Download Nubia and Egypt

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9:55 AM
LESSON 3
Page 92
Pages 92–95
LESSON 3
3000 B.C.
Nubia and Egypt
3200 B.C.
First civilizations
rise in Nubia.
Objectives
• Compare and contrast the geography of
Meroë
• Explain how and why the Egyptians
interacted with the Nubians.
Vocabulary
independent, p. 94
Resources
• Workbook, p. 21
• Transparency 6
• Every Student Learns Guide,
pp. 38–41
• Quick Study, pp. 20–21
c. 750 B.C.
Kashta conquers
Upper Egypt.
Nubia and
Egypt
NUBIA
Napata
• Explain how the relationship between
the Egyptians and Nubians changed
over time.
1800s B.C.
Egypt expands its
borders into Nubia.
1000 B.C.
EGYPT
Egypt and Nubia.
• Explain why other groups of peoples
invaded Egypt and explain how this
affected Nubia.
2000 B.C.
PREVIEW
Focus on the Main Idea
Your father has returned from a coun-
The Egyptians and Nubians
interacted with each other and
with other peoples.
try in the north called Egypt. You are
so happy to see him. He has been gone
for two years, working as an archer in the pharaoh’s army.
PLACES
The pharaoh thinks that Nubian archers are superior to
Nubia
Meroë
Kush
Napata
other archers in battle. As a Nubian archer, your father
has fought in many battles for the pharaoh.
Your father tells you about the large stone buildings and
PEOPLE
Thutmose III
Kashta
Piankhi
Amanirenas
statues that he saw in Egypt.
VOCABULARY
it like to live in Egypt? Is it the same
independent
as Nubia (NOO bee uh)? You
You are curious about Egypt. You
have never left your country. What is
hope to learn more about this
far-away land from your
father’s stories.
If time is short, ask students to
complete a cause-and-effect graphic
organizer as they read the lesson.
• Draw a cause-and-effect graphic
organizer on the board. Remind
students to record a cause in the left
box and its effect in the right box.
Skilled Nubian archers,
with bows and arrows,
helped fight with the
Egyptians in battle.
Summarize As you read, summarize the main
points about Nubian civilization.
Introduce
and Motivate
Preview Ask students how they are
alike and different from their neighbors.
Discuss the importance of getting along
with neighbors. Tell students they will
learn about the interactions between the
neighboring countries of Egypt and
Nubia in Lesson 3.
Remind students that Nubia
was the country to the south of
Egypt. In Lesson 2 they learned
that outside groups had come to Egypt.
Ask students to make predictions about
the interaction between Egypt and Nubia.
92 Unit 2 • Early Civilizations in Africa and Asia
92
READING SKILL
VOCABULARY
Summarize
Word Exercise
In the Lesson Review, students
complete a graphic organizer like
the one below. You may want to
provide students with a copy of
Transparency 6 to complete as they
read the lesson.
Use Transparency 6
Related Word Study
Point out that without the prefix inthe word independent would be
dependent, meaning “relying on
someone or something else.” The
word dependent is an antonym, or
a word that means the opposite, of
independent. Have students write
sentences using the words
dependent and independent, and
discuss how the meaning of each
sentence changes when the words
are substituted for each other.
Interaction
By about 2575 B. C., the Egyptians had invaded
Nubia in search of resources. Egypt relied on
Nubia for trade goods such as gold, ivory, cattle, and ostrich feathers. The Egyptians also
cut blocks of granite from Nubia’s northern
cliffs to use in building their temples. Egypt
soon established trading centers and forts
to protect trade routes in Nubia.
During the 1800s B. C ., Egypt
expanded its borders into northern
Nubia. However, about 1650 B. C ., when
the Hyksos were ruling Egypt, the Nubian
kingdom of Kush became independent, or free.
After the New Kingdom pharaohs regained power,
Thutmose III retook Nubia in the
1400s B. C . However, when the New
Kingdom ended, Egypt became
weak, and Kush regained its
independence.
By 750 B. C ., King Kashta of
Kush had conquered Upper Egypt.
His son, Piankhi (pee A H N kee),
conquered the rest of Egypt.
Kushite kings then became
pharaohs of Egypt.
REVIEW Why did Egypt
invade Nubia?
Draw Conclusions
Egyptian pharaoh Thutmose III demanded
that the Nubians make tributes, or
payments, to him.
Egyptian Museum Cairo/Dagli Orti (A)/Art Archive
Mediterranean Sea
Giza ●
Memphis
●
●
Dahshur
e
d
S
94
N
Rakotis
(Alexandria)
R
It is 720 B.C. Piankhi has just completed
his conquest of Memphis. He decides to take
a trip south up the Nile. You are his guide.
Piankhi is counting on you to answer
any of his questions.
1. You leave from the Egyptian village of
Rakotis and travel toward Dahshur. Piankhi
asks you if Dahshur is in the Nile Delta.
What is your response?
2. At Dahshur, you get off the boat to
look at the pyramids of the Old Kingdom.
How many do you see?
3. You return to the boat and head toward
Dendera. Are you traveling up or down the
Nile?
4. In Dendera, Piankhi climbs out of the boat.
He explores the Temple of Hathor, goddess
of the sky. You both return to the boat so
you can head for your last stop. The Temple
of Hatshepsut is located in Thebes. Does it
lie north or south of Dendera?
●
le River
You’re a Guide for Piankhi
e
a
Ni
Map Adventure
Dendera
●
●
Thebes
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weapons made of iron. But the Egyptians used
bronze tools to cut granite blocks for the pyramids.
Women such as Amanirenas became queens,
as they did in Egypt. They led military expeditions
and built great monuments. Queen Amanirenas
opposed taxes that were imposed on her people.
As a result, she led Kush into battle against the
Romans in the first century B.C.
As Egypt grew weaker, its influence on Kush
faded. However, Meroë remained a great trade
center until A.D. 350.
Kush Rises
The Kushite kings completed many building
projects during their reign. However, they were
soon challenged by invaders from the east.
About 670 B.C., the Assyrians attacked Egypt,
and the Kushites moved south to their capital at
Napata. After 600 B.C., the Egyptians regained
some power and invaded Kush, destroying
Napata. The Kushites founded a
new capital in Meroë, where
trade flourished. In
Meroë, iron was plentiful.
Traders from other lands
wanted tools and
REVIEW How did Egypt’s decline affect Kush?
Cause and Effect
Summarize the Lesson
• 3200 B.C. First civilizations arose in Nubia.
LESSON 3
British Museum
This stone with Meroitic
writing was made during
the reign of Queen
Amanirenas.
• 1800s B.C. Egypt expanded its borders into
Nubia.
The Egyptians
and Nubians
shared some
aspects of
culture.
The
Egyptians
needed
resources
from Nubia.
The Egyptians
invaded Nubia
and set up
trade and
military posts
to protect
resources.
8
Quick Summary A series of
invasions led to Egypt’s decline and
to the rise in strength of the Nubian
kingdom of Kush.
Describe the role of women in the
kingdom of Kush. They could become
queens, lead military expeditions, and
build monuments. Main Idea and Details
REVIEW ANSWER Egypt had less
influence on Kush than ever before.
Cause and Effect
Close
and Assess
Summarize the Lesson
REVIEW
Summarize On a separate piece
of paper, fill in the missing detail in the
blank box.
Kush Rises
• about 750 B.C. King Kashta conquered
Upper Egypt.
Check Facts and Main Ideas
1.
PAGE 95
3. Why did the ancient Egyptians and Nubians
interact?
Have students create quiz questions
that cover the concepts in the lesson.
Use the quiz questions to hold a class
game show, during which you can
assess students’ understanding of the
lesson.
4. Why did other groups of people want to
conquer Egypt? What impact did this have
on Nubia?
5. Critical Thinking: Make Inferences Why do
you think that the peaceful relationship
between the Egyptians and Nubians
changed over time?
LESSON 3
1.
The Nubians and Egyptians
interacted.
2. How was the geography of Nubia different
from Egypt?
Write a Paragraph Write a paragraph about
what the Nubians might have written down
after seeing the Egyptians for the first time.
Keep in mind that the Egyptians were in
search of gold and other resources. Use the
word independent in your paragraph.
Learning Styles
3. They needed goods and resources
from each other.
Nubia and Egypt Using their individual learning
styles, students can report on the ideas of the
lesson.
Logical Learning Students can create flowcharts
to show the chain of events in the relationship
between Egypt and Nubia.
Interpersonal Learning Invite students to
write questions that they would like to ask an
Egyptologist in an interview. Consider inviting
an Egyptologist to class to give students an
opportunity to ask their questions. If this is not
feasible, they may be able to contact an expert
via the Internet and pose their questions.
Workbook, p. 21
Lesson 3: Nubia and Egypt
Use with Pages 92–95.
Directions: Write T (True) or F (False) on the line beside each statement. On the lines
provided, rewrite each false statement to make it true. You may use your textbook.
1.
Nubia was a kingdom to the south of Egypt.
2.
Meroitic was the Nubian written language.
3.
Just like hieroglyphics, Meroitic was translated using the Rosetta Stone.
4.
The Nubians worshipped only one god.
5.
The Nubians invaded Egypt in search of resources.
6.
Egypt cut blocks of granite from Nubia’s northern cliffs.
7.
Egypt built trading centers and forts in Nubia.
8.
Nubia expanded its borders into northern Egypt during the 1800s B.C.
9.
Kush became free under the rule of the Hyksos.
10.
After the 1400s B.C., Egypt became so weak that Kush won its independence.
11.
Meroë became a great trade center in A.D. 350.
Summarize For possible answer,
see the reduced pupil page.
2. The Nile in Nubia was surrounded by
tall granite cliffs.
95
MEETING INDIVIDUAL NEEDS
REVIEW
Notes for Home: Your child learned about the relationship between Nubia and Egypt.
Home Activity: Quiz your child about Nubia and Egypt by reading key sentences from the book with
important words left out. Ask your child to supply the missing words or ideas.
Also on Teacher
Resources CD-ROM.
4. There were many desirable resources
in Egypt. Egyptian civilization declined
and Nubia became independent.
5. Critical Thinking: Make Inferences It
may have been difficult to share or
trade resources. Some rulers may
not have been able to keep the
relationship peaceful. Cultural
differences may have led to
misunderstandings.
Link to
Writing
Students may want to write their
paragraphs from a first-person point
of view, as if they are Nubians
encountering the Egyptians. The word
independent should be used correctly
in the paragraph.
Chapter 3 • Lesson 3
95