt

Ancient Egypt
KIDS
DISCOVER
Teacher’s Guide
A Palace
of Mud
A Highway
of Water
A Hall
of Two Truths
HELPI
HOOVNG
ES
Fres
Your Fachen
e with
Animal Fat
WOMEN
RULE!
Ancient Egypt
Dear Educator,
ncient Egypt is more than mummies, pharaohs, and pyramids!
Explore the Egyptians’ achievements in architecture, engineering,
writing, and more with KIDS DISCOVER. While reading Ancient Egypt, students will learn about the topics at right.
A
PAGES
W H AT ’ S I N ANCIENT EGYPT
2–3 The Gift of the Nile
A time line, map, and illustrations of the ancient Egyptian
civilizations
4–5 Mighty Pharaoh
Kings and pharaohs of Egyptian dynasties
6–7 Daily Life
What was life like for the royal family and the poor? Plus, the
social pyramid!
This Teacher’s Guide is filled with
activity ideas and blackline masters
to help your students enjoy and learn
more from Ancient Egypt. Select or
adapt the activities that suit your students’ needs best.
10–11 Cliff Carvings
Thank you for making KIDS DISCOVER
a part of your classroom.
14–15 Pyramid Builders
Sincerely,
16–17 Mummy Makers and the Afterlife
KIDS DISCOVER
8–9 Gods, Priests, and Temples
Worshipping the many Egyptian gods and goddesses
A bold photo of Ramses II’s Great Temple
12–13 Leaving their Mark
Hieroglyphs, papyrus, the Rosetta Stone, and other achievements of the ancient Egyptians
How did the Egyptians build the pyramids?
Preserving bodies for life after death
18–19 Student Activities
P.S. We would love to hear from you!
E-mail your comments and ideas to
[email protected]
Make four recipes with barley, plus an acrostic, matching,
and resources
• IN THIS TEACHER’S GUIDE •
Meeting the Standards
✔ World History: Era 2 Early
Civilizations and the Emergence of
Pastoral Peoples, 4000-1000 BCE
– National Standards for History
2 Prereading Activities
3 Get Set to Read (Anticipation Guide)
4 Discussion and Writing Questions
5–6 It’s in the Reading (Reading Comprehension)
✔ Visit www.kidsdiscover.com/standards
to find out more about how KIDS
DISCOVER meets state and national
standards.
7 Everything Visual (Graphic Skills)
8 Cross-Curricular Extensions
9–12 Answer Keys to Blackline Masters
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KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030
© KIDS DISCOVER
ANCIENT EGYPT 1
Ancient Egypt
KIDS
DISCOVER
A Palace
of Mud
A Highway
of Water
A Hall
of Two Truths
PREREADING ACTIVITIES
HELPI
HOOVNG
ES
efore distributing KIDS DISCOVER Ancient Egypt activate
B
students’ prior knowledge and set a purpose for reading with
these activities.
Fres
Your Fachen
e with
Animal Fat
,
Discussion
T
o get students thinking about how this topic
relates to their interests and lives, ask:
✔ Why do you think people are fascinated by ancient
Egypt?
✔ What do you want to learn about ancient Egypt?
Concept map
E
xplain to students that
they will be reading
Ancient Egypt. Ask: What are
some words that are related to
Ancient Egypt? List students’
responses on the board. (See
box below for some terms
they may suggest.) After creating a list, ask students to group the words into categories, such as People or Places. Create a concept
map by writing Ancient Egypt on the board and circling it. Write the categories around the circle and
draw lines between the ideas to show connections.
Then write the words from the list around the
appropriate categories. Encourage students to add
more words to the concept map as they read Ancient
Egypt.
KEY TERMS
✔
✔
✔
✔
✔
✔
Tutankhamen
Queen Hatshepsut
Ramses II
Cleopatra
pharaoh
hieroglyphs
✔
✔
✔
✔
✔
✔
papyrus
pyramid
Nile
Rosetta Stone
Giza
mummy
WOMEN
RULE!
Get Set to Read
(Anticipation Guide)
C
opy and distribute the Get Set to Read blackline master (page 3 of this Teacher’s Guide).
Explain to students that this Anticipation Guide will
help them find out what they know and what
misconceptions they have about the topic. Get Set
to Read is a list of statements—some true, some
false. Ask students to write whether they think
each statement is true or false in the Before
Reading column. Be sure to tell students that it is
not a test and they will not be graded on their
answers. The activity can be completed in a variety of ways for differentiated instruction:
◆ Have students work on their own or in small
groups to complete the entire page.
◆ Assign pairs of students to focus on two statements and to become “experts” on these topics.
◆ Ask students to complete the Before Reading column on their own, and then tabulate the class’s
answers on the chalkboard, on an overhead
transparency, or on your classroom computer.
◆ Review the statements orally with the entire class.
If you predict that students will need assistance
finding the answers, complete the Page Number
column before copying Get Set to Read.
Preview
D
istribute Ancient Egypt and model how to preview it. Examine titles, headings, words in boldface type, pictures, charts, and captions. Then have
students add new information to the Concept Map.
If students will only be reading a few pages at one
sitting, preview only the selected pages.
BE WORD WISE WITH POWER VOCABULARY!
Y
ou have exclusive access to additional resources including Power
Vocabulary blackline masters for every available KIDS DISCOVER
title! These activities introduce students to 15 specialized and
general-use vocabulary words from each KiDS DISCOVER title. Working
with both types of words helps students develop vocabulary, improve
comprehension, and read fluently. Follow the links from your Teacher’s
Toolbox CD-ROM and find your title to access these valuable resources:
◆
◆
◆
◆
◆
◆
Vocabulary cards
Crossword puzzle
Word find
Matching
Cloze sentences
Dictionary list
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KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030
© KIDS DISCOVER
ANCIENT EGYPT 2
Ancient Egypt
KIDS
DISCOVER
A Palace
of Mud
A Highway
of Water
A Hall
of Two Truths
HELPI
HOOVNG
ES
Fres
Your Fachen
e with
Animal Fat
Name ____________________________________________ Date _________________
WOMEN
RULE!
Get Set to Read
Ancient Egypt was an advanced civilization. What do you know about ancient Egypt? In Before
Reading, write true if you think the statement is true. Write false if you think the statement is not
true. Then read KIDS DISCOVER Ancient Egypt. Check back to find out if you were correct. Write
the correct answer and the page number where you found it.
CHALLENGE: Rewrite each false sentence in a way that makes it true.
Before Reading
_____________
After Reading
1. The Egyptian civilization began on
Page Number
_____________
_____________
the banks of the Euphrates River.
_____________
2. Pharaohs ruled ancient Egypt.
_____________
_____________
_____________
3. Rice was the main food in the
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
ancient Egyptian diet.
_____________
4. All ancient Egyptians worshiped
inside the temple.
_____________
5. A pharaoh ordered carvings in the
sandstone cliffs of Abu Simbel.
_____________
6. No one has been able to decode the
Egyptian hieroglyphs.
_____________
7. Workers built the pyramids as tombs
for the pharoahs.
_____________
8. Egyptians in every class were made
into mummies after death.
© KIDS DISCOVER
ANCIENT EGYPT 3
Ancient Egypt
KIDS
DISCOVER
DISCUSSION & WRITING QUESTIONS
A Palace
of Mud
A Highway
of Water
A Hall
of Two Truths
HELPI
HOOVNG
ES
se the following questions as oral discussion starters or for
U
journaling. For additional in-class discussion and writing
questions, adapt the questions on the reading comprehension
Fres
Your Fachen
e with
Animal Fat
WOMEN
RULE!
blackline masters on pages 5 and 6.
Cover
✔ Do you know to whom or to what each blurb on the
cover refers? Which blurb do you think is most
interesting? Why?
Pages 8–9
Several Egyptian gods are shown and described
on pages 8-9. Some of these gods had more that one
form and several jobs. Ask:
All pages
✔ Have you ever been to Egypt? If so, what did you
see there? What towns and cities did you visit? In
what ways is life there different from life where you
live?
✔ Do any of the various combinations of forms or
jobs of the gods surprise you? Which ones?
Pages 2–3
People in ancient Egypt lived near the Nile River.
Ask:
✔ What are the advantages and disadvantages of living on the banks of a river? Would you like to live
near a river? What kinds of things would the river
enable you to do?
Pages 4–5
An ancient Egyptian pharaoh named Akhenaten
required all Egyptians to worship only one god. Ask:
✔ Do you think a leader should decide who or what
people can worship? Explain.
Pages 4–5
In ancient Egypt, there were many dynasties. A
dynasty is a series of rulers all from the same family.
Ask:
✔ Do you think it’s a good idea to have successive
rulers of a country come from the same family?
What advantages and disadvantages do you see in
this kind of arrangement?
Pages 6–7
The Egyptian social pyramid is shown on page 6.
Ask:
✔ Do you think there is a social
pyramid in America? If so,
how does the Egyptian social
pyramid differ from the
American social pyramid?
Pages 6–7
Several foods and drinks are
mentioned on page 7. Ask:
✔ If you are familiar with any of the ancient Greek
gods, what are some similarities between the
Egyptian and Greek gods? What are some differences?
Pages 10–11
✔ If someone were to
carve four different
versions of you,
what would you
want these different
versions to look like?
Pages 12–13
✔ Which of the inventions mentioned on
pages 12–13 do you
think is most amazing? Why?
Add KIDS
DISCOVER
issues and
a class set of
blackline masters
to your substitute
teacher folder for
when you are
absent.
Pages 14–15
✔ How is the building of the pyramids different from
how they would be built today using modern technology and tools?
✔ Has your view of the pyramids changed now that
you understand the labor that was involved in
building them? If so, how has it changed?
Pages 16–17
✔ In your opinion, what is the most interesting part of
the mummification process or preparing the dead?
Did any of the steps surprise you? Which ones?
All pages
After students read the issue, ask:
✔ Would you like to have lived in ancient Egypt? Why
or why not?
✔ What is the most fascinating thing you learned
about ancient Egypt? Why is it fascinating to you?
✔ Which of these foods have you
eaten? Do you like these foods?
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KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030
© KIDS DISCOVER
ANCIENT EGYPT 4
Ancient Egypt
KIDS
DISCOVER
A Palace
of Mud
A Highway
of Water
A Hall
of Two Truths
HELPI
HOOVNG
ES
Fres
Your Fachen
e with
Animal Fat
Name ____________________________________________ Date _________________
WOMEN
RULE!
It’s in the Reading
After reading KIDS DISCOVER Ancient Egypt, choose the best answer for each question.
Fill in the circle.
Find your answers on the pages shown in the book icon next to each question.
1. How did the yearly flooding of the Nile help farmers?
❍
❍
❍
❍
A. by watering crops
B. by leaving behind rich soil
C. by drowning pests
D. by spreading seeds
2 3
2. How did ordinary ancient Egyptians change their view of their rulers?
❍ A. They began thinking of the rulers as links between gods and the
people rather than as gods themselves.
❍ B. They began worshiping the rulers as the major god of the world.
❍ C. They stopped believing that the rulers had any connection to the gods.
❍ D. They began thinking that the rulers were signs that the gods did not
approve of the Egyptian way of life.
4 5
3. How does the average life span of ancient Egyptians compare to that of
present-day Americans?
❍ A. The life spans of present-day Americans and ancient Egyptians are
about equal.
❍ B. The average life span of ancient Egyptians was much longer than that
of modern Americans
❍ C. The average life span of modern Americans is much longer than that
of ancient Egyptians.
❍ D. The average life span of modern Americans is much shorter than that
of ancient Egyptians.
6 7
4. What can you conclude by knowing that Egyptians slept on headrests to
prevent snakes and scorpions from crawling on their heads?
❍ A. Egyptians did not care if snakes and scorpions crawled on the rest of
6 7
their bodies.
❍ B. Egyptians slept outside.
❍ C. Snakes and scorpions could get into Egyptian homes.
❍ D. Egyptian homes did not have doors and windows that could be closed.
5. Why did ordinary Egyptians only see the statues of the gods during
religious festivals?
❍ A. Statues were destroyed after each religious festival.
❍ B. Ordinary people had to cover their eyes when they passed the statues
at other times.
❍ C. The statues were kept in the homes of priests and priestesses where
ordinary people could not visit.
❍ D. Ordinary people were not allowed in the temples where the statues
were kept.
© KIDS DISCOVER
8 9
ANCIENT EGYPT 5
It’s in the Reading
(continued)
6. Which god or goddess would an ancient Egyptian farmer be most likely
to ask for favors?
❍ A. Horus
❍ B. Osiris
❍ C. Amun-Re
❍ D. Troth
8 9
7. About how old is the facade of the Great Temple?
❍
❍
❍
❍
A. about 850 years old
B. about 1,250 years old
C. about 2,000 years old
D. about 3,200 years old
10 11
8. Without being able to read hieroglyphs, how would a person be able to
tell whether a hieroglyph referred to a member of the royal family?
A. The hieroglyph would include crowns.
B. Some hieroglyphs would be encircled by a frame.
C. The hieroglyphs would be stamped by the royal seal.
D. The hieroglyph would be written on gold.
❍
❍
❍
❍
12 13
9. Which of these simple tools was not used to build the pyramids?
❍
❍
❍
❍
A. lever
B. wedge
C. wheel
D. ramp, or inclined plane
14 15
10.
Why did embalmers leave the heart in a mummy?
❍ A. The heart was needed to get into the next life.
❍ B. Removing the heart would require cutting into the mummy.
❍ C. The embalmer did not know where the heart was.
❍ D. The heart was considered the least important organ.
11.
16 17
What do you think was the greatest accomplishment of the ancient
Egyptians? Explain.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
© KIDS DISCOVER
ANCIENT EGYPT 6
Ancient Egypt
KIDS
DISCOVER
A Palace
of Mud
A Highway
of Water
A Hall
of Two Truths
HELPI
HOOVNG
ES
Fres
Your Fachen
e with
Animal Fat
Name ____________________________________________ Date _________________
WOMEN
RULE!
Everything Visual
What happened first? This is a question a time line can answer. A time line places events in the
order that they happen. Dates, pictures, and words on them help outline history. Look at the time
line on pages 2–7. Then answer the questions.
1. Many dates on the time line are preceded by the abbreviation c. The abbreviation stands for
circa, which means “about” or “approximately.” Why is the abbreviation used with the dates?
______________________________________________________________________________
______________________________________________________________________________
2. The black line of the time line names different periods of ancient Egyptian history. How many
periods are identified over the pages? What was the last period?
______________________________________________________________________________
______________________________________________________________________________
3. Why does the time line show events that did not take place in ancient Egypt?
______________________________________________________________________________
______________________________________________________________________________
4. What happened between c. 2130 and 1980 B.C.?
______________________________________________________________________________
______________________________________________________________________________
5. Why are so many events from Greece shown during the Third Intermediate and Late periods?
______________________________________________________________________________
______________________________________________________________________________
6. What North American culture is shown on the time line?
______________________________________________________________________________
______________________________________________________________________________
© KIDS DISCOVER
ANCIENT EGYPT 7
Ancient Egypt
KIDS
DISCOVER
CROSS-CURRICULAR EXTENSIONS
A Palace
of Mud
A Highway
of Water
A Hall
of Two Truths
HELPI
HOOVNG
ES
H aa vned si nt ut edreenstts itnr ya nt hcei esnet aEcgtyi vpitt.i e s t o e x p a n d t h e i r k n o w l e d g e
Fres
Your Fachen
e with
Animal Fat
WOMEN
RULE!
Math, History
Art, Language Arts
In the time line that runs along the bottom of
pages 2–7, students learn about Egyptian events
from 4500 B.C. to 31 B.C. Have students make up
math problems using the dates in the time line. For
example: How many years are there between when
the first semi-permanent villages appeared in Egypt
and when the Assyrians conquered Egypt? How
many years ago did Alexander the Great conquer
Egypt? Then, draw students’ attention to a few
dates on the time line that do not directly deal with
Egypt, such as the year the first Olympic Games
were held in Greece in 776 B.C. Ask students to
locate these places on a world map. Then students
can do some research about other events that
occurred in world history from 4500 B.C. to 31 B.C.
They can add these events to the time line by writing the events and dates on sticky notes and sticking them on the approximate places along the time
line in the issue.
On pages 8 and 9, students see various ancient
Egyptian gods in some of their many forms. Have
students “design” images to represent the god or
goddess of beauty, the moon, the sun, love, the sky,
or another part of life. Students should draw two
different versions of the god or goddess—one in
ancient Egyptian form and dress, and the other as a
modern representation of the god or goddess.
Students should write a brief description of what the
god or goddess protected or represents, why they
chose to represent it in the form that they did, and
how their ancient and modern versions are alike
and different. Display the artwork and writings on a
bulletin board.
Language Arts
Have students write a short story in which a
mummy is one of the characters. The story can take
place in the present, or it can take place in ancient
Egypt. Students can decide to tell the story in the
first person, from the mummy’s point of view, or
with an omniscient narrator.
Give
students
opportunities to earn extra
credit by reading
and summarizing a
KIDS DISCOVER
issue.
G e o g r a p h y, M a t h
The Nile River is the longest river in the world.
Have students do some research and find the next
four longest rivers in the world. Create a chart on
the board with the names of the rivers along the
side. Along the top, write questions that students
have about the rivers, such as “In what country or
state does the river begin?” “What is the end point
of the river?” and “How long is the river?” Ask students questions that require them to use the chart,
such as “How much longer is the Nile River than
the Amazon River?”
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KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030
© KIDS DISCOVER
ANCIENT EGYPT 8
Ancient Egypt
KIDS
DISCOVER
A Palace
of Mud
A Highway
of Water
A Hall
of Two Truths
HELPI
HOOVNG
ES
Fres
Your Fachen
e with
Animal Fat
ANSWER KEY
Name ____________________________________________ Date _________________
WOMEN
RULE!
Get Set to Read
Ancient Egypt was an advanced civilization. What do you know about ancient Egypt? In Before
Reading, write true if you think the statement is true. Write false if you think the statement is not
true. Then read KIDS DISCOVER Ancient Egypt. Check back to find out if you were correct. Write
the correct answer and the page number and where you found it.
CHALLENGE: Rewrite each false sentence in a way that makes it true.
Before Reading
After Reading
1. The Egyptian civilization began on
Page Number
False
p. 2
True
p. 4
False
p. 6
False
p. 8
True
p. 10
False
p. 12
True
p. 14
False
p. 16
the banks of the Euphrates Nile River.
2. Pharaohs, or kings, ruled ancient
Egypt.
3. Rice Bread made from barley was
the main food in the ancient
Egyptian diet.
4. All ancient Egyptians worshiped
Almost no one other than the
pharaoh and high priests and
priestesses were allowed to worship
inside the temple.
5. Ramses II ordered carvings in the
sandstone cliffs of Abu Simbel.
6. No one has Because of the Rosetta
Stone, people have been able to
decode the Egyptian hieroglyphs.
7. Workers built the pyramids as tombs
for the pharaohs.
8. Egyptians in every class Usually
only pharaohs and people in the
highest social classes were made into
mummies after death.
© KIDS DISCOVER
ANCIENT EGYPT 9
Ancient Egypt
KIDS
DISCOVER
A Palace
of Mud
A Highway
of Water
A Hall
of Two Truths
HELPI
HOOVNG
ES
ANSWER KEY
Fres
Your Fachen
e with
Animal Fat
Name ____________________________________________ Date _________________
WOMEN
RULE!
It’s in the Reading
After reading KIDS DISCOVER Ancient Egypt, choose the best answer for each question.
Fill in the circle.
Find your answers on the pages shown in the book icon next to each question.
1. How did the yearly flooding of the Nile help farmers?
❍
●
❍
❍
A. by watering crops
B. by leaving behind rich soil (inference)
C. by drowning pests
D. by spreading seeds
2 3
2. How did ordinary ancient Egyptians change their view of their rulers?
● A. They began thinking of the rulers as links between gods and the
people rather than as gods themselves. (main idea and details)
❍ B. They began worshiping the rulers as the major god of the world.
❍ C. They stopped believing that the rulers had any connection to the gods.
❍ D. They began thinking that the rulers were signs that the gods did not
approve of the Egyptian way of life.
4 5
3. How does the average life span of ancient Egyptians compare to that of
present-day Americans?
❍ A. The life spans of present-day Americans and ancient Egyptians are
about equal.
❍ B. The average life span of ancient Egyptians was much longer than that
of modern Americans
● C. The average life span of modern Americans is much longer than that
of ancient Egyptians. (comparison and contrast)
❍ D. The average life span of modern Americans is much shorter than that
of ancient Egyptians.
6 7
4. What can you conclude by knowing that Egyptians slept on headrests to
prevent snakes and scorpions from crawling on their heads?
❍ A. Egyptians did not care if snakes and scorpions crawled on the rest of
6 7
their bodies.
❍ B. Egyptians slept outside.
● C. Snakes and scorpions could get into Egyptian homes. (draw conclusions)
❍ D. Egyptian homes did not have doors and windows that could be closed.
5. Why did ordinary Egyptians only see the statues of the gods during
religious festivals?
❍ A. Statues were destroyed after each religious festival.
❍ B. Ordinary people had to cover their eyes when they passed the statues
at other times.
❍ C. The statues were kept in the homes of priests and priestesses where
ordinary people could not visit.
● D. Ordinary people were not allowed in the temples where the statues
were kept. (cause and effect)
© KIDS DISCOVER
8 9
ANCIENT EGYPT 10
It’s in the Reading
(continued)
6. Which god or goddess would an ancient Egyptian farmer be most likely
to ask for favors?
❍ A. Horus
● B. Osiris (draw conclusions)
❍ C. Amun-Re
❍ D. Troth
8 9
7. About how old is the facade of the Great Temple?
❍
❍
❍
●
A. about 850 years old
B. about 1,250 years old
C. about 2,000 years old
D. about 3,200 years old (synthesis)
10 11
8. Without being able to read hieroglyphs, how would a person be able to tell
whether a hieroglyph referred to a member of the royal family?
A. The hieroglyph would include crowns.
B. Some hieroglyphs would be encircled by a frame. (main idea and details)
C. The hieroglyphs would be stamped by the royal seal.
D. The hieroglyph would be written on gold.
❍
●
❍
❍
12 13
9. Which of these simple tools was not used to build the pyramids?
❍
❍
●
❍
10.
●
❍
❍
❍
11.
A. lever
B. wedge
C. wheel (details)
D. ramp, or inclined plane
Why did embalmers leave the heart in a mummy?
A. The heart was needed to get into the next life. (cause and effect)
B. Removing the heart would require cutting into the mummy.
C. The embalmer did not know where the heart was.
D. The heart was considered the least important organ.
14 15
16 17
What do you think was the greatest accomplishment of the ancient
Egyptians? Explain.
Answers will vary, but students should provide reasons for their opinion.
© KIDS DISCOVER
ANCIENT EGYPT 11
Ancient Egypt
KIDS
DISCOVER
A Palace
of Mud
A Highway
of Water
A Hall
of Two Truths
HELPI
HOOVNG
ES
ANSWER KEY
Fres
Your Fachen
e with
Animal Fat
Name ____________________________________________ Date _________________
WOMEN
RULE!
Everything Visual
What happened first? This is a question a time line can answer. A time line places events in the
order that they happen. Dates, pictures, and words on them help outline history. Look at the time
line on pages 2–7. Then answer the questions.
1. Many dates on the time line are preceded by the abbreviation c. The abbreviation stands for
circa, which means “about” or “approximately.” Why is the abbreviation used with the dates?
The actual dates are not known. The dates given are estimates of when the events took place.
2. The black line of the time line names different periods of ancient Egyptian history. How many
periods are identified over the pages? What was the last period?
Eight periods are shown. The last one is the Late Period.
3. Why does the time line show events that did not take place in ancient Egypt?
By providing events that took place in other parts of the world, the time line helps place
Egyptian events in context of the larger world.
4. What happened between c. 2130 and 1980 B.C.?
The Egyptian central government collapsed.
5. Why are so many events from Greece shown during the Third Intermediate and Late periods?
The Greek civilization was advancing rapidly and during the Late Period Alexander the Great
conquered Egypt and made it part of the Greek empire.
6. What North American culture is shown on the time line?
The Olmec civilization of Mexico is shown on the time line.
© KIDS DISCOVER
ANCIENT EGYPT 12