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Page 1
EGYPT, NUBIA, AND KUSH
INTRODUCTION & CHAPTER 1
Vocabulary
• Use descriptions to determine word meaning: What does the word
dam mean in this book? Let’s look on page 3 for clues for the meaning
of this word. (block the Nile’s flow; create a huge lake)
Find It! Level 1 Comprehension
• Identify facts and details: About how long is the Nile River?
(about 4,132 miles or 6,650 kilometers, page 5)
• Identify facts and details: When does the Nile River flood?
(every spring, page 7)
LEVEL R/40
flooding ended
M
they planted crops
Look Closer! Level 2 Comprehension
• Compare and contrast: How were Egypt and Nubia the same? (They
both began as farming communities; both grew into strong countries
with a strong central government; good artists lived in both places,
pages 2–3)
• Identify sequence of events: What did ancient farmers do after the
flooding of the Nile ended? Use a sequence-of-events chart for help
in answering the question. (They planted their crops; the crops grew
during the warm winter; they were harvested before the next flood
came, page 7)
Prove It! Level 3 Comprehension
M
crops grew in
the warm winter
M
crops were
harvested before
the next flood
• Identify main idea: What is the It’s a Fact sidebar on page 3 mainly
about? (Answer: how people learned more about the Nubian people;
Clues/Evidence: Little was known about the Nubian people until the
1950s; Egypt announced a plan to build a huge dam at Aswan; it
would block the Nile’s flow and create a huge lake; archaeologists
went to work; they dug out Nubian towns and cemeteries; they
opened a new door to the past.)
Take It Apart! Level 4 Comprehension
• Evaluate author’s purpose: The author probably included the
information on page 4 of the Introduction to . . . (tell readers
what they will learn and discover in the book)
• Analyze text structure and organization: What text structure does
the author use on page 6 to tell how rich soil is formed by the Nile
River? (sequential order)
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CHAPTERS 2 & 3
Vocabulary
• Use descriptions and examples to determine word meaning: What
does the word laborers mean in this book? Let’s look on page 12 for
clues for the meaning of this word. (did jobs such as unloading boats
or making mud bricks)
Find It! Level 1 Comprehension
• Identify facts and details: Who is believed to be the first king of
Egypt? (Narmer, page 10)
• Identify facts and details: Egyptian rulers ordered pyramids built as . . .
(tombs, page 16)
Both
Artists
made
goods
Farmers
largest
group,
farmed
obeyed kings’ land
owned by
laws
nobles
paid taxes
part of
Egyptian
society
Look Closer! Level 2 Comprehension
• Compare and contrast: How were Egyptian artists and farmers the
same? How were they different? Use a Venn diagram for help in
answering the question. (They were both part of Egyptian society;
they both obeyed the king’s laws; they both paid taxes; artists made
goods; farmers were the largest group; they farmed land owned by
the pharaoh and nobles, pages 11–12)
• Identify sequence of events: How were the first mummies made?
(People buried the dead in the sand; desert sand slowly took in all
the water from the body; the body stayed whole, page 18)
Prove It! Level 3 Comprehension
• Identify main idea: What is the second paragraph on page 14 mostly
about? (Answer: the work that scribes did; Clues/Evidence: The
rulers wanted everything written down; they wanted taxes and
marriages recorded; scribes wrote down the records for the ruler;
they kept records of harvests; being a scribe was an important job.)
• Draw conclusions: The text on page 15 supports the conclusion that
in early Egypt a pharaoh was . . . (Answer: also considered a god;
Clues/Evidence: They thought he was the son of the sun god Ra;
this was the most important god for the early Egyptians; they
thought that after the pharaoh died, he would travel to another
world.)
Take It Apart! Level 4 Comprehension
• Evaluate author’s purpose: The author probably included the
illustrations on page 12 to . . . (show how the ancient Egyptians
recorded events)
• Analyze text structure and organization: What text structure does
the author use on page 18 to tell about how ancient Egyptians and
Nubians created mummies? (sequential order)
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Page 3
CHAPTER 4 & CONCLUSION
Vocabulary
• Use descriptions to determine word meaning: What does the word
canal mean in this book? Let’s look on page 22 for clues for the meaning
of this word. (connected the Red Sea and the Nile)
Find It! Level 1 Comprehension
• Identify facts and details: When did life in Egypt grow hard?
(around 2566 B.C., page 20)
• Identify facts and details: When did Kush’s control end forever?
(656 B.C., page 27)
Look Closer! Level 2 Comprehension
• Identify cause and effect: Why did the people of later Egypt and
Nubia stop believing that the pharaoh was a god? Use a cause-andeffect chart for help in answering the question. (one year the rain did
not come, the floods did not bring enough water and rich soil for
farming, people grew hungry, page 20)
• Identify summary statements: Which sentence on page 22 best
summarizes the information on the page? (“Egypt began to grow
and become rich again around 1985 B.C.”)
CAUSE
The rains did
not come.
CAUSE
The floods
did not bring
enough water
and rich land.
Prove It! Level 3 Comprehension
• Identify main idea: What is page 21 mainly about? (Answer: the
development of Kush; Clues/Evidence: the name of the kingdom
was Kush; it was along the Nile; its capital was called Kerma; Kush
became a big trade center; some people of Kush became rich.)
• Analyze character: From the information in the They Made a Difference
sidebar on page 26, you can tell that Queen Hatshepsut was . . .
(Answer: a successful ruler; Clues/Evidence: She not only made sure
that peace was kept throughout her land, she also worked to expand
Egypt’s trade with other lands; she wanted to explore a land called
Punt; a huge caravan of scribes, artists, soldiers, and others set off
on an expedition; when they returned they brought riches; she
expanded Egypt’s economy.)
Take It Apart! Level 4 Comprehension
• Analyze text structure and organization: The author uses chronological
order on page 27 to tell about power between Egypt and Nubia. Find
some words that tell you this. (“in the 1400s B.C.,” “during the next
350 years”)
• Evaluate author’s purpose: Why did the author include the
information in the Conclusion on pages 28–30? (to summarize
how the Egyptian and Nubian civilizations developed)
M
CAUSE
People grew
hungry.
M
M
EFFECT
People stopped believing the
pharaoh was a god.
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Page 4
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define
the unfamiliar word. Can you find a synonym,
a definition, text clues, or picture clues?
Find It! Level 1
Comprehension
The answers are right in the text. Reread to locate
facts and details to answer the questions.
Look Closer! Level 2
Comprehension
The answers are in the text, but you may need to look
in more than one place to find them.
Prove It! Level 3
Comprehension
You’ll have to be a detective. You won’t find the exact
answers to these questions, but you will find clues and
evidence to support your inferences and conclusions.
Take It Apart! Level 4
Comprehension
As you reread, ask yourself, “How did the author
organize the information? Why did she/he write
the book?”
Bridges Set A
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only.
Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.