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08171_078-097_FSD 11/19/03 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 08171_078-097_FSD 11/19/03 9:55 AM Page 95 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