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EMP4818
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The Lorenz Educational Press Team
Ancient Egypt
Ancient Egypt
THE ROMAN EMPIRE
THE RbyOMAN
EMPIRE
Cindy Barden
illustrated by
Corbin Hillam
by Cindy Barden
illustrated by
Corbin Hillam
Author
Cindy Barden
Illustrator
Corbin Hillam
Author
Cindy Design
Bardenand Production
Book
Good Neighbor Press, Inc.
Illustrator
Corbin
Hillam
Copyright
© 2002
2002
Copyright
©
Milliken
PublishingCompany
Co.
Milliken Publishing
Book
Design
and Production
All
rights
reserved.
a Lorenz
company
Good
Neighbor
Press, Inc.
P.O. Box
802
Dayron,
OH 45401-0802
The
purchase
of this book entitles the individual teacher/purchaser to reproduce copies by any
Copyright
© 2002
All rights reserved.
reproduction
process for single classroom use. The reproduction of any part of this book for use by an
Milliken
Publishing
www.LorenzEducationalPress.com
entire
school
or schoolCo.
system or for any commercial use is strictly prohibited.
All rights reserved.
The purchase of this book entitles the individual teacher/purchaser to reproduce copies by any
reproduction process for single classroom use. The reproduction of any part of this book for use by an
entire school or school system or for any commercial use is strictly prohibited.
by Cindy Barden
illustrated by
Corbin Hillam
by Cindy Barden
illustrated by
Corbin Hillam
Author
Cindy Barden
Illustrator
Corbin Hillam
Author
Cindy
Bardenand Production
Book Design
Good Neighbor Press, Inc.
Illustrator
Corbin
Hillam
Copyright
© 2002
2002
Copyright
©
Milliken
Publishing
Co.
Milliken Publishing
Company
Book
Design
and
Production
All
rights company
reserved.
a Lorenz
Good
Neighbor
P.O. Box
802 Press, Inc.
Dayron,
OH 45401-0802
Dayton,
OH
45401-0802
The
purchase
of this book entitles the individual teacher/purchaser to reproduce copies by any
Copyright
©
2002
All rights reserved.
reproduction
process for single classroom use. The reproduction of any part of this book for use by an
Milliken
Publishing
www.LorenzEducationalPress.com
entire
school
or schoolCo.
system or for any commercial use is strictly prohibited.
All rights reserved.
The purchase of this book entitles the individual teacher/purchaser to reproduce copies by any
reproduction process for single classroom use. The reproduction of any part of this book for use by an
entire school or school system or for any commercial use is strictly prohibited.
Table of Contents
Activities marked with an * can be used with one of the transparencies at the back of the book.
Activities
Timeline of Ancient Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
* Prehistoric Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The Gift of the Nile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Predynastic Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
* Egyptian Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
* An Egyptian Cartouche . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The Importance of Papyrus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
* The Old Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Mummies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
* What Were the Pyramids? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Build a Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
The Art of Ancient Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Medicine in Ancient Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Governing an Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Ancient Egyptian News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
The Middle Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Who Am I? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
* Senet, An Ancient Egyptian Game . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
* The New Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Daily Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
* King Tutankhamen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Who’s Who? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
The Decline of Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Egyptian Trivia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Egyptian Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Learn More About Ancient Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
ii
Transparencies
Use with activities on . . .
Map of Ancient Egypt
Egyptian Writing
Egyptian Numbers
The Great Pyramid of Giza
The Evolution of the Pyramids
Senet Board
The Wonders of King Tutankhamen’s Tomb
Ancient Egyptian Symbols
page 2
pages 5 and 6
Copyright © 2002 Milliken Publishing Co.
page 8
page 10
page 18
pages 19 and 21
MP8818
Teaching Guide for Transparency Pages
Ancient Egypt
The map of ancient Egypt can be used in
conjunction with the activity, Prehistoric Egypt.
Students can compare it to a map of modern
Egypt and use it as a reference to places
mentioned in the text of various activities.
Alexandria—City founded by Alexander
the Great
Aswan—Site of granite quarry
Cairo—Capital of present day Egypt
Giza—Site of the Great Pyramid and
Great Sphinx
Thebes—Capital of ancient Egypt
Saqqara—Site of the first step pyramid built
by Imhotep for King Zoser
Memphis—Capital of ancient Egypt
Valley of the Kings—Site of many pyramids
Egyptian Writing
The ancient Egyptians used picture-writing
called hieroglyphics. Hieroglyphics means
“Sacred Symbols.” At first the pictures stood for
specific words or ideas. Eventually the symbols
came to represent specific sounds in the same
way our alphabet does.
This transparency will help students better
understand the activity, Egyptian Writing. They
will need this transparency to complete the
activity, An Egyptian Cartouche.
Egyptian Numbers
Help students look for patterns in the Egyptian
numbering system. Ask them to use Egyptian
numbers to write:
A.
B.
C.
D.
the year they were born.
their age.
the current year.
the year they will graduate from
high school.
Copyright © 2002 Milliken Publishing Co.
The Great Pyramid of Giza
References to Egyptian pyramids can be found
in many of the activities. Let students refer
to this transparency when they are working on
any of the pyramid projects.
Built for King Khufu about 2528 B.C.E., the
Great Pyramid of Giza stands as tall as a
33-story building and is the only one of the
Seven Wonders of the Ancient World that
remains today.
At 481 feet, the Great Pyramid remained the
tallest building on Earth until the Eiffel Tower
was built in 1889. It is so large it can be seen
from the moon! The three smaller pyramids
nearby were the burial places of the pharaoh’s
three chief wives.
To build the Great Pyramid, 2,500,000 stones
were cut and joined so precisely that a piece
of paper can’t be slipped between the stones
even today.
The Evolution of the Pyramids
The three illustrations on this transparency show
how the pyramid design evolved over the
millennia. This transparency can be used with
the activity, What Were the Pyramids?
The earliest known tombs for royalty were
underground structures covered by long, low
buildings made of brick or stone called mastabas.
The architect Imhotep designed the first step
pyramid to enclose the tomb of King Zoser about
2630 B.C.E. This was the first monumental
royal tomb and is one of the oldest stone
structures in Egypt.
The ultimate in memorial monuments designed
to protect the tombs of pharaohs were the
huge smooth-sided pyramids of ancient Egypt.
Inside the pyramids were secret passageways,
storage rooms, and royal burial chambers
which contained the mummified remains of
the pharaohs.
MP8818
iii
Teaching Guide for Transparency Pages
Senet Game
The ancient Egyptians didn’t spend all their time
building pyramids or writing in hieroglyphics on
papyrus. They also enjoyed playing games.
Ka: usually depicted as two arms raised in
prayer. Ka stood for a person’s double who lived
on after death and helped the person along the
right path in life.
Among other items found in tombs are game
boards, playing pieces, and dice. Elaborate game
boxes included a game board on the top and a
drawer containing game pieces carved of wood,
ivory, or bone.
Ba: shown as a small bird with a human head.
Ba symbolized the soul or spirit of a person.
After death, the ba left the tomb by day and
returned at night. The body, ba, and ka, made
up the person’s identity for the next life.
Games were placed in tombs to provide
entertainment for those who had died as they
journeyed through the underworld. Perhaps the
person could even play the games with the gods.
Bastet: a goddess with the head of a cat. Bastet
was the protector of pregnant women. She also
protected people from disease and evil.
Directions for playing Senet can be found in the
activity, Senet, An Ancient Egyptian Game.
The Marvels of King Tutankhamen’s Tomb
This transparency can be used to introduce the
activity, King Tutankhamen.
Ancient Egyptian Symbols
Ankh: a symbol representing the power of the
sun god. Carrying or wearing an ankh brought
good luck.
Sphinx: a mythical creature with the body of
a lion and the head of a person, usually a
pharaoh. It symbolized the strength and power
of the pharaoh.
Ibis: a long-billed wading bird associated with
the sun god. Revered by Egyptians as an enemy
of poisonous snakes.
Anubis: the jackal-headed god helped people
move through the afterlife when they died. He
was also the god of embalming and funerals.
Aten: a portrayal of the sun god. The small
hands and ankhs brought life to everyone.
Apophis: a fancy snake believed to eat the sun
when it disappeared every night. Apophis fought
for control with Ra, the sun god, and symbolized
evil and darkness.
iv
Copyright © 2002 Milliken Publishing Co.
MP8818
Name __________________________________________________
Timeline of Ancient Egypt
During the PREDYNASTIC PERIOD (5000–3100 B.C.E.)
Egyptian society changed from nomadic hunter-gatherers to agricultural.
about 4000 B.C.E.
Sails first used on Egyptian ships.
about 3100 B.C.E.
King Menes united Upper and Lower Egypt and became
first pharaoh; Capital—Memphis.
about 3000 B.C.E.
Hieroglyphic writing invented.
3100–2649 B.C.E.
Trade established with Palestine and Nubia.
The OLD KINGDOM (2649–2143 B.C.E.) was known as the Age of Pyramids.
2630–2611 B.C.E.
Reign of Zoser; First step pyramids built.
around 2500 B.C.E.
Mummification process developed.
around 2134 B.C.E.
Egypt divided into smaller kingdoms.
MIDDLE KINGDOM (2040–1786 B.C.E.)
2040 B.C.E.
Mentuhotep II reunited Egypt; Capital—Thebes.
around 1640 B.C.E.
Egypt invaded by Hyksos from Palestine; Horse-drawn
chariots and iron working introduced.
The NEW KINGDOM (1500–1070 B.C.E.)
represented the peak of Egyptian power and influence.
1504–1492 B.C.E.
Thutmes I expanded Egyptian empire; Conquered parts of
Nubia, Palestine and Syria.
1473–1458 B.C.E.
Queen Hatshepsut expanded Egyptian trade and influence.
1479–1425 B.C.E.
Reign of Thutmes III.
1367–1350 B.C.E.
Reign of Akhnaton III and Queen Nefertiti.
They promoted worship of one god: Aton.
1347–1339 B.C.E.
Tutankhamen became pharaoh; Capitol—Memphis.
1290–1224 B.C.E.
Ramses II began vast building program of temples.
The LATE PERIOD (1070–30 B.C.E.)
represents the decline of Egypt as a major power.
770–712 B.C.E.
Nubians conquered Egypt.
332 B.C.E.
Alexander the Great conquered Egypt.
30 B.C.E.
Queen Cleopatra died. Egypt became part of the
Roman Empire.
Copyright © 2002 Milliken Publishing Co.
MP8818
1
Name __________________________________________________
Prehistoric Egypt
The first people to live in Egypt were probably nomadic hunters who arrived in the area about 25,000
B.C.E. Scientists believe most of the people who first lived in Egypt came from North Africa.
For thousands of years before the rise of Egypt as a
major civilization, the people in Egypt lived as hunters
and gatherers. They kept some domesticated animals
including cows, sheep, and goats. They grew flax,
barley, and a type of wheat called emmer.
At first the land around the Nile River was mostly
swampland. Gradually the climate changed and
became drier. Less rainfall slowly caused the level of
the Nile River to fall. The land along the banks of the
river was rich, fertile soil rather than swamp. Areas
farther from the Nile River also became drier until
eventually the land was mostly desert.
Few people lived in the harsh desert areas, but many
settled in the area along the Nile River. From these
people, the great civilization of ancient Egypt arose.
1. Trace the Nile River in blue.
2. Outline the continent of Africa in red.
3. Outline the country of Egypt in green.
4. Where did the first people who settled in Egypt come from?
A. North America
B. Nile River Valley
C. North Africa
5. How was the area around the Nile River different thousands of years ago?
_____________________________________________________________________________________
_____________________________________________________________________________________
6. What is emmer? _____________________________________________________________________
_____________________________________________________________________________________
Did You Know?
The driest inhabited region in the
world is Aswan, Egypt which
averages only .02 inches of rain
per year.
2
Copyright © 2002 Milliken Publishing Co.
MP8818
Name __________________________________________________
The Gift of the Nile
“The Black Land” of Egypt referred to the strip of rich, fertile land along the Nile River. On both sides
of the river were the “Red Lands,” the harsh deserts where no one lived and few traveled. The Red
Lands cover more than 90% of Egypt.
The Nile River is unusual in many ways. Not only is it the longest river in the world (4,160 miles), it
is one of only a few major rivers that flows from south to north. The Nile provided two important
advantages to Egypt: transportation and fertile land.
Without the Black Land along the Nile and the Red Lands surrounding it, civilization may never have
reached the heights it did in Egypt. Because of the difficulty of crossing the deserts with a large army,
the country was rarely invaded. The Black Land provided plentiful crops and a place for a large, stable
population to grow and develop.
Egypt has also been called “the Gift of the Nile.” Each year the area surrounding the Nile River flooded,
bringing a deposit of rich silt. When the flood waters receded, farmers sowed their crops, providing
plenty of food for the people. Other than wells, the Nile River is the only source of water for Egypt.
The Nile River was also a major highway for transportation of goods and people. The wealthy sailed
the Nile in pleasure boats. The first boats were built of bundles of papyrus reeds tied together. Larger,
sturdier boats were later built of wood.
Circle T for true or F for false.
1. T F
Most of Egypt consists of desert.
2. T F
Without the annual flooding of the Nile River, the great civilization of Egypt may
not have developed.
3. T F
The Nile River protected Egypt from invaders because it was so wide.
4. T F
The parts of Egypt called the “Red Lands” were named because of the reddish soil
in that area.
5. Write or draw a picture on another sheet of paper comparing and contrasting the Nile River
to a major highway in the U.S. today.
Did You Know?
The best example of an early Egyptian boat was
discovered in a pit near the Great Pyramid of Giza,
built for King Khufu. Over 130 feet long, the boat
was probably intended to enable the king to travel
easily through the underworld.
Copyright © 2002 Milliken Publishing Co.
MP8818
3
Name __________________________________________________
Predynastic Period (5000–3100 B.C.E.)
Early Egyptian history is called the Predynastic
Period—the time before the great dynasties
(ruling families) of Egypt.
Archaeology is a Greek word meaning the study
of ancient things. Archaeologists study the
remains of people, buildings, objects, paintings,
sculptures, and writing to learn about the past.
People who study ancient Egyptian history and
artifacts are called Egyptologists.
People in Predynastic Egypt lived in small villages
which joined to form two kingdoms—Upper Egypt
in the south and Lower Egypt in the north. Upper
and Lower Egypt were separate lands with their
own rulers, customs, gods, and ways of life.
About 3100 B.C.E. the two countries were united under King Narmer (his name meant “catfish”), a
king of Upper Egypt. He built a new capital city at Memphis on the border between the two lands and
established the first Egyptian dynasty.
By the end of the Predynastic Period, the Egyptians had learned to make cloth, pottery, and items of
gold and copper. They had invented a form of picture writing.
The dry climate of Egypt has helped preserve many ancient artifacts. For example, wood buried in hot,
dry sand does not rot. Archaeologists have found ancient wooden plows and other farming
implements perfectly preserved.
1. How long did the Predynastic Period of Egyptian history last? _____________________________
_____________________________________________________________________________________
2. Why was it called Predynastic? ________________________________________________________
_____________________________________________________________________________________
3. How many years ago did the Predynastic Period begin? ___________________________________
4. How do archaeologists learn about the past? ____________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
5. The dry desert climate of Egypt has preserved many artifacts. How do you think the wind and
sand have made work for archaeologists difficult?
_____________________________________________________________________________________
_____________________________________________________________________________________
4
Copyright © 2002 Milliken Publishing Co.
MP8818
Name __________________________________________________
Egyptian Writing
At first, Egyptian writing consisted of small pictures called hieroglyphs. Each picture represented a
word or idea. However, that type of writing could be confusing when recording complex ideas.
A picture like this could stand for a person’s foot. It also could mean
walking, traveling, running, or other action words.
1. For each picture, write three possible meanings.
A. ________________________
B. ________________________
C. ________________________
________________________
________________________
________________________
________________________
________________________
________________________
Eventually the pictures came to stand for specific sounds instead of whole words. Only special scholars
called scribes learned to read and write. The chart on the Egyptian Writing transparency shows the
symbols used and the English sounds they represent.
2. Draw small pictures to represent the following words.
man
woman
many
river
food
hot weather
3. Use your own ideas to write these sentences in pictures.
A. The man walked for three days across the desert.
B. The crops were better last year than this year.
4. Compare your drawings with the ones drawn by a partner. Which symbols did you both use
that were similar?
Copyright © 2002 Milliken Publishing Co.
MP8818
5
Name __________________________________________________
An Egyptian Cartouche
A cartouche is an oval or oblong-shaped sign with a name written in hieroglyphics. The Egyptians
surrounded the names of royalty in a cartouche when writing their names.
Study the Egyptian alphabet on the transparency.
1. Translate the names and write them next to each cartouche.
2. Make your own cartouche.
A. Form a ball of clay into an oval shape. Press it flat and smooth. Use a small object like a
nail to carefully inscribe your name in hieroglyphics. If you make a mistake, smooth it out
and start over.
B. Use the nail to make an indentation on the back of the cartouche to use for hanging your
sign when you finish.
C. Let the clay dry completely, then decorate your cartouche with paint or markers.
Note: If you don’t have clay, cut an oval from posterboard and write your name in hieroglyphics
using paint or markers.
Make a cartouche as a gift for a friend or relative.
Did You Know?
Doing laundry could be a dangerous job in ancient Egypt
because of the possibility of being attacked by crocodiles
or angry hippos while washing clothes in the Nile River.
6
Copyright © 2002 Milliken Publishing Co.
MP8818
Name __________________________________________________
The Importance of Papyrus
Papyrus, a reedy plant which grew in abundance along
the Nile River in Lower Egypt, became the symbol for
ancient Lower Egypt. Papyrus grows from 3 to 10 feet
tall. The lower part of the stem can be as thick as a
person’s arm.
The ancient Egyptians used parts of the papyrus plant
for both decorative and practical purposes. They made
wreaths, sandals, boxes, boats, rope, and baskets from
papyrus. They dried the roots for fuel and boiled the
pith to eat.
1. Use a dictionary. Define pith. __________________________________________________________
The most important use of papyrus was for making paper. To do this, the Egyptians cut the reeds into
sections about 18 inches long and removed the green outer skin. The pith inside was cut into waferthin slices, then rolled or pressed to flatten them and eliminate moisture.
Two layers of flattened pith were placed on top of each other at right
angles and moistened with water, then placed between pieces of fabric
and pressed between heavy stone slabs for several days until completely
dried. Finally, the sheets were rubbed with ivory or a shell to make a
smooth surface.
Sheets of papyrus were made into rolls, often 20 to 30 feet long.
The oldest known books today were written on papyrus scrolls.
2. Imagine reading a novel written on papyrus rather than in
the book form we use. Which do you think would be easier
to handle? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Number these steps of paper-making in order.
_____ cut pith into thin layers
_____ cut reed into sections
_____ press or roll to remove moisture
_____ remove outer skin
_____ smooth by rubbing with ivory or a shell
_____ press between stone slabs
Copyright © 2002 Milliken Publishing Co.
MP8818
7
Name __________________________________________________
The Old Kingdom (about 2649–2143 B.C.E.)
This period in Egyptian history is also known as the Age of Pyramids. It was a golden age of culture
and civilization. Painting, literature, and sculpture flourished. Great strides were made in medicine,
architecture, astronomy, navigation, and engineering. The 365-day solar calendar we use today
originated during this period.
The capital remained at Memphis, and the country was strongly united through a complex system of
government. During this period the kings of Egypt were called pharaohs. They had so much power
many believed they were gods living on Earth.
The architect Imhotep designed the first pyramid, a step pyramid for King Zoser at Saqqara. He was
also a scientist, doctor, priest, and writer. After he died, people believed he, too, became a god.
As time went on, the pyramids became larger and more elaborate as they changed from simple step
pyramids to elaborate straight-sided monuments. The Great Pyramid in Giza was the largest structure
in the world, built for King Khufu (Cheops) on the west bank of the Nile near present-day Cairo.
The other great monumental work done at this time was the Great Sphinx. In Egypt, the sphinx was a
creature with the body of a lion and the face of a person, often that of a pharaoh. The strength of the
lion symbolized the power of the ruler. The Great Sphinx at Giza is the largest freestanding sculpture
that survives from the ancient world.
Over 240 feet long and 66 feet high, this mythological beast guarded the entrance to King Khafre’s
tomb, a smaller pyramid also at Giza.
The Old Kingdom lasted about 500 years. Eventually Egypt split into several smaller provinces, each
with its own ruler.
1. Why was the Old Kingdom known as the Age of Pyramids? _______________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Do you think people of that time called it the Old Kingdom? Why or why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Did You Know?
The story of the riddle of the Sphinx was
unknown in ancient Egypt. It was actually
written by a Greek several thousand years
after the Great Sphinx was built.
8
Copyright © 2002 Milliken Publishing Co.
MP8818
Name __________________________________________________
Mummies
To mummify means to preserve. The ancient Egyptians believed that after death, people needed their
bodies for the journey through the underworld. Mummification became an important part of their belief
in the afterlife.
Thousands of years ago the Egyptians realized that the hot, dry climate of Egypt could mummify and
preserve a body naturally. By about 2600 B.C.E. they had learned to extend and improve this natural
process through the used of special techniques.
Priests and specialists called embalmers used scientific techniques in addition to prayers and chants to
prepare the body after it died. Although we usually think of mummies as the bodies of pharaohs, the
bodies of many people, rich and poor, were mummified so they could live forever. The process for the
wealthy and royalty was more elaborate, as were their coffins and tombs.
To mummify a body, the organs were first removed. These organs were preserved and saved in special
containers, except the brain and the heart. The brain was discarded because they did not believe it had
any value. The heart was preserved and put back in the body.
The priests used a salt compound called natron, ointments, and various spices to prepare the body.
After drying for 40 days, the body was carefully wrapped in long strips of linen bandages. Those who
had been wealthy were then buried in elaborate coffins.
The ancient Egyptians believed the heart was the center of intelligence and emotion. After death, the
gods weighed a person’s heart to judge his or her worthiness to enter the afterlife.
Eternal life was not automatic. In the presence of the
gods Osiris, Thoth, and Anubis, a person’s heart was
placed on one side of a balance scale and a feather
on the other side. If the person had committed many
wrong deeds in life, the heart would be heavy. If the
heart weighed more than the feather, the person
would be devoured by a monster.
1. Why did the Egyptians believe it was important to preserve the body after someone died?
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_____________________________________________________________________________________
2. Why was the heart important? _________________________________________________________
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What Were the Pyramids?
The ancient Egyptians believed that life after death was very similar to life on Earth. When people
entered the afterlife, they would need food and drink, friends and servants, furniture, pets, clothing,
medicines, games, and jewelry.
The earliest known tombs for the pharaohs were long, low buildings made of brick or stone called
mastabas. The tomb for King Zoser began that way, but the architect, Imhotep, made some changes.
Instead of a simple square stone building, he added a second layer, slightly smaller than the first. He
added four more layers, each slightly smaller, until he had created the first “step pyramid” surrounded
by courtyards and shrines.
The step pyramids symbolized a giant stairway for the
pharaohs to climb to reach the sun god. The use of stone
for tombs became standard and symbolized that the
structure was meant to last for eternity. The true pyramid
with smooth, sloping sides developed later from the step
pyramid design.
Pyramids were called “Houses of Eternal Life,” built to
protect the tombs of the pharaohs. They believed if the
pharaohs’ bodies and possessions were protected, they
could live forever. The pyramids also served as a memorial
to the pharaohs so they would be remembered forever.
Many of the pyramids were connected through tunnels to other buildings including temples, libraries,
storage places, and even open air markets. Inside the pyramids were false passageways and fake
burial chambers to deter robbers.
Work on a pyramid often began long before a pharaoh died. Historians estimate that it took 100,000
men working three months a year, 20 years to build the Great Pyramid of Giza. During the three
months when the Nile overflowed, farmers and others worked on public projects like the pyramids and
were paid for their labor with housing, food, and clothing.
1. What is a mastaba? __________________________________________________________________
2. What was the main purpose of the pyramids? ___________________________________________
_____________________________________________________________________________________
3. What was another purpose for building pyramids? _______________________________________
_____________________________________________________________________________________
4. Why do you think the pyramids were called “Houses of Eternal Life?”
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Build a Pyramid
What materials could you use to construct
a pyramid? It would depend on what type
of pyramid you wanted to build and how
large you wanted it to be.
The Egyptian pyramids have square bases
and four triangular sides. The base of each
triangle is equal to the length of one side
of the square. The other two sides of the
triangles are equal.
The earliest type of pyramids built were
called step pyramids. To build a step
pyramid, you could use bricks, cardboard
boxes, or wooden blocks.
1. What other materials would work for a step pyramid?
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The pyramids built later had smooth sides and came to a point. To build a smooth pyramid, you could
use cardboard, wood, paper, or clay cut into shape and dried.
2. What other materials would work to build a smooth pyramid?
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_____________________________________________________________________________________
3. Work with a partner or small group to design your own pyramid. Determine the size of the
pyramid and the materials you will use.
4. After you build your pyramid, decorate it as elaborately as possible—after all, it should be
worthy of a pharaoh!
Did You Know?
The Egyptian goddess, Bast, was believed to be the mother of all cats on Earth. Cats
were considered sacred animals in ancient Egypt. Many mummies of cats have been
discovered. Other animals including baboons and ibises were also mummified.
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2. Draw a scene from your life in the Egyptian style on another sheet of paper.
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1. Imagine being the first Egyptologist to uncover an ancient Egyptian painting like the one shown above. Study this
painting, then write a paragraph describing what you think the painting represents.
Painted scenes on pyramid walls, temples,
and rolls of papyrus teach us much about life
in ancient Egypt. Many of the paintings tell
stories by showing different events in the
order they occurred.
When people are pictured, it appears that you
are seeing their heads, eyes, legs, and feet as
if looking at them from the side. The bodies
of people appear as though you are looking
at them from the front. This style of art was
unique to ancient Egypt.
Look at Egyptian art in several books. Notice
that the pictures are two-dimensional: they
lack depth and perspective. To show distance,
objects that are meant to be far away are
placed at the bottom or top of the painting.
The most important person or creature in the
painting is usually larger than the others.
When two people are shown facing each
other, the more important person faces right.
Name __________________________________________________
The Art of Ancient Egypt
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Medicine in Ancient Egypt
What would have happened if you had gotten sick in ancient Egypt? Paintings and carvings from
tombs and writings on papyrus tell us much about doctors and medicine in ancient Egypt.
Medicine was part healing, part magic, and part religion. Doctors of ancient Egypt knew much about
human anatomy and how to treat many diseases. They set broken bones, delivered babies, and
prepared dressings for wounds.
Doctors made ointments and medicines from many natural
ingredients including spices, herbs, animal parts, and plants
like dates and garlic.
Those who wanted to become doctors studied at temples in
special centers called “Houses of Life.” After completing
their training, doctors set up their offices in the temples.
The ancient Egyptians believed that different gods and
goddesses helped doctors heal. Hathor and Taweret were
the goddesses of childbirth. Isis protected the liver.
Treatment for an illness might combine chanting a magical
spell, prayers to a god or goddess, and a potion prepared
by the doctor. One of the more unusual prescriptions
included crocodile dung and sour milk!
In addition to taking medicine, an incantation to rid a
person of a medical problem might be written on papyrus,
then burned as an offering to one of the gods.
1. Imagine a god or goddess that helped cure colds. Describe or draw what that god or goddess
might look like.
2. Write an incantation to that god or goddess that a doctor may have used to help someone
feel better.
_____________________________________________________________________________________
_____________________________________________________________________________________
Did You Know?
Radishes were considered divine food in ancient Egypt.
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Governing an Empire
The Egyptian kings were often called pharaohs. They also had a long list of other titles to describe
their greatness and power. Most pharaohs were men. The pharaoh’s main wife (he often had several),
known as the “great royal queen,” sometimes ruled when her husband died or until his heir was old
enough to rule.
The pharaoh was not only the most powerful and important person in Egypt, he was also believed to
be a god. The pharaoh was the chief priest of the temples, headed the army, ruled the government,
made laws, and controlled trade.
The pharaoh could make or change or break any laws. No one could tell the pharaoh what to do or
how to do it. However, no one person could attend to all the detail of government. Pharaohs needed
advisers to help them rule and officials to carry out policies.
1. How do you think your life would be different if our country were ruled by a pharaoh?
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Scribes were the only people in Egypt who could read and write. They attended schools where they
also studied history, poetry, surveying, architecture, and accounting. Scribes often held important
positions in the government. They collected taxes, designed and organized construction of public
buildings, and saw to the daily business of towns and villages across Egypt. The vizier was the most
important scribe who became the pharaoh’s chief adviser.
2. How would your life be different if you could not read or write?
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Priests and priestesses were responsible for taking care of
the temples and the spiritual well-being of the people.
They were scholars and advisors to the pharaohs and
other government officials.
Did You Know?
By tradition, Egyptian royalty never allowed their natural hair to
show. Their heads were covered at all times in public. They wore
elaborate crowns for important ceremonies. For everyday wear,
they wore a cloth headdress called a nemes. Look at a picture
of the Great Sphinx. It too is wearing a nemes.
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Ancient Egyptian News
Our motto: If it’s not more than 4,000 years old, it’s too new for our news.
Amulets for Sale
NOTICE
Guard yourself and your loved ones
from evil spirits. Insure health, wealth,
power, and happiness by wearing one
of our finely crafted symbols available
in brightly painted clay, copper, silver,
or gold.
Taxes are due now. Bring grain and
papyrus to the east temple entrance.
Cattle, sheep, goats, geese and chickens
should be delivered live after sunset.
Copper, silver, gold, and gems may be
brought any time, day or night.
1. Write a headline in six words or less for each event.
Imhotep designed the first step pyramid for King Zoser at Saqqara.
______________________________________________________________________________
Several tomb robbers were caught in the act last night and arrested by the local pyramid
police as they tried to escape with gold and jewels. They will appear in court today.
______________________________________________________________________________
2. Complete the want ads in your own words.
Government Positions Available
Wanted
Apprentices to the royal embalmer needed.
Previous experience should include . . .
Young men and women to study
to be priests and priestesses at the
royal temple. Must be willing to . . .
Duties include . . .
Duties include . . .
Benefits include . . .
Apply at the rear entrance at sunrise
tomorrow.
To apply . . .
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The Middle Kingdom (2040–1786 B.C.E.)
A period of chaos followed the collapse of the Old Kingdom. A writer of that time described society as
“turned upside down.” That changed when King Mentuhotep finally reunited Egypt about 2650 B.C.E.
He called himself “Uniter of the Two Lands” and claimed he was a god. During his reign, Egypt began
a new age of peace, prosperity, and strong government.
Again, great achievements were made in the arts. Much of the literature from this period has been
preserved, including epic tales, poetry, and “wisdom texts” filled with advice about the proper way to
live. Increased trade with other lands brought great wealth to the country.
From paintings found in royal tombs of this period, Egyptologists have learned much about daily
activities among both the common people and the ruling class.
Amenhemhet I (1991–1962 B.C.E.) built a new capital city, Itjtawy, near Memphis. He and his son
Senwosret I began building projects of temples and pyramids. In Faiyum oasis, King Senwosret II had
an entire town designed and built for those who worked full time on the king’s pyramid.
The first woman known to become a pharaoh was Queen Nefrusobk (1787–1783 B.C.E.), but almost
nothing is known about her.
During the Middle Kingdom period, Egypt conquered much of Nubia, a region south of Egypt. In
addition, trade began with lands along the eastern Mediterranean Sea and the Middle East.
The Middle Kingdom period ended about 1786 B.C.E. when Egypt was conquered by Asian settlers
called the Hyksos. From these people, the Egyptians learned several technological advances including
the use of the horse and chariot, an improved type of bow, bronze weapons, a more efficient loom and
new types of musical instruments.
Write your answers on another sheet of paper.
1. Do you think a horse-drawn chariot would be an advantage during warfare?
Why or why not?
2. List one way the Middle Kingdom and the Old Kingdom were alike and one way they
were different.
3. Why do you think a ruler would build a new city and move the capital of a country?
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Who Am I?
The gods and goddesses were very real to the ancient Egyptians. Over 3,000 deities represented
different aspects of life and nature.
Use reference sources to match the names of the gods and goddesses with their descriptions.
Amun
Horus
Ra
Name
Anubis
Isis
Seth
Geb
Nut
Shu
Hathor
Osiris
Thoth
Description
1. _______________________ The creator god portrayed with the head of a ram
2. _______________________ Goddess of love, music, and dance sometimes pictured as a crow
3. _______________________ Sky goddess
4. _______________________ Earth god
5. _______________________ God of air who held up the sky
6. _______________________ God of the dead, often portrayed as mummified
7. _______________________ Ruler of the desert, storms, and violence portrayed with a forked
tail and the head of a greyhound
8. _______________________ Moon god; also god of wisdom and writing with a bird-shaped
(ibis) head
9. _______________________ Son of Osiris and Isis, often portrayed with the head of a falcon
10. _______________________ Queen of the gods represented as wearing a headdress and usually
sitting on a throne
11. _______________________ The jackal-headed god of embalming
12. _______________________ Sun god with a large circle representing the sun over his falcon head
The Story of Osiris
Long ago Seth, brother of Osiris the god-king, wanted to rule Egypt. He cut his brother’s body into
little pieces and scattered the pieces up and down the Nile River. Isis, wife of Osiris, found the pieces
and put them back together. Osiris became the god of the underworld. Their son Horus fought Seth for
control. With the approval of the other gods, Horus became the ruler of Egypt.
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Senet, An Ancient Egyptian Game
Senet was a board game played in ancient Egypt. Although they have found paintings on tomb walls
and on papyrus scrolls of people playing Senet and other games, Egyptologists are not certain exactly
how the games were played.
To play Senet, make a copy of the game on poster board. You will need one die. Each player needs
five game markers of the same color. Use a different color for each player. Black and red checkers
work great.
Suggested Rules for Senet:
1. Players shake the die to see who goes first. The one with the higher number puts his or her
game pieces on squares marked with A’s. Player 2 puts game pieces on the B squares.
2. Take turns shaking the die. Players move a game piece that number of squares down the center
row, then up the third row.
3. A game piece can land only on an empty square or a square occupied by an opponent’s game
piece. If the only possible move lands on your own game piece, skip a turn.
4. If a player’s game piece lands on an opponent’s game piece, the opponent’s game piece is
removed from the board.
5. The only way to bring a game piece back is to shake a six and land on one of the opponent’s
pieces. In addition, the first square the player occupied at the start of the game must be empty
because that is where the piece is replaced on the board.
6. The object of the game is to exit all five game markers from the board. Special rules must be
followed for exiting.
Rules for exiting:
A. If a game piece is on the sixth square from the end and a player shakes a six, he or she cannot
exit. The piece can only be moved with a shake of five or less.
B. If a game piece is on the square marked , the piece can exit the board if a five is shaken or
move forward with any number less than five.
C. If a game piece is on the square marked X, the piece can exit the board if a four is shaken or
move forward with any number less than four.
D. When a game piece is on a square marked lll, ll,
or l, it can only exit the board by shaking a
three, two, or one. For example, if a piece is on
the lll square, it cannot be moved forward with
a shake of one or two.)
After you finish playing Senet:
1. Write a paragraph on another sheet of paper
giving your opinion of the game.
2. If you could rewrite the rules, which rules would you change, and what would the new rules be?
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The New Kingdom (1500–1070 B.C.E.)
When the Egyptians eventually overthrew the conquering Hyksos,
another period in history called the New Kingdom began. The use of
improved weapons and horse-drawn chariots enabled the Egyptians
to develop a permanent army. Military campaigns extended the
country’s borders.
When Thutmes II died, his queen, Hatshepsut, ruled Egypt because
her nephew, the heir to the throne, was only a baby. Seven years
later she declared herself king and continued to rule until she died.
Egypt reached the height of its power under Thutmes III. The capital
was moved again, this time to Thebes. Taxes and trade with people
who had been conquered made the country immensely rich.
When Akhnaton became pharaoh around 1353 B.C.E., he tried to
replace the worship of Egyptian gods with one god, Aton, the sun
god. He banned worship of all other gods and closed their temples.
The capital was moved to a new city named Akhnaton between
Memphis and Thebes. At the center of the city was a temple without
a roof, open to the sun.
After Akhnaton died, his wife, Nefertiti, became “king” and continued to rule Egypt. The next pharaoh
was Tutankhamen, the boy king. His guardians moved the capital back to Memphis and allowed
worship of all the old gods and goddesses.
Ramses II was considered the last great ruler of Egypt. He became king about 1290 B.C.E. and
made peace with the Hittites in southern Syria, a peace that lasted for 50 years. Ramses II built
more enormous statues of himself than any other pharaoh. He had hundreds of wives and more
than 900 children.
When the era of the New Kingdom ended, the country again split into smaller parts and Egypt lost
control of territory it had conquered. Temple priests became very powerful until they controlled
Upper Egypt.
1. When a woman became the ruler of Egypt, why do you think she was known as a king rather
than a queen?
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2. What do you think it would be like to have 900 brothers and sisters?
_____________________________________________________________________________________
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Name __________________________________________________
Daily Life
Egyptologists have learned about daily life in ancient Egypt by studying many sources: drawings and
paintings on papyrus and tomb walls, artifacts found in pyramids and in towns that have been
excavated, and thousands of papyrus documents.
Most people in ancient Egypt did not live in a palace or have servants to wait on them. In fact, many
of the people who lived in larger cities worked as servants in the temples and homes of the wealthy.
Most people lived in small villages. Excluding the very rich and the very poor, the majority of
Egyptians lived in small, single family flat-topped houses made of sun-dried bricks from the mud
near the Nile River.
Small windows let in little light but kept the
houses cool. Walls were often plastered and/or
painted with patterns or scenes of nature, inside
and out. A staircase to the roof gave the family
additional living space. The number of rooms,
location, and size of the home depended on the
wealth of the family.
Most men and boys worked in the fields or took
care of the animals outside the village. Craftsmen
worked in shops usually attached to their homes.
Scribes and wealthy landowners lived in larger
homes on the edges of villages, often surrounded
by high walls.
The common people of ancient Egypt ate mostly barley, bread, and onions. They used barley for
porridge and to make beer. Other foods sometimes available were vegetables, dates, and figs.
Luxury foods included a variety of breads, roasted chicken, goose, quail, and beef, plus cheese,
grapes, berries, wild celery, eels, carp, and other types of fish. Only the very rich drank wine.
Use reference sources to learn more about homes, family life, furniture, clothing, or food in ancient
Egypt. List five ways daily life was different in ancient Egypt from what it is today.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Did You Know?
Egyptian women used a wide range of cosmetics and beauty products
including eye glitter made from crushed iridescent beetle shells.
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King Tutankhamen
King Tutankhamen became the ruler of Egypt when he was about nine
years old (around 1347 B.C.E.). He died about ten years later.
Although King Tut was not the most important pharaoh in Egyptian
history, he is one of the best known, thanks to the discovery of his
remarkable tomb by the archaeologist Howard Carter in 1922.
Most royal burial places had been looted by tomb robbers over the
centuries. Carter discovered a sealed entrance to Tut’s tomb. Inside he
found thrones, vases, chariots, statues, jewelry, and ostrich feather fans.
Items found in the tomb also included a wooden dummy or mannequin
used to make clothing, 30 boomerangs, almost 100 pairs of footwear
made from leather, basketwork, wood, and even sheets gold.
1. Imagine becoming the ruler of an entire country at the age of nine years old. On another
sheet of paper, write a journal entry about what a typical day might have been like for a nineyear-old king.
2. Use the internet or other reference sources to learn about other items found in King Tut’s tomb.
List at least 10 items found.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Of all the items found, which do you think was the most unusual to be included in a tomb?
Explain why it was unusual and why you think it was included.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
King Tut’s mummified body was protected by four coffins. One of the coffins was made of over
200 pounds of gold! Tut’s face was covered by a gold mask weighing 22.5 pounds.
Since King Tut was a rather unimportant pharaoh, imagine what treasures must have been buried
with those who were considered important!
4. Many stories have been told about the bad luck that followed opening King Tut’s tomb.
Many believed there was a curse on the tomb. Do you believe that? Why or why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Who’s Who?
Children in ancient Egypt did not go to school unless they were studying to be scribes, doctors, or
priests. They began working at a very young age. In most cases, children followed the occupation
of their parents. Boys learned a trade from their fathers and girls learned homemaking skills from
their mothers.
Egyptian society was made up of three major social classes. At the very top of the social structure, in a
class by themselves, were the pharaoh and the royal family.
The upper class included wealthy landowners and people in high government positions, such as
advisors to the royal family. The middle class included wealthy merchants and skilled craftspeople.
The majority of the people belonged to the lower class. They worked on farms and did various types of
unskilled labor.
Fill in the social pyramid by writing each occupation in the section where you think it belongs.
architect
carpenter
embalmer
furniture builder
priest
sculptor
tailor
artist
chariot maker
engineer
goat herder
sailor
soldier
tomb builder
22 Copyright © 2002 Milliken Publishing Co.
astronomer
coffin maker
farmer
laundry worker
sandal maker
stone carrier
baker
doctor
fisherman
paper maker
scribe
sheep herder
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The Decline of Egypt (1070–30 B.C.E.)
Beginning about 1070 B.C.E., Egypt began to decline as a major power. The country was invaded by
armies from many lands. The Kushites conquered Egypt in 767 B.C.E. and ruled until the Assyrians
took over in 671 B.C.E. After a brief period of independence, the Persians invaded (525 B.C.E.) and
dominated Egypt until the arrival of the Greeks.
In 332 B.C.E. Alexander the Great brought an end to Persian rule when his Greek armies conquered
Egypt. He founded the city of Alexandria which later became the capital and a center of art,
architecture, and philosophy. Egypt became part of the Greek empire. For over 300 years, Greekspeaking pharaohs ruled Egypt.
While ruled by the Greeks, Egypt again achieved power. However, the Syrians invaded in 169 B.C.E.
When the Roman legions conquered Egypt in 30 B.C.E., Cleopatra committed suicide and Egypt
became a Roman province.
Review
Match.
1. _____ mastaba
A. Egyptian writing
2. _____ mummification
B. deserts of Egypt
3. _____ Egyptologist
C. a low building
4. _____ sphinx
D. Greek who conquered Egypt
5. _____ the Red Lands
E. a cloth head covering worn by pharaohs
6. _____ the Black Land
F. a person who studies ancient Egypt
7. _____ hieroglyphics
G. site of the Great Pyramid
8. _____ Alexander the Great
H. process of preserving a body after death
9. _____ nemes
10. _____ Memphis
I. Egyptian sun god
J. area along the Nile River
11. _____ predynastic
K. statue with body of lion and head of a person
12. _____ Giza
L. capital of Egypt for a time
13. _____ scribes
M. period before the pharaohs
14. _____ Ra
N. people who could read and write
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Egyptian Trivia
Honey discovered in the tombs of Egyptian pharaohs is still edible.
Ling Pepi II ruled for 94 years and lived to the age of 100.
One Egyptian legend said that the creator god, Khnum, made
each person on his potter’s wheel.
Children in ancient Egypt enjoyed some of the same games
they do today, like Leap Frog and Tug-of-War.
Cats were sacred in ancient Egypt. They were also very useful
for killing snakes, rats, and mice in homes and granaries.
The Greek historian Herodotus, who lived from 484 to 425
B.C.E., reported that when a family’s pet cat died, they
mourned their loss by shaving off their eyebrows.
Fruits like lemons, oranges, bananas, pears, peaches, and
cherries were unknown in ancient Egypt.
The ancient Egyptians had an organized taxation and legal system with a police force and courts.
One way to pay taxes was to send servants to work part of the year for the pharaoh.
Trained baboons were used by police officials to help make arrests. Beating was the most common
form of punishment for criminals and those who did not pay their taxes.
The ancient Egyptians did not use coins or other forms of money. Items were traded using the
barter system.
People hired professional mourners to attend funerals. They sobbed, wailed loudly, and rubbed ashes
on their hands as signs of grief.
Egyptian priests believed they must be pure or the gods would not accept them. They bathed several
times a day and removed all body hair, either by shaving or plucking it out.
1. Of the items listed above, which surprises you the most? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Use the internet or other reference sources to write two other interesting tidbits of information
about ancient Egypt.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Then and Now
Life in ancient Egypt was very different from what it is today.
Life in ancient Egypt was very similar to life today.
How can both these statements be true?
1. Fill in the chart by making an X in the correct column following each item.
Then
Now
Both
Grow crops
Study astronomy
Keep pets
Enjoy music and art
Wear cosmetics and jewelry
Play board games
Believe the ruler is a god
Architects design large buildings
Enjoy riding bikes
Doctors practice medicine
Most children attend school
Wages paid in money
2. List 5 other ways that life in ancient Egypt was similar to life today.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
3. From what you’ve learned of life in ancient Egypt, what do you think was most different about
life then and life today?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Name __________________________________________________
Egyptian Projects
Complete one of these projects. Include maps, illustrations, and other appropriate graphics.
• Design and model clothing worn by an ancient Egyptian
• Make a sculpture of one of the Egyptian gods or goddesses. Include a story about this god
or goddess.
• Create a travel brochure for an interesting tourist site people in ancient Egypt might have
visited. Include a map and interesting information about the site.
• Write a travel account of a boat trip down the Nile River. Include a map and description of
sights you saw.
• Make a videotape of an interview with an Egyptian pharaoh.
• Write an article for the “Ancient Egyptian Times” about any pharaoh.
• Make a ten-panel drawing using Egyptian style art showing different aspects of ancient
Egyptian life.
• Use a water plant, like cattails, to make papyrus-like paper. Include step-by-step drawings
or photos of the process.
Write a 3- to 5-page report on one of these topics:
The Rosetta Stone
Howard Carter
King Khufu
King Menes
Queen Nefertiti
Queen Cleopatra VII
Imhotep
Queen Hatshepsut
Ramses the Great
King Amenhotep IV
King Snefru
Queen Hatshepsut
King Akhnaton
Flinders Petrie
Kahun
Deir El-Medina
Thebes
Memphis
Cairo
Foreign invaders
The Nile River
Egyptian deserts
Food and drink
Jewelry and cosmetics
Furniture and pottery
Laws and crime
Upper Egypt
Lower Egypt
The Great Sphinx
Aswan Dam project
Medicine
Religion
Role of scribes
Temples
Clothing and footwear
Slavery
Painting and sculpture
The Valley of the Kings
Inside a pyramid
Book of the Dead
26 Copyright © 2002 Milliken Publishing Co.
MP8818
Name __________________________________________________
Learn More about Ancient Egypt
Resources for Students
Tut’s Mummy, Lost—and Found by Judy Donnelly
The Curse of Tutankhamen by Lou Eschle
Tutankhamen by Robert Green
Mummies: Death and Life in Ancient Egypt by James Hamilton-Paterson
Eyewitness Books: Ancient Egypt by George Hart
Tut: The Last Journey by William MacQuitty
Pyramids! 50 Hands-on Activities to Experience Ancient Egypt by Avery Hart and Paul Mantell
The Great Pyramid by Elizabeth Mann
The Ancient Egyptians (Cultures of the Past) by Elsa Marston
Ancient Egyptian Places and Ancient Egyptian People by Sarah McNeil
The World of the Pharaoh by Anne Millard
Wrapped for Eternity; the Story of the Egyptian Mummy by Mildred Pace
Mummies Tombs, and Treasure: Secrets of Ancient Egypt by Lila Perl
Amazing Facts about Ancient Egypt by James Putnam and Jeremy Pemberton
The Monuments of Egypt by Eliot Porter
Into the Mummy’s Tomb by Nicholas Reeves
The Ancient Egyptians by Rosemary Rees
How Would You Survive as an Ancient Egyptian? by David Salariya
Ancient Egypt (History Beneath Your Feet) by Jane Shuter
The Egyptian News by Scott Steedman
The Egyptians and the Valley of the King by Phillip Steele
Cat Mummies by Kelly Trumble
See Inside An Egyptian Town by R. J. Unstead
Web sites:
Two great sources of information about ancient Egypt are the History Channel and Discovery Channel
websites. You can search for other sites using key words like Ancient Egypt, Mummies, Pyramids,
Egyptian gods, Pharaohs, and Sphinx.
Copyright © 2002 Milliken Publishing Co.
MP8818
27
Answer Key
Prehistoric Egypt, page 2
1.–3. See map.
4. C
5. It was mostly swampland.
6. wheat
The
1.
2.
3.
4.
5.
Gift of the Nile, page 3
T
T
F
F
Answers will vary.
Predynastic Period, page 4
1. About 1900 years.
2. It was the time before the ruling dynasties
of the pharaohs.
3. Answer will depend on current year.
4. Archaeologists study the remains of people,
buildings, objects, paintings, sculptures, and
writing to learn about the past.
5. Answers may include the fact that sand
and wind erode buildings and cover towns
so that no one knows where they are.
An Egyptian Cartouche, page 6
1. Ashley, Heather, James
The
1.
2.
3.
Importance of Papyrus, page 7
core; spongy inner material of a plant stem
Answers will vary.
3, 1, 4, 2, 6, 5
The Old Kingdom, page 8
1. Most of the great pyramids were built
during this time.
2. No. Reasons will vary.
Mummies, page 9
1. So they could live in the after life
2. They believed it was the source of
intelligence and emotion.
28
Copyright © 2002 Milliken Publishing Co.
What Were the Pyramids?, page 10
1. A mastaba was a long, low building that
contained a pharaoh’s tomb.
2. The pyramids were built to protect the
pharaohs’ bodies and possessions.
3. They were also a memorial to the pharaohs
so they would be remembered long after
they had died.
4. Answers may vary.
Who Am I?, page 17
1. Amun
2. Hathor
3. Nut
4. Geb
5. Shu
6. Osiris
7. Seth
8. Thoth
9. Horus
10. Isis
11. Anubis
12. Ra
Review, page 23
1. C
2. H
3. F
4. K
5. B
6. J
7. A
8. D
9. E
10. L
11. M
12. G
13. N
14. I
MP8818
ISBN 978-1-4291-1491-2
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