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C HAPTER 2 R ESOURCES
Ancient Egypt and Kush
HOW THIS BOOK IS ORGANIZED
Each Chapter Resources Book (CRB) offers blackline masters
for a specific chapter of Discovering Our Past: Ancient Civilizations.
A description of each of the many chapter activities available to you
in this book can be found on page v. A complete answer key appears
at the back of this book. This answer key includes answers for all
activities in this book in the order in which the activities appear.
Photo Credits: Page 37: Erich Lessing/Art Resource, NY; page 38: Bilbarchiv Preussischer
Kulturbesitz/Art Resource, NY
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Table of Contents
To the Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Guided Reading Activity 2-1
The Nile Valley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Guided Reading Activity 2-2
Egypt’s Old Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Guided Reading Activity 2-3
The Egyptian Empire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Guided Reading Activity 2-4
The Civilization of Kush . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Content Vocabulary Activity 2
Ancient Egypt and Kush. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Academic Vocabulary Activity 2
Ancient Egypt and Kush. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Analysis Skills Activity 2
Constructing Time Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Universal Access Activity 2
Egyptian Hieroglyphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Reading Skills Activity 2
Summarizing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Language Arts Activity 2
Determining the Meaning of Unknown Words. . . . . . . . . . . . . . . . . . 15
Writing Activity 2
Compare and Contrast Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Time Line Activity 2
The Political Structure of Egypt (2600–1000 B.C.) . . . . . . . . . . . . . . . . 21
Critical Thinking Skills Activity 2
Making Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Chart, Graph, and Map Skills Activity 2
Interpreting a Pyramid Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Geography and History Activity 2
The Physical Settings of the Earliest Egyptians . . . . . . . . . . . . . . . . . 27
Economics and History Activity 2
Education Pays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Citizenship and Service Learning Activity 2
Water Information Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
iii
Table of Contents
Step Into World History 2
The Pharaoh and the Farmer—Teaching Strategies . . . . . . . . . . . . . . 33
The Pharaoh and the Farmer—Simulation Sheet 1. . . . . . . . . . . . . . . 35
The Pharaoh and the Farmer—Simulation Sheet 2. . . . . . . . . . . . . . . 36
Biography Activity 2A
Khufu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Biography Activity 2B
The Kandake of Kush . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Primary Source Reading 2
The Selection of Aspalta as King of Kush . . . . . . . . . . . . . . . . . . . . . . 39
World Literature Reading 2
Book of the Dead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
iv
To the Teacher
Chapter Resources
Glencoe’s Chapter Resources are packed with
activities for the varied needs of all of your students. They include the following activities:
These activities provide help for students who
are having difficulty comprehending the student
textbook. Students fill in missing information in
the guided reading outlines, sentence completion
activities, or other information-organizing exercises as they read the textbook.
These review and reinforcement activities help
students to master unfamiliar content terms used
in the student textbook. The worksheets emphasize identification of word meanings and provide
visual and kinesthetic reinforcement of vocabulary words.
Knowledge of academic words, combined with
continued acquisition of general words, can significantly boost students’ comprehension level of
academic texts. These activities provide explicit
instruction in teaching word parts, word relationships, grammar, and other lexical information
about academic terms.
These activities are designed to help students
learn to think like an historian. The activities
focus on such skills as learning how to think
chronologically and spatially, detecting historical
points of view, and interpreting historical
information.
These activities give you an opportunity to differentiate your instruction, addressing the different types of learners in your classroom. Teaching
strategies offer activities for these differentiated
learning styles: English Learners, Advanced
Learners, Below Grade Level, Special Education,
Logical/Mathematical, Verbal/Linguistic,
Visual/Spatial, Kinesthetic, Auditory/Musical,
Interpersonal, Intrapersonal, and Naturalist.
These reinforcement activities correspond to
the reading skill lessons presented in each chapter
of the student textbook. The activities give students the opportunity to gain additional practice
at such reading skills as monitoring, inferring,
and understanding cause and effect.
These activities provide practical applications
of written and oral English language conventions.
Students are given instructions on various language arts skills and asked to apply these skills to
historical content. Examples of language arts
skills include using speaking techniques to sustain audience interest, determining the meaning
of unknown words, analyzing characterization in
literature, delivering narrative presentations, and
delivering persuasive presentations.
These activities help students develop and
practice writing skills. They are designed to help
students not only to increase their writing skills,
but also to enable them to apply, relate, interpret,
analyze, compare, organize, and write about historical facts and concepts.
v
To the Teacher
These activities are designed to reinforce the
dates of major events in world history and to help
students learn the chronological order of those
events. Each activity includes a time line labeled
with events and dates. Students answer questions
based on the time line.
These activities are designed to involve students in grassroots community projects that may
have national or international implications. The
service learning projects help students understand how history affects their own lives on a
daily basis.
Critical thinking skills are important to students because they provide the tools to live and
work in an ever-changing world. These activities
show students how to use information to make
judgments, develop their own ideas, and apply
what they have learned to new situations.
These extended activities are designed to give
students an idea about real life occurrences in history that they can feel a part of—to make history
come alive! These reenactment activities give students the experience of participating in plays,
journalism, literary salons, and more. Groups
document their efforts by completing a planning
sheet or observation notes.
Students interpret and organize information in
charts, graphs, and maps. These activities are
designed to help students learn visually and to
stimulate critical thinking abilities.
These interdisciplinary activities help students
become familiar with the role that geography has
played in history. Students are given the opportunity to analyze and interpret maps in relation to
historical events.
These interdisciplinary activities give students
an understanding of the impact of economics on
history. Applied to current situations, students are
familiarized with economic terms and principles.
These biographic sketches of significant figures
from world history expose students to a diversity
of cultures and time periods. Questions emphasize the role of individuals in historical events.
These activities allow students to “see” history
through the eyes of those who witnessed historic
events, lived during historic periods, and participated in historical movements or changes. Each
selection is preceded by an introduction and a
guided reading suggestion and is followed by
questions that allow students to analyze and
interpret the material.
These readings provide students with the
opportunity to read literature by or about people
who lived during different historical periods.
Each selection is preceded by background information and a guided reading suggestion, and followed by comprehension and critical thinking
questions.
vi
Name
Date
Class
GUIDED READING ACTIVITY 2-1
The Nile Valley
Directions: Outlining Reading the section and completing the outline
below will help you learn more about the Nile valley. Refer to your textbook to fill in the blanks.
I. The Egyptians relied upon the
for their water needs.
A. The Nile River is the world’s
river.
1. The Nile River flows for a distance of about
miles.
2. The Nile begins as two separate rivers, the
eastern Africa and the
flowing from
from central Africa.
B. Geographic features of the Nile River
1. To the far south, dangerous
the Egyptians.
blocked enemy boats.
2. In the north, the
marshes offered no harbors for invaders
from the sea.
II. The Egyptians had to cope with river
, although they were more
dependable and gentle than those of the Tigris and Euphrates.
A. As a result of regular flooding, the Egyptians were able to farm and live
.
Copyright © by The McGraw-Hill Companies, Inc.
1. After the floodwaters went down, the farmers were left with a layer of dark,
silt, or mud.
2. One reason for the Egyptians’ successful farming was their wise use of
.
B. Egyptians developed
for their society.
1. The Egyptians used
to make writing paper.
2. Egyptians developed a system of writing called
.
3. Extra amounts of food freed some people to work as
instead of farmers.
III. Around 3100 B.C.,
, the king of Upper Egypt, took control of
Lower Egypt and the two kingdoms became unified.
A. Ancient Egypt was ruled by 31
B. Egyptian society was divided into
over 2,800 years.
, or classes based on wealth
and power.
1
Name
Date
Class
GUIDED READING ACTIVITY 2-2
Egypt’s Old Kingdom
Directions: Reading for Accuracy Reading the section and completing
the activity below will help you learn more about Egypt’s Old Kingdom.
Use your textbook to decide if a statement is true or false. Write T or F
in the blank, and if a statement is false, rewrite it correctly on the line.
1. The period of Egyptian history known as the Old Kingdom
began around 2300 B.C.
2. The Egyptian pharaohs guided all activity and had to be
obeyed without question.
3. The Egyptians believed the pharaoh was the son of Hapi,
the Egyptian god who ruled the Nile River.
4. The Egyptians worshiped many gods and goddesses and they
believed that these deities controlled the forces of nature and
human activity.
5. The Egyptians believed in a hopeful life after death.
7. To prepare the pharaoh’s body for the afterlife, the Egyptians
developed a preserving process called embalming.
8. Because the afterlife was so important in Egyptian religion,
mountainlike tombs called pyramids were built for the
pharaohs.
9. Each pyramid sat on a triangular base, with the entrance
facing north.
10. The largest pyramid, known as the Great Pyramid, stands 500
feet tall and contains more than 2 million stone blocks.
2
Copyright © by The McGraw-Hill Companies, Inc.
6. For centuries, Egyptians believed that everyone could
enjoy the afterlife.
Name
Date
Class
GUIDED READING ACTIVITY 2-3
The Egyptian Empire
Directions: Answering Questions Reading the section and completing
the questions below will help you learn about the Egyptian Empire. Refer
to your textbook to answer the questions.
1. What city became the capital of the Middle Kingdom?
2. What two lands were captured by Egypt during the Middle
Kingdom?
3. In the peaceful period of the Middle Kingdom, what three areas of
culture thrived?
4. What advantages in warfare did the Hyksos use to defeat the
Egyptians?
Copyright © by The McGraw-Hill Companies, Inc.
5. What queen made herself pharaoh and became the first woman
to rule Egypt?
6. Which goods did the Egyptians trade for Phoenician wood and
furniture?
7. Why did Amenhotep decide to change Egypt’s worship of many
gods to the worship of one god, Aton?
8. What did Ramses II have built during his reign?
9. Instead of being used as places of worship, the Egyptian temples
served what two purposes?
10. Which three nations conquered Egypt during the period between
900 B.C. and 670 B.C.?
3
Name
Date
Class
GUIDED READING ACTIVITY 2-4
The Civilization of Kush
Directions: Reading for Accuracy Reading the section and completing
the activity below will help you learn more about the kingdoms of Nubia
and Kush. Use your textbook to decide if a statement is true or false.
Write T or F in the blank, and if a statement is false, rewrite it correctly
on the line.
1. Nubia arose in the region of present-day Libya.
2. Powerful Nubian villages created the kingdom of Kerma.
3. After being conquered by the Egyptian forces under Thutmose III, the people of Nubia adopted many Egyptian ways.
4. The Kushite kingdom was formed at the high point of Egypt’s
power.
5. For several centuries, Kushite kings ruled from the city
of Napata.
6. When the Kushite king Piye conquered Egypt, he ruled from
the Egyptian city of Thebes.
8. About 540 B.C., Kush’s rulers moved the capital from Napata
to Meroë.
9. The new capital of Meroë had access to the Euphrates River
for trade and transportation.
10. Meroë became the center of a huge trading network.
4
Copyright © by The McGraw-Hill Companies, Inc.
7. The enslaved people of Egypt revolted and drove out the
Kushite kings.
Name
Date
Class
CONTENT VOCABULARY ACTIVITY 2
Ancient Egypt and Kush
Directions: Select one of the following terms to complete each of the
sentences below.
cataracts
deity
delta
dynasties
embalming
hieroglyphics
mummy
pharaoh
papyrus
pyramids
savannas
tribute
1. Near where the White Nile and the Blue Nile meet, there are wildly
churning rapids, or
.
2. During the Middle Kingdom,
sent by
conquered peoples enriched Egypt.
3. Nubian herders grazed their cattle on the
.
4. The sun god Re was the main Egyptian
5. The
.
was an all-powerful ruler who
guided Egypt.
Copyright © by The McGraw-Hill Companies, Inc.
6. Egyptians buried their kings within large, stone
.
7. Egypt’s 31
can be grouped into
three main time periods: the Old Kingdom, the Middle Kingdom,
and the New Kingdom.
8. The process of
was done to preserve
a body for the journey to the afterlife.
9.
combined both picture
symbols and sound symbols in a complex system of writing.
5
Name
Date
Class
CONTENT VOCABULARY ACTIVITY 2
(continued)
Ancient Egypt and Kush
10. A
was placed inside a series of wooden coffins,
which fit one inside the other.
11. The Egyptians learned to use
for
papermaking.
12. The Nile’s
is a fertile area where the river
fans out into many branches before it empties into the
Mediterranean Sea.
13. Now copy the circled letters onto the spaces below in order
to complete the statement.
The Nile is a
.
Copyright © by The McGraw-Hill Companies, Inc.
6
Name
Date
Class
ACADEMIC VOCABULARY ACTIVITY 2
Ancient Egypt and Kush
Academic Words in this Chapter
feature
principle
technology
restore
labor
maintain
period
construct
welfare
collapse
structure
decline
A. Word Meaning Activity: Synonyms
Copyright © by The McGraw-Hill Companies, Inc.
Directions: Read the underlined words below, as well as the four words
or phrases next to them. Circle the word or phrase that is most similar in
meaning to the underlined word as it is used in the chapter.
1. feature:
emotion, characteristic, flaw, fear
2. technology:
advanced methods, contribution, decision, manuscript
3. labor:
device, stack, household, work
4. period:
performance, continue, time, factor
5. welfare:
prosperity, aid, direction, farmland
6. structure:
impact, frame, shape, building
7. principle:
leading, produce, rule, creation
8. restore:
reestablish, result, retreat, revenge
9. maintain:
attack, keep, share, invent
10. construct:
rule, build, forge, convince
11. collapse:
fall down, teeter, grasp, quake
12. decline:
refuse, defeat, worsen, remove
B. Word Family Activity: Learning Word Forms
Directions: Fill in the blanks with the correct form of the word.
1. structure/structured
Verb
a.
The Kushites
their religion
around the Egyptian gods and goddesses.
Noun b. The pyramid built for King Khufu was a gigantic
.
7
Name
Date
Class
ACADEMIC VOCABULARY ACTIVITY 2
(continued)
Ancient Egypt and Kush
2. technology/technological
Noun
a.
Egyptian farmers developed the shadoof and
other
work.
to help them in their
Adjective b. The Kushites used their
to make iron spears and swords.
skill
3. labor/labored
Verb
a.
Egyptian women
and cloth.
to make bread
Noun b. Many of Egypt’s city dwellers were unskilled
workers who did physical
.
4. collapsed/collapse/collapsing
Adjective a.
The
of dust.
building sent up a cloud
Verb
b. The kingdom of Kerma
a 50-year war.
Noun
c.
of the bridge was caused
5. declining/declined/decline
Noun
a.
After Ramses II’s rule, Egypt began to
.
Verb
b. As Egypt
chance to break away.
Adjective c.
8
, Nubians saw their
The
power of the Egyptian
pharaohs led outside conquerors to take over.
Copyright © by The McGraw-Hill Companies, Inc.
The
by a tidal wave.
after
Name
Date
Class
ANALYSIS SKILLS ACTIVITY 2
Constructing Time Lines
See Tools of the Historian in your textbook to learn more about constructing time lines.
Learning the Skill
Historians create time lines to show a chronology of key events
during a particular historical period. A time line begins and ends
with a particular date. All the events between these dates happened
in the order in which they are listed—either from left to right or top
to bottom. Reading time lines is an easy way to make sense of the
flow of events and when they occurred.
Construct your own time line by following these steps:
• Title your time line. You may choose to focus on a specific topic,
such as “Pharaohs of Egypt,” or you may have a more general
focus, such as “The Rise and Fall of Ancient Egypt.”
• Decide on the starting and ending dates for your time line.
• Analyze the information you have about events during this time
period to evaluate who and what are the key points.
• Place these events and the dates on which they occurred in
chronological order on your time line.
Practicing the Skill
Copyright © by The McGraw-Hill Companies, Inc.
Directions: Read the events below. Then review the information in
your textbook and put the events and people in the correct order on
the following time line.
2700 B.C.
2200 B.C.
1700 B.C.
1200 B.C.
1. Ramses II launched an ambitious temple building program.
2. The first female ruler, Hatshepsut, came to power.
3. Egyptians built the Great Pyramid.
4. Date of the start of the Old Kingdom in Egypt.
5. Date of the end of the New Kingdom in Egypt.
6. Amenhotep IV attempted to change the religion of Egypt.
9
Name
Date
Class
ANALYSIS SKILLS ACTIVITY 2
Constructing Time Lines (continued)
Applying the Skill
The neighboring kingdoms of Egypt and Kush overlapped with
each other in time. As neighbors, trading partners, and military
rivals, the histories of these two countries were intertwined. Review
your textbook and fill in the following time lines with information
showing the overlapping histories of Egypt and Kush within the
time period of 2000 B.C.–500 B.C.
Egypt
1000 B.C.
750 B.C.
500 B.C.
2050 B.C.
1000 B.C.
750 B.C.
500 B.C.
Kush
10
Copyright © by The McGraw-Hill Companies, Inc.
2050 B.C.
Name
Date
Class
UNIVERSAL ACCESS ACTIVITY 2
Egyptian Hieroglyphs
Hieroglyphs are written in
rows or columns and can be
read either from right to left or
left to right. You can tell in
which direction you are supposed to read because the
human or animal figures
always face toward the beginning of the line. The upper
symbols are also read before
the lower.
There are four types of
hieroglyphic signs:
1. Alphabetic signs represent a
single sound. The ancient
Egyptians did not write
most vowels, however.
vulture
a as in apple
foot
b as in boy
folded cloth tethering rope
c, s, z, as in cent, th as in this
sit, zoo
or thick
horned viper
f, v, as in
far, very
jar stand
g as in girl
reed shelter
h as in hello
lion
l as in lion
owl
m as in man
water
n as in new
lasso
o as in old
stool
p as in pig
mouth
pool
loaf
quail chick
woman
man
no sound–used at the end of
a name to tell if it was a man
or a woman
hand
d as in dog
2 flowering
reeds
e, y, as in eat,
silly, you
flowering reed
snake
basket with
i, e, as in
g, j, as in gym.
handle
it, end
jump
c, k, as in cat, kite
hill
q as in queen
Copyright © by The McGraw-Hill Companies, Inc.
2. Syllabic signs represent a
combination of two or
three consonants.
r as in rabbit ch as in chair
t as in toy
u, w, as in
3. Word signs are pictures of
ugly, water
physical objects (such as
an eye or a lotus flower)
used as the words for those objects. They are followed by
an upright stroke, to indicate that the word is complete in
one sign.
4. A determinative is a picture of an object that helps the reader.
For example, if a word expressed an abstract idea (such as
health or life), a picture of a roll of papyrus tied up and sealed
was included. This was meant to show that the meaning of the
word could be expressed in writing but not through a picture.
Directions: On a separate sheet of paper, use the information above to
answer the following questions.
1. Conclude Why do you think the ancient Egyptians used these
particular pictures to symbolize sounds? How do you think
hieroglyphs developed by a Native American group living in
the Arctic region might differ?
2. Practice Write your own name using the hieroglyphs shown in
the chart above.
11
TEACHING STRATEGIES
FOR DIFFERENT LEARNING STYLES
The following activities are ways the basic lesson can be modified to
accommodate students’ different learning styles.
Visual/Spatial
English Learners
Have students categorize the signs
shown in the chart by using a graphic organizer similar to the one below. Two examples
have been included to help get them started.
Verbal/Linguistic; Intrapersonal
With the 26 letters of the English language, we can spell any word. But there are
thousands of Egyptian hieroglyphs because
not all words are spelled alphabetically—
large numbers of words are rendered with
word signs. Ask students to write a oneto two-page paper about the impact this
would have on (1) learning how to write
with hieroglyphs and (2) developing a
“hieroglyphic” computer keyboard.
Logical/Mathematical; Interpersonal
Ask students to work with a partner to
research another early form of writing, such
as Sumerian cuneiform. Then ask them to
create a graphic organizer of their choice
comparing it with Egyptian hieroglyphs.
Kinesthetic
Animals
owl
12
Natural Environment
Auditory/Musical
Have students create a chant or song
designed to help them remember which
hieroglyphic signs represent which sounds
(e.g., “Foot is for the letter B/Hand is the
sound of the letter D”). Invite students to
share their chants/songs with the class.
Advanced Learners
Assign students a three-page paper
on the Rosetta Stone: What it is, when and
where it was found, and how it provided
the key to deciphering ancient Egyptian
hieroglyphics.
Below Grade Level
Have students read the passage and
study the chart on page 11. Then have them
write six questions that they might ask
about the material. Students should use a
different question starter for each question:
who, what, when, where, why, and how.
Human Form
foot
Objects Used
in Daily Life
Copyright © by The McGraw-Hill Companies, Inc.
Tell students to research some of the
instruments ancient Egyptians used for
writing. Then have them make their own
writing instruments and demonstrate their
use to the class.
Ask students to devise their own system
of alphabetic signs. Remind them that each
symbol represents a specific sound, not a
particular letter. For example, they will need
a symbol for each diphthong and for long
and short vowels.
Name
Date
Class
READING SKILLS ACTIVITY 2
Summarizing
Learning the Skill
Have you ever read something and just a short time later
forgotten what it was all about? Summarizing information—
reducing many sentences to just a few well-chosen phrases—helps
you remember the main ideas and important facts in a longer reading selection. One way to summarize information is by making an
outline of the text as you read. An outline is a summary of main
points and supporting ideas.
Use the following guidelines to summarize what you read using
an outline:
• Organize your material into a few main topics. Use Roman
numerals (I., II., III.) to label main headings.
• Scan the material for subtopics. Subtopics are written as capital
letters (A., B., C.)
• Under subtopics, place related details that support the subtopics.
Use Arabic numerals (1., 2., 3.) for these details.
• An “A.” subtopic should always be followed by a “B.” subtopic.
• A “1.” detail should always be followed by a “2.” detail.
• Write each subtopic and supporting details with as few words
as possible that still express the main idea of the material.
Practicing the Skill
Copyright © by The McGraw-Hill Companies, Inc.
Directions: Study this partial outline, and then answer the questions
that follow.
I. Settling the Nile
A. Mighty River
1. World’s longest river
2. Two rivers meet
B. Sheltered Land
1. Nile Delta
2. Sahara and Eastern Deserts
II. River People
A. Regular Flooding
B. Egyptians Use the Nile
1. Irrigation
2. Technology
3. Papermaking
C. Hieroglyphics
13
Name
Date
READING SKILLS ACTIVITY 2
Class
(continued)
Summarizing
1. What are the two main topics in this outline?
2. If you were to add two details about hieroglyphics, where
would you place them? Would you use numbers or letters?
Applying the Skill
Directions: Outlining helps you identify main ideas and group together
related facts. Using the guidelines on the previous page, outline the
information found in Section 3 of Chapter 2 of your textbook. The main
topics are below. Add the subtopics and details.
I. The Middle Kingdom
III. Legacies of Two Pharaohs
IV. The End of the New Kingdom
14
Copyright © by The McGraw-Hill Companies, Inc.
II. The New Kingdom
Name
Date
Class
LANGUAGE ARTS ACTIVITY 2
Determining the Meaning of Unknown Words
Learning the Skill
As you read, you often will come across unfamiliar words.
What if you do not have a dictionary handy to figure out what the
words mean? There are ways for you to determine on your own the
definition of an unfamiliar word. When you see a word you do not
know, use the following techniques:
• Use context clues to determine meaning. Think about how the
word is being used in the sentence. What is being discussed in
the lines before and after the unfamiliar word?
• Think of a different word or phrase you might use in place of the
unfamiliar one. Does the new word or phrase make sense in the
sentence?
• Look for root words, prefixes, and suffixes in the unfamiliar
word to help you determine its meaning. For example, cycl- is a
root word meaning “circle” or “wheel.” Uni- is a prefix meaning
“one.” Put together, the words form unicycle, or a vehicle that
has one wheel.
Practicing the Skill
Read the following story about mummy-making in ancient
Egypt. Words that might be unfamiliar to you are shown in bold.
Copyright © by The McGraw-Hill Companies, Inc.
HOW TO MAKE A MUMMY
Ancient Egyptians believed that a dead person’s spirit needed a body
to make the journey to the afterlife. If the body decayed after death,
the spirit would be forced to wander forever. To protect and preserve the
body, the Egyptians developed a process called embalming.
First, the body was taken to a tent known as “ibu” or the “place of
purification.” There the embalmers washed the body with aromatic palm
wine and rinsed it with water from the Nile River.
One of the embalmers made a cut in the left side of the body and
removed many of the internal organs, which were the first part of the
body to decompose. The liver, lungs, stomach, and intestines were
washed and packed in natron, which dried them out. The heart was not
removed because it was considered the center of intelligence and feeling
and would be needed in the afterlife. A long hook was used to pull the
brain out through the nose.
Next, the body was covered and stuffed with natron. After forty days
the body was washed again with water from the Nile. Then it was covered with oils like frankincense and myrrh to help the skin stay elastic.
15
Name
Date
LANGUAGE ARTS ACTIVITY 2
Class
(continued)
Determining the Meaning of Unknown Words
The dehydrated internal organs were wrapped in linen and returned
to the body. The body was then stuffed with dry materials such as sawdust, leaves, and linen to make it look “real.”
Finally, the body was again anointed with good-smelling oils. It was
then ready to be wrapped in linen. The final product of the embalming
process was a mummy.
Sources: Adapted from www.ancientegypt.co.uk/mummies/story/main.html
and www.nationalgeographic.com/media/tv/mummy/index.html
Directions: Read and answer the following questions.
1. Which bold word or words from the story do you think means
spirit world or dwelling place for the soul following death? How did
you determine this?
2. Find the word embalming in the story. Define it and tell how
you determined its meaning.
3. Which word shown in bold do you think is probably a type
of salt? How did you determine this?
Applying the Skill
Directions: Write the bold word or words from the story that you think
best fits each definition below.
5. to break down
6. liver, lungs, stomach, and intestines
7. dried out
8. to smear or rub with oil
16
Copyright © by The McGraw-Hill Companies, Inc.
4. Find the word aromatic in the story. Define it and tell how you
determined its meaning.
Name
Date
Class
WRITING ACTIVITY 2
Compare and Contrast Essay
Learning the Skill
A compare-and-contrast essay shows the similarities and differences between people, places, or things. This kind of essay
includes:
• a general topic about two or more things that are alike in certain
ways and different in others.
• specific details that develop each point of similarity or difference.
• a clear organizational structure that helps you compare and
contrast.
Before drafting your essay, gather facts, descriptions, and examples you can use to highlight the similarities and differences of
your topic. Use a chart or a Venn diagram to organize these details.
Then, choose one of the following organizational structures:
1. Block Method First, present all the details about one subject.
Then, present all the details about the next subject. Choose this
structure when you cover many types of details. It also works
well when you compare and contrast more than two things.
A sample chart using the block method would look like this:
Hatshepsut: Her ideas, actions, and leadership methods
Copyright © by The McGraw-Hill Companies, Inc.
Queen Elizabeth: Her ideas, actions, and leadership methods
2. Point-by-Point Method First discuss one feature about both
subjects, and then present information about another feature in
both subjects. A sample chart using the point-by-point method
would look like this:
Feature
Hatshepsut
Queen Elizabeth
Ideas
Actions
Leadership methods
After you have all your similarities and differences, write your
compare and contrast essay. In the introduction of your essay, state
a main idea about your subjects. For example: As leaders, Queen
Elizabeth and Hatshepsut had much in common; or Hatshepsut was a
more decisive leader than Queen Elizabeth.
17
Name
Date
WRITING ACTIVITY 2
Class
(continued)
Compare and Contrast Essay
Practicing the Skill
Remember to gather details on a graphic organizer—chart or
Venn diagram—before you draft a compare-and-contrast essay. In
addition to serving as notes, a graphic organizer shows details “at a
glance.” This can help you draw conclusions about similarities and
differences.
Directions: Study the Venn diagram below, and then answer the questions that follow.
Comparing Mesopotamia and Egypt
Mesopotamia
• few natural defenses
• near Tigris and
Euphrates Rivers
• unpredictable,
threatening floods
• used cuneiform
writing
Both
Egypt
• depend on rivers
for fertile lands
• subject to significant
floods
• farming and trade
economy
• developed writing
systems
• many defenses:
Nile delta, deserts,
cataracts
• near Nile River
• dependable, regular
floods
• used hieroglyphics
2. What is most different?
3. Reread details about flooding. How is this feature similar and
different in Mesopotamia and Egypt?
18
Copyright © by The McGraw-Hill Companies, Inc.
1. Based on the Venn diagram, what is most similar about
Mesopotamia and Egypt?
Name
Date
WRITING ACTIVITY 2
Class
(continued)
Compare and Contrast Essay
4. Which organizational structure—the block or point-by-point
method—might you use to draft a compare-and-contrast
essay? Explain your answer.
Applying the Skill
Directions: Reread the “Linking Past & Present” feature about symbols
on page 180. Then use the chart below to organize details. Finally, on
another sheet of paper, write an essay comparing and contrasting hieroglyphics with computer icons. Choose either the block or point-by-point
method to organize your essay as you write.
Feature
Hieroglyphics
Computer icons
Appearance
Functions
People who use them
Copyright © by The McGraw-Hill Companies, Inc.
Usefulness
19
2200 B.C.
Ancient Egypt was ruled by 31
dynasties. Historians group Egypt’s
dynasties into three main time periods, called kingdoms. The earliest
period, the Old Kingdom, was followed by the Middle Kingdom and
then the New Kingdom.
2400 B.C.
1400 B.C.
1000 B.C.
4. Name three of the rulers during
the New Kingdom.
c. 1279 B.C.
The reign of
Ramses II begins
c. 1370 B.C.
The reign of
Akhenaton begins
1200 B.C.
2. What event brought the Middle
Kingdom to an end?
c. 1473 B.C.
The reign of Queen
Hatshepsut begins
c. 1550 B.C.
Ahmose drives the
Hyksos out of Egypt
1600 B.C.
3. About how long did the
Hyksos rule Egypt?
c. 1670 B.C.
The Hyksos take
control of Egypt
1800 B.C.
New Kingdom: c. 1550–1080 B.C.
1. During which kingdom was the
Great Pyramid built?
2000 B.C.
Middle Kingdom: c. 2050–1670 B.C.
Date
Background
c. 2540 B.C.
The Great Pyramid
is built
2600 B.C.
Old Kingdom: c. 2600–2300 B.C.
Directions: Use the information on the time line to answer the
questions in the spaces provided.
The Political Structure of Egypt (2600–1000 B.C.)
Copyright © by The McGraw-Hill Companies, Inc.
Name
Class
TIME LINE ACTIVITY 2
21
Name
Date
Class
CRITICAL THINKING SKILLS ACTIVITY 2
Making Inferences
Social Studies Objective: Analyze information by making inferences.
Learning the Skill
An inference is a conclusion or observation based on evidence or
facts. The way you think about facts or evidence helps you to draw
conclusions, or to make inferences. For example, you know your sister needs at least nine hours of sleep to feel rested. She wakes up for
school at 6:00 A.M. One night she stayed up until 11:30 P.M. reading a
good book. You can infer that the next morning it will be hard for
her to wake up.
To make accurate inferences, follow these steps.
• Read (or listen) carefully for stated facts and ideas.
• Then review what you already know about the topic or situation.
• Put all your information together to see if you have enough evidence to draw an inference about a situation.
• If necessary, find specific information that proves or disproves
your inference.
Practicing the Skill
Copyright © by The McGraw-Hill Companies, Inc.
Directions: Read the following paragraphs about early Egyptian personal
grooming habits. Then write several sentences stating at least three
inferences you have drawn from the information.
Eye makeup was the most characteristic of the Egyptian cosmetics. Green and black were the most popular colors. Ancient Egyptians
painted their eyebrows and the corners of their eyes. Red iron ore
mixed with fat or resin was perhaps used as lipstick or face paint.
Henna was used as a hair dye and is still used today.
Hair grooming was very important to early Egyptians. They
thought that an overabundance of facial hair showed uncleanliness
and personal neglect. Shaving and tweezing facial hair were very
important. However, some men wore thin mustaches or goatees. Many
people wore their hair elaborately curled, braided, or adorned with
beads and decorations. Wigs and hairpieces such as extensions were
very popular. Hairstyles varied with age, gender, and social status.
23
Name
Date
Class
CRITICAL THINKING SKILLS ACTIVITY 2
(continued)
Making Inferences
Applying the Skill
Directions: Use the information about Egyptian personal grooming
habits to answer the following questions. Circle the letter of the correct
answer.
1. Which of the following is an inference you can make about ancient
Egyptians and their personal grooming habits?
A. Only Egyptian women were concerned with their appearance.
B. Ancient Egyptians took a lot of care with their appearance.
C. Most early Egyptian men wore beards.
D. Ancient Egyptians did not care about their appearance.
3. Which of the following was NOT a hair grooming habit of
ancient Egyptians?
A. shaving and tweezing their facial hair
B. dyeing their hair
C. wearing hair extensions
D. getting a permanent
24
Copyright © by The McGraw-Hill Companies, Inc.
2. What were the two most popular colors of eye makeup?
A. green and henna
B. black and henna
C. green and black
D. gold and black
Name
Date
CHART, GRAPH,
AND
Class
MAP SKILLS ACTIVITY 2
Interpreting a Pyramid Chart
Learning the Skill
A pyramid chart, just like any other chart, helps to group items
in an organized way. Using the shape of a pyramid, however, is
particularly useful in that it visually shows you the amount of people or objects in a particular category compared to other categories.
The smallest group is placed in the top of the pyramid, which has
the smallest space. The largest group is placed in the bottom row of
the pyramid, which encompasses the largest space. Other groups
are arranged from top to bottom according to how many items are
in each group.
Use the following steps to interpret a pyramid chart:
• Read the title to find out the subject of the chart.
• Read the information given in each level of the chart.
• Analyze how the groups are related in size from one level to
the next.
• Consider how the placement of groups on the pyramid reflects
their significance. For example, in a pyramid chart that shows
levels of society, the smallest group at the top often is the richest
and most powerful group. In a food pyramid, however, candy
and cupcakes are usually shown at the top. This does not mean
that they are more important than the fruits and vegetables
shown along the bottom of the pyramid—only that you should
eat a smaller amount of candy and cupcakes.
Copyright © by The McGraw-Hill Companies, Inc.
Practicing the Skill
Directions: The pyramid chart below shows the social classes of ancient
Egypt. Analyze the relationship among the classes, and then answer the
questions that follow.
Ancient Egyptian Society
Pharaoh
Priests and Nobles
Farmers and Herders
Unskilled Workers
25
Name
Date
CHART, GRAPH,
AND
Class
MAP SKILLS ACTIVITY 2
(continued)
Interpreting a Pyramid Chart
1. What was the largest class of people in ancient Egypt?
2. Who made up the second-largest class of people?
3. Who was included in the smallest class of society?
4. Which group was the second-most powerful class of society?
5. Why are unskilled workers in the lowest level of the pyramid
chart?
6. Use your textbook to fill in the missing level of the pyramid
chart. What group of people belongs in the missing level?
Applying the Skill
Directions: The pyramid chart below shows the three social classes in
ancient Sumeria. Use your textbook to help you fill in the pyramid chart
with specific members of each class. Remember to give your chart a title.
Title:
Middle Class
Lower Class
26
Copyright © by The McGraw-Hill Companies, Inc.
Upper Class
Name
Date
GEOGRAPHY
AND
Class
HISTORY ACTIVITY 2
The Physical Settings of the Earliest Egyptians
The ancient civilization of Egypt developed along the Nile
River. The geography and location of the Nile River valley made it
an ideal place for a civilization to grow. Seasonal flooding created
rich soil for farming. To the west and the east lay hot, dry deserts
that were difficult for invaders to cross.
The lands around Egypt, however, had changed. In pre-dynastic
Egypt the deserts were different. In the years before 6000 to 5000 B.C.,
the Western Desert (or Sahara) was a savanna, or grassland. The
people living there grazed their cattle and lived primarily off the
meat and dairy products from their animals. They also hunted animals that roamed throughout the region. Seasonal rains allowed
vegetation to grow. The nameless tribes who lived in this region
stayed until their herds had eaten all the area’s grass. Then they
moved on to where the grass was fresh.
The climate in pre-dynastic Egypt was much different than
it is now. Portions of the Sahara received seasonal rainfall, usually
in the summer. This rainfall would create temporary lakes known
as playas. Rainfall would also run down gullies and valleys known
as wadis. The wandering tribes of pre-dynastic Egypt would settle
along these playas and wadis while the water supply was abundant. Some crops, mostly cereal grains, were grown.
Modern-day archaeologists have uncovered remains of some
of these pre-dynastic cultures. They have found tools and weapons
for hunting, pieces of pottery, rock art, and evidence of the trees
that once grew there. The tree remains suggest that water once
flowed through the region. It is believed that people lived in the
The Sahara
Me d i t e r r a n e a n S
ea
ATLANTIC
OCEAN
.
N il e R
Copyright © by The McGraw-Hill Companies, Inc.
Wadis and Playas
N
KEY
ancient lake
finds of wavy-line pottery
areas of Saharan rock art
E
W
S
0
0
500 mi.
500 km
27
Name
GEOGRAPHY
Date
AND
HISTORY ACTIVITY 2
Class
(continued)
The Physical Settings of the Earliest Egyptians
region for thousands of years before the birth of the great Egyptian
civilizations.
Climatic Changes Force Migration
Between 6000 and 5000 B.C., it is believed that the climate of
northern Africa began to change. It got hotter and drier. Rain did
not fall as frequently as before. The playas and wadis dried up
permanently and the entire area began turning into desert. The
grasslands died off for lack of water. This process continues today
in the lower regions of the Sahara.
The tribes that lived in the northern African grasslands migrated
toward the only major supply of freshwater left—the Nile. As they
moved into the Nile Valley, they had to clear land for settlement.
The riverbanks were thick with vegetation. The lifestyles of these
early settlers changed. They were no longer simply hunters and
herders. They became farmers—a lifestyle that continues along the
Nile even today.
Directions: Answer the following questions in the spaces provided.
1. What is a playa? What is a wadi? Why were they important
to the nomadic peoples of the Sahara?
2. What happened when the climate changed in 6000–5000 B.C.?
4. Is there a connection between where rock art was found and
where pottery was found? If so, what is it?
5. How many finds of wavy-line pottery are along the
Nile River?
6. Drawing Conclusions Why are trees evidence that there was
once water in the Sahara?
28
Copyright © by The McGraw-Hill Companies, Inc.
3. What have archaeologists found from these early cultures?
Name
Date
ECONOMICS
AND
Class
HISTORY ACTIVITY 2
Education Pays
Egyptian society was divided into
social classes based on wealth and power.
At the top was the pharaoh, or king, and
his family. Below the pharaoh was a small
upper class of priests, army commanders, and nobles. Many of the upper class
people worked as government officials.
The next level was the middle class.
It was made up of skilled workers, such
as traders, artisans, shopkeepers, and
scribes. Many people in the middle class
ran businesses or produced goods.
The lowest social group was the
largest. It was also the least wealthy.
It included farmers and herders as well
as unskilled workers.
Today in the United States, we have
upper, middle, and lower classes. These
classes are based mostly on the income
that people make. Income, or salary, is
money received in exchange for labor.
People who earn less than an amount set
each year by the government are said to
be living in poverty. In 2004, a single person who earned less than $9,310 in most
states was considered to be living in
poverty.
People work in jobs to earn income
to pay their living expenses. If they earn
enough, they will have money left over
to buy luxuries. Luxuries are items that
are enjoyable to have but are not necessary to life.
Some jobs pay higher incomes than
others. An important thing that affects
income level is education. In 2000, college graduates aged 25 and over earned
almost $400 more per week on average
than workers with only high school
diplomas.
Source: The U.S. Department of Health and Human Services.
“The 2004 HHS Poverty Guidelines.”
www.aspe.hhs.gov/poverty/04poverty.shtml.
Copyright © by The McGraw-Hill Companies, Inc.
Unemployment and Earnings by Education Level
(for full-time workers age 25 and over)
Highest Level
of Education
Annual Average
Earnings (2001)
Unemployment
Rate (2002)
Master’s Degree
$56,600
2.8%
Bachelor’s Degree
47,000
3.1%
Associate Degree
36,400
4.0%
Some college, no degree
34,300
4.8%
High school graduate
29,200
5.3%
Some high school, no diploma
22,400
9.2%
Source: Bureau of Labor Statistics.
29
Name
Date
ECONOMICS
AND
Class
HISTORY ACTIVITY 2
(continued)
Education Pays
Directions: Use the information on page 29 to answer the
questions below.
1. Making Comparisons Compare the social class structures of
Egypt then and the United States today. How are they alike?
How are they different?
2. Which level of education experienced the highest rate of
unemployment?
The second highest?
3. What is the annual average earnings of a high-school
graduate?
4. Making Generalizations What generalizations can you make
about the relationship between education and earnings?
5. Making Inferences What do you give up by going to college
after high school? What do you gain?
30
Copyright © by The McGraw-Hill Companies, Inc.
Of someone with a bachelor’s degree?
Name
Date
CITIZENSHIP
AND
Class
SERVICE LEARNING ACTIVITY 2
Water Information Poster
Why It’s Important
Water is one of the most important substances on Earth.
Living things cannot live without it. In fact, most organisms are
made up of mostly water.
Sources of clean drinking water are essential for life. Water is
also essential for cleaning, washing, and recreation. Industries
use huge amounts of water every day to make their products.
Agriculture also uses a lot of water. In many parts of the world,
the scarcity of freshwater is a serious problem.
Background
Water was an essential part of the
lives of the ancient Egyptians. They
used the Nile River for irrigating fields,
traveling on boats, providing food, and
protection against invaders. In addition,
the Nile was predictable. It flooded
between July and October every year.
Egyptian farmers learned how to capture
the floodwater and store it for use at
other times. They irrigated their crops
with the water.
Copyright © by The McGraw-Hill Companies, Inc.
Questions to Consider
Directions: On a separate sheet of paper,
answer the questions below.
1. How do you use water every day?
Did you note the water present in
your soft drinks and food?
2. Where does your drinking water
come from? Do you know how it was
treated before it arrives at the tap?
Do you know how it is treated after
it is flushed away or flows down the
drain?
3. Do you drink bottled water? Read
the label to find out exactly where
the bottled water came from and
how it was processed.
4. Does the government have anything
to do with your water? What roles
do you think your local, state, and
federal governments play? Do any
international agreements control
your water?
About 70 percent of Earth
is covered with water, so why is scarcity of
water a growing concern? It is because most
of the water on Earth is not suitable for
drinking. About 97 percent of Earth’s water is
salt water located in the oceans. Two percent
of Earth’s water is locked up in the polar
ice caps. Only 1 percent of Earth’s water is
drinkable. It is found in lakes, streams, rivers,
and groundwater.
Your Task
Your task is to research where your
water comes from and where it goes after
you use it. You will also research which
levels of government control various
aspects of your water. Then, you will
design an informational poster to communicate your findings. The poster
should include a flowchart that shows
the path of water in your community.
31
Name
Date
Class
CITIZENSHIP AND SERVICE LEARNING ACTIVITY 2
(continued)
Water Information Poster
How to Do It
1. Start out with some basic research.
Find out where your drinking water
comes from. Does it come from a river,
lake, or underground aquifer? How
far does it travel before it reaches your
home or school?
2. Contact your local water department.
Ask the department for information
about water in your community.
3. Find out where your water goes after
you use it. Does it go to a water treatment plant?
4. Visit your community’s Web page on
the Internet. How does the Web site
address water-use issues? Is your
community water-rich or water-poor?
5. Keep track of the names of all the
government agencies you come
across. What aspect of your water
is regulated by each agency?
6. Research any other agencies that control your water. Is your water covered by any international agreements? Any interstate agreements?
7. Design and make a poster that summarizes the information you discover
in your research. Include a flowchart
that tracks your water from its
source, to its treatment, to its use,
and beyond. Make sure your poster
is neat, the lettering is clear, and the
information is complete.
Follow-Up Activity
How do you think your poster turned
out? Did you make any discoveries that
surprised you as you did your research?
Write a paragraph describing what you
feel was the most important information
you discovered.
Bathing, 20 gppd
Toilet flushing, 24 gppd
Drinking and Cooking, 2 gppd
Garbage Disposal, 1 gppd
Dishwasher, 4 gppd
Car
Washing
2.5 gppd
Laundry
8.5 gppd
Lawn watering and
Pools, 25 gppd
32
Source: Van Der Leeden, F., F. L. Troise, and D. K. Todd.
The Water Encyclopedia. Lewis Publishers, Inc. Second Edition, 1990.
www.epa.gov/safewater
Copyright © by The McGraw-Hill Companies, Inc.
Common Household Uses of Drinking Water*
(*Gallons per Person per Day)
STEP INTO WORLD HISTORY 2—TEACHING STRATEGY
The Pharaoh and the Farmer
Topic
In this role play, students will explore
the roles played by different strata of
Egyptian society. They will adapt the
Mark Twain book The Prince and the
Pauper, in which a prince and a commoner trade places, to create scenes for
a new drama, The Pharaoh and the Farmer.
Each group will be responsible for one
scene.
Purpose
The purpose of this activity is to give
students a more in-depth understanding
of the various classes of society in ancient
Egypt through dramatic representation.
Students will appreciate the significance
and contributions of each class.
Copyright © by The McGraw-Hill Companies, Inc.
Objectives
By participating in this role play, students will:
• Use role reversal to study the different
classes in ancient Egyptian society.
• Write a scene in a play about the
classes in ancient Egyptian society.
• Stage the scene to contribute to the
play as a whole.
• Observe and evaluate the scenes of
other groups.
• Practice writing, researching, acting,
public speaking, movement, music,
and working in interactive groups.
Suggested Resources
• A copy of The Prince and the Pauper for
students to review; alternatively, you
may provide a video of one of the
many movie versions of this story.
• Library, Internet, and textbook
resources on daily life in ancient Egypt.
• Various props that suggest items from
daily life in ancient Egypt; supply a
key prop for the two main characters to
wear throughout the play, regardless of
which actors are playing the role.
• Video camera and skilled operator
(optional).
Procedures/Pacing Guide
The planning for this role play is
designed to be conducted over the course
of three days (plus out-of-class preparation time). Students should be able to
perform the play in one day, depending
on the number of scenes prepared by the
class.
Day One—Review and Introduce
Begin Day 1 by giving students time
to fill in Simulation Sheet 1 in class. Then,
go over the worksheet with students as
a review of the social groups of ancient
Egypt. Make sure they are familiar with
the diagram on page 163 of the textbook.
Next, describe the plot of Mark Twain’s
The Prince and the Pauper, in which a
prince switches places with a poor person who looks exactly like him. As they
experience each other’s lives, their
understanding of their society changes
and deepens.
Tell students that they will be working on an adaptation of The Prince and the
Pauper in which an Egyptian pharaoh
and an Egyptian farmer trade places for
a day. Each group will be responsible for
preparing one scene in the story, writing
it, rehearsing it, supplying props, and
enacting it. The scenes together will make
one play. Have each group draw a scene
assignment from one of two hats: Pharaoh
as Farmer or Farmer as Pharaoh. The
table on the next page suggests possible
scene assignments. Allow groups to
spend the rest of the period discussing
and planning their scenes.
33
STEP INTO WORLD HISTORY 2—TEACHING STRATEGY
The Pharaoh and the Farmer (continued)
Day Two—Research and Write the Scene
On Day 2, groups will research and
write the scenes. You may wish to assign
group roles such as scribe, researcher,
director, drama coach, blocking coach,
props manager, and so on. Have reference sources available. Make sure that
each scene includes some problem to be
solved. Scenes should be 5 to 7 minutes
long. Assign a student the job of writing
an opening narration and a closing narration for the play—or write them yourself.
Day Three—Editing and Rehearsal of the
Scene
On Day 3, students should be ready
to refine and rehearse their scenes. The
drama coach should encourage student
actors to speak clearly and in a loud
voice. The blocking coach should arrange
the performers and help them organize
their movements on-stage. The director is
responsible for making sure the scene is
communicating its message. The scribe
makes sure everyone has a script and
that script changes are incorporated.
The researcher continues to check for
accuracy and to work with the props
manager.
Day Four—Performing the Play
Day 4 is performance day. Arrange
the desks so that spectators are focused
on the action. If possible, dim the room
lights and light the stage area with lamps
or big flashlights. After the opening narration is read, the play begins. During
scene changes, direct students to fill out
Simulation Sheet 2 for each scene. This
should be a fun activity; be tolerant of
some silliness—that’s what Mark Twain
would want.
Day Five—Reflection
Scramble the groups so that students
who worked on different scenes are in
groups together. Have them discuss their
observations of the scenes using their
multiple copies of Simulation Sheet 2. On
a separate sheet of paper, have each student write down three things he or she
learned about daily life in ancient Egypt.
Pharaoh
Farmer
Pharaoh eating a meal with farmer’s family
Farmer being served a royal meal
Pharaoh told to hoe a whole field
Farmer told to lead a religious ceremony
Pharaoh being told to pay the rent or else
Farmer having make-up put on him
Pharaoh working on a pyramid during the
rainy season
Farmer trying to do work normally done
by servants
34
Copyright © by The McGraw-Hill Companies, Inc.
Scene Selections for The Pharaoh and the Farmer
Name
Date
Class
STEP INTO WORLD HISTORY ACTIVITY 2
The Pharaoh and the Farmer
Simulation Sheet 1
Directions: Describe each social group from ancient Egypt in the spaces
provided. Use information from Chapter 2 of your textbook and from
additional references. For each social group, find out what jobs the people performed, how and where they lived, what they ate, what they wore,
and any other information you find interesting.
Pharaoh
Priests and Nobles
Copyright © by The McGraw-Hill Companies, Inc.
Traders, Artisans, Shopkeepers, Scribes
Farmers and Herders
Unskilled Workers
35
Name
Date
Class
STEP INTO WORLD HISTORY ACTIVITY 2
The Pharaoh and the Farmer
Simulation Sheet 2
Directions: Fill out Observation Notes below for each scene presented
in The Pharaoh and the Farmer.
OBSERVATION NOTES
1. What is the name of the group presenting the scene?
2. Was the lead actor in the scene the pharaoh or the farmer?
3. Describe the action that occurred in the scene.
4. What social classes were represented in the scene? What occupations and people?
5. What problem was presented for the main character?
6. How did the main character solve the problem?
8. Was the scene accurate? What did you see that was not
accurate?
9. How would you have improved this scene?
36
Copyright © by The McGraw-Hill Companies, Inc.
7. Did you think the scene was effective? Give reasons for your
answer.
Name
Date
Class
BIOGRAPHY ACTIVITY 2A
Khufu
Copyright © by The McGraw-Hill Companies, Inc.
Some historians believe that the
Egyptian pharaoh Khufu was a cruel
man who enslaved people and forced
them to build his pyramid. Others
think Khufu was a good ruler who paid
workers to build his pyramid. Historians
do agree that Khufu ruled Egypt from
about 2589 B.C. to 2566 B.C. He was also
known by the Greek name Cheops. He
had three wives and probably became
pharaoh when he was in his twenties.
His father built three pyramids, and
Khufu’s pyramid was the first one built
at Giza, now a suburb of Cairo.
Herodotus’s History
Khufu
Much of Khufu’s reputation came
from a Greek traveler named Herodotus.
He went to Egypt around 450 B.C.—about
2,000 years after Khufu’s death. Tour
guides told Herodotus that it took 20
years and 100,000 slaves to build Khufu’s
pyramid. Herodotus repeated that story
in a history book he wrote.
Archaeologists, however, think
Herodotus was wrong. Khufu actually
hired his workers, and he built villages
for them. He also constructed a large
fish-processing factory, a bread-making
factory, and a hospital. The workers left
graffiti behind, calling themselves names
such as “Friends of Khufu.”
Does this evidence mean Khufu was
a good ruler? Historians do not have
the answer. However, they do know that
Khufu’s Great Pyramid is the last of the
“Seven Wonders of the Ancient World”
that is still standing. It is the size of seven
city blocks and was the tallest building
in the world for more than 4,500 years.
Directions: On another sheet of paper, answer the questions below.
1. Describe the information about Khufu that is known to be true.
2. Who was Herodotus?
3. When was Khufu’s pyramid surpassed as the world’s tallest building?
4. Writing Whether he was right or wrong, Herodotus hurt
Khufu’s reputation by publishing rumors passed along by tour
guides. Do you see any instances of this occurring in modern
society today in the mass media or in your personal life?
37
Name
Date
Class
BIOGRAPHY ACTIVITY 2B
The Kandake of Kush
Kush—an ancient country in northern
Africa—was ruled by queens called
Kandake, as well as by kings. Many of
the Kandake were clever politicians and
powerful warriors.
In fact, one Kandake—Amanirenas—
even rebelled against the Roman Empire.
About 24 B.C., Emperor Augustus
demanded gold from Kush. Not wanting
to pay the gold, Amanirenas attacked a
Roman fort and killed almost everyone.
She took the head of a statue of Augustus
and buried it under her palace doorway.
That way, everyone walking in or out
stepped on Augustus’s head.
The Romans struck back, and
Amanirenas lost an eye during the battle.
The ancient Roman writer Strabo said
that losing the eye seemed to make her
fight more fiercely. She won back her
lands and never paid anything to Rome.
Powerful Women, Powerful Goddesses
Hathor. Archaeologists think that this
might explain why Kush had so many
strong queens at a time when men ruled
most kingdoms. They think that the
powerful goddesses reminded everyone
that women could be strong and wise
rulers.
Directions: On another sheet of paper, answer the questions below.
1. What were the queens of Kush called?
2. Why did Amanirenas attack the Romans?
3. Why do archaeologists think that believing in goddesses
allowed the Kushites to accept women rulers?
4. Writing Write a paragraph about Amanirenas. Explain
why you think she wanted people to step on the head
of Augustus’s statue.
38
Copyright © by The McGraw-Hill Companies, Inc.
The Kandake also had important
priestly duties. In many ceremonies they
represented the goddess Isis or goddess
In art, the Kandake always appear as strong, heavy
women wearing much jewelry and many ostrich
feathers.
Name
Date
Class
PRIMARY SOURCE READING 2
Selecting a King
Interpreting the Source
The ancient kingdom of Kush, in the
present Sudan, grew and prospered from
the 1100s B.C. to the A.D. 400s. Eventually,
Kush became strong enough to take control of Egypt. For the next few centuries,
powerful kings ruled from the city of
Napata. In this selection, the king has
died, and the Kushites ask the god
Amon-Re to show them their new leader.
Reader’s Dictionary
rite: a religious or other serious
ceremony
censing: to perfume with incense
beneficent: kind
office: a public position
Guided Reading
As you read, pay attention to the other
names that are used to identify the king.
Then answer the questions that follow.
The Selection of Aspalta as King of Kush
Copyright © by The McGraw-Hill Companies, Inc.
Author unknown, c. 600 BCE
So the commanders of His Majesty and the officials of the palace went
to the Temple of Amon. They found the prophets and the major priests
waiting outside the temple. . . . Then the prophets and the major priests
entered into the temple, that they might perform every rite of his purification and his censing. Then the commanders of His Majesty and the
officials of the palace entered into the temple and put themselves upon
their bellies before this god. They said, “We have come to you, O Amon-Re,
Lord of the Thrones of It-Tjwy, Resident in Napata, that you might give
to us a lord, to revive us, to build the temples of the gods of Kemet and
Rekhyt, and to present divine offerings. That beneficent office is in your
hands—may you give it to your son whom you love!”
Then they offered the king’s brothers before this god, but he did not take
one of them. For a second time there was offered the king’s brother, son
of Amon, and child of Mut, Lady of Heaven, the Son of Re, Aspalta, living
forever. Then this god, Amon-Re, Lord of the Thrones of It-Tjwy, said, “He
is your king. It is he who will revive you. It is he who will build every
temple of Kemet and Rekhyt. It is he who will present their divine offerings. His father was my son, the Son of Re, Inle-Amon, the triumphant.
His mother is the king’s sister, king’s mother, Kandake of Kush, and
Daughter of Re, Nensela, living forever, He is your lord.”
Source: The Selection of Aspalta as King of Kush. Ancient History Sourcebook, Fordham University,
www.fordham.edu/halsall/ancient/nubia1.html
39
Name
Date
Class
PRIMARY SOURCE READING 2
Selecting a King (continued)
Document-Based Questions
Directions: Answer the questions below in the spaces provided.
1. What will the new king do for the people?
2. What names is the god of the temple called?
3. Who enters the temple with the officials and commanders?
40
Copyright © by The McGraw-Hill Companies, Inc.
4. Critical Thinking Based on this reading, what do you think is
the relationship between the new king and the god Amon-Re?
Name
Date
Class
WORLD LITERATURE READING 2
Book for the Afterlife
About the Selection
The ancient Egyptian text Book of the
Dead is a collection of spells and formulas to help the dead on their journey to
the afterlife. Spell 125 gives instructions
about what to do when facing a trial by
the gods. In the spell, a deceased man
(called NN) describes his innocence, and
his sins are erased. The spell claims that
following these instructions will give the
dead anything they desire for themselves
and their children.
Reader’s Dictionary
purging: freeing from sin and guilt
recitation: speaking aloud memorized
material
debased: treated without honor
and respect
deprived: taken away
slandered: told lies about
diminished: made smaller
Guided Reading
As you read, consider what you can
learn about the ancient Egyptians’ beliefs
about right and wrong. Then answer the
questions that follow.
Book of the Dead, “The Negative Confession”
Copyright © by The McGraw-Hill Companies, Inc.
WHAT IS SAID WHEN ARRIVING AT THIS HALL OF TWO
TRUTHS, PURGING NN OF ALL MISDEEDS THAT HE HAS
DONE AND SEEING THE FACES OF THE GODS.
Recitation by NN: “Hail to you, great god, Lord of the Two Truths! I have
come before you, my lord, just so that . . . I might see your beauty. I know
you and I know your name and the names of the forty-two gods who are
with you in this Hall of the Two Truths, . . . Behold, I have come before
you bringing to you Truth, . . .
I have not committed wrongdoing against anyone.
I have not mistreated cattle. . . .
I have not done evil. . . .
I have not debased a god.
I have not deprived an orphan. . . .
I have not slandered a servant to his superior.
I have not caused pain.
I have not caused weeping.
41
Name
Date
WORLD LITERATURE READING 2
Class
(continued)
Book for the Afterlife
I have not killed.
I have not commanded to kill.
I have not made suffering for anyone.
I have not diminished the offering loaves in the temples. . . .
I have not taken milk from the mouths of children. . . .
I have not snared birds of the branches of the gods.
I have not trapped fish in their marshes.
I have not diverted water in its season.
I have not erected a dam against flowing water.
I have not extinguished a fire at its critical moment.
I have not neglected the days concerning their meat offerings.
I have not driven away the cattle of the god’s property.
I have not stopped a god in his procession.
I am pure, I am pure, I am pure, I am pure!
. . . As for the one for whom this book is done, he will flourish and his
children will flourish. . . . Truly effective, millions of times.
Source: The Literature of Ancient Egypt: An Anthology of Stories, Instructions,
Stelae, Autobiographies, and Poetry. Edited by William Kelly Simpson.
Yale University Press, 2003.
Literary Response and Analysis
Directions: Answer the questions below in the spaces provided.
1. List three ways an Egyptian could wrong another person.
3. Critical Thinking Do any parts of the Egyptian selection
remind you of rules you have learned to follow? Explain.
42
Copyright © by The McGraw-Hill Companies, Inc.
2. List three ways an Egyptian could wrong the gods.
Answer Key
Guided Reading Activities
2-1 The Nile Valley
I. Nile River
A. longest
1. 4,000
2. Blue Nile, White Nile
B. protected
1. cataracts
2. delta
II. floods
A. securely
1. fertile
2. irrigation
B. technology
1. papyrus
2. hieroglyphics
3. artisans
III. Narmer
A. dynasties
B. social groups
2-2 Egypt’s Old Kingdom
1. False. The Old Kingdom began
around 2600 B.C.
2. True
3. False. The Egyptians believed the
pharaoh was the son of Re, the
Egyptian sun god.
4. True
5. True
6. False. Egyptians believed that only
the pharaohs and a few special people could enjoy the afterlife.
7. True
8. True
9. False. Each pyramid sat on a square
base, with the entrance facing north.
10. True
2-3 The Egyptian Empire
1. Thebes
2. Nubia and what is now Syria
3. art, literature, and architecture
4. The Hyksos used horse-drawn chariots and weapons made of bronze and
iron, while the Egyptians fought on
foot with copper and stone weapons.
5. Hatshepsut
6. wheat, paper, gold, copper, and tools
7. Amenhotep realized that Egypt’s
priests were gaining power at the
expense of the pharaohs and he
wanted to maintain his own power.
8. several major new temples
9. The temples served as houses for the
gods and goddesses and as banks.
10. the Libyans, the people of Kush, and
the Assyrians
2-4 The Civilization of Kush
1. False. Nubia arose in present-day
Sudan.
2. True
3. True
4. False. The Kushite kingdom was
formed when Egypt declined at the
end of the New Kingdom.
5. True
6. False. Piye ruled both Egypt and
Kush from Napata.
7. False. During the 600s B.C., the Assyrians invaded Egypt and drove the
Kushites back to their homeland in
the south.
8. True
43
Table
of Contents
Answer
Key
9. False. Meroë had access to the Nile
River for trade and transportation.
10. True
Content Vocabulary Activity 2
1. c a t a r a c t s
2. t r i b u t e
8. reestablish
9. keep
10. build
11. fall down
12. worsen
B.
3. s a v a n n a s
1a. structured
4. d e i t y
1b. structure
5. p h a r a o h
2a. technology
6. p y r a m i d s
2b. technological
7. d y n a s t i e s
3a. labored
8. e m b a l m i n g
3b. labor
9. h i e r o g l y p h i c s
4a. collapsing
10. m u m m y
4b. collapsed
11. p a p y r u s
4c. collapse
12. d e l t a
5a. decline
13. The Nile is a river in Egypt.
5b. declined
Academic Vocabulary Activity 2
5c. declining
A.
1. characteristic
2. advanced methods
3. work
4. time
5. prosperity
6. building
7. rule
44
Analysis Skills Activity 2
Practicing the Skill
1. c. 1279 B.C. Ramses II launched an
ambitious temple building program.
2. c. 1473 B.C. The first female ruler,
Hatshepsut, came to power.
3. c. 2540 B.C. Egyptians built the Great
Pyramid.
4. c. 2600 B.C. Date of the start of the Old
Kingdom in Egypt.
Answer Key
5. c. 1150 B.C. Date of the end of the
New Kingdom in Egypt.
6. c. 1370 B.C. Amenhotep IV attempted
to change the religion of Egypt.
Applying the Skill
Answers will vary but should be
similar to:
Egypt
C. 2050 B.C. The beginning of the Middle
Kingdom in Egypt.
C.
1400 B.C. Kerma is conquered by the
armies of Thutmose III.
C.
850 B.C. Egypt loses control of Kush
when it forms an independent
country.
728 B.C. Egypt is conquered by the
Kushite king, Piye.
600 B.C. Kushite rule of Egypt is
ended by the invasion of
Egypt by the Assyrians.
Nubia/Kerma/Kush
C.
C.
2000 B.C. Herders move into the
Nubia/Kush area.
C.
1400 B.C. Kerma is attacked by
the armies of Egyptian
pharaoh Thutmose III.
C.
850 B.C. Kush breaks away from
Egypt to form an independent country.
728 B.C. The Kushite king, Piye,
conquers Egypt.
C.
600 B.C. The Assyrians invade Egypt,
bringing the Kushite rule to
an end.
Universal Access Activity 2
1. Answers will vary. One possible
answer: The ancient Egyptians used
common items in their environment
to symbolize sounds. A Native American group living in the Arctic would
likely have used animals such as
seals and bears to illustrate sounds.
2. Answers will vary based on the
students’ names.
Reading Skills Activity 2
Practicing the Skill
1. Settling the Nile, River People
2. under “C. Hieroglyphics;” numbers
Applying the Skill
Student outlines will vary but should
reflect a careful review of the headings
and subtopics, as well as some supporting details from Section 3 of the textbook.
I. The Middle Kingdom
A. drive for more land
B. arts
1. colorful wall paintings;
realistic sculptures
2. cliff tombs
C. Hyksos
1. horse-drawn chariots
2. bronze and iron weapons
II. The New Kingdom
A. woman ruler
1. Hatshepsut 1480 B.C.
2. trade
B. expanding empire
III. Legacies of Two Pharaohs
A. religious reformer
1. Amenhotep/Akhenaton
1370 B.C.
2. one god—Aton
B. boy king
45
Table
of Contents
Answer
Key
IV. The End of the New Kingdom
A. temples
B. Egypt’s decline and fall
Writing Activity 2
Practicing the Skill
Language Arts Activity 2
1. Most similar: Closeness to rivers;
farming and trade economy
Practicing the Skill
2. Most different: Flooding patterns
1. Afterlife means spirit world or dwelling
place for the soul following death. Students’ means of determining this
may vary. Possible answer: Afterlife
is made of two familiar words,
“after” and “life.” Therefore, the
afterlife must refer to something
or someplace that follows death.
2. Embalming is the process for preserving the body. Students most likely
determined the meaning from the
preceding sentence in the text.
3. Both have flooding. In Egypt, floods
were predictable, but in Mesopotamia
there was no pattern.
4. Answers will vary, but most students
would probably use the point-bypoint method to compare one feature
at a time.
Applying the Skill
Answers will vary but sample
answers include:
3. Natron is a type of salt. Students’
means of determining this may vary.
Possible answer: The story says that
natron is used to dry out the internal
organs. Salt is a substance that tends
to dry things out.
Feature
Hieroglyphics
Computer icons
Appearance
Little pictures
Little pictures
Functions
Writing
• Convey feelings in
e-mail
4. Aromatic means having a pleasant
smell. Students’ means of determining this may vary. Possible answer:
The word aromatic derives from
aroma, which students may know
means “smell.”
People who
use them
Scribes
Everyone
Usefulness
Limited to those
who read and
write
Broad use throughout
society
Applying the Skill
1. decayed, decompose
2. internal organs
3. dehydrated
4. anointed
46
• Indicate click-on
locations for
computer actions
Essays will vary but students should
show an understanding of how to compare and contrast computer icons with
hieroglyphics. A sample paragraph is
shown below.
Ancient Egyptians used hieroglyphics
as their system of writing. This system
contained hundreds of characters. Each
character was a picture that represented
a word. Similarly, computer icons are pictures, although icons do not function as a
system of writing. Instead, they have two
other functions. First, they complement
Answer Key
computer writing such as e-mail by representing emotions. Secondly, they represent locations on a screen that tell users
where to click.
Time Line Activity 2
Applying the Skill
1. B
2. C
3. D
1. The Great Pyramid was built during
the Old Kingdom.
Chart, Graph, and Map Skills Activity 2
2. The Hyksos invaded Egypt.
Practicing the Skill
3. Hyksos ruled Egypt about 120 years.
1. unskilled workers
4. Three rulers during the New Kingdom were Hatshepsut, Akhenaton,
and Ramses II.
2. farmers and herders
Critical Thinking Skills Activity 2
Practicing the Skill
Answers will vary. Key inferences that
should be made by the students should
generally include several of the following, but may include some not listed:
•
Ancient Egyptians were very
conscious of their appearance.
•
Ancient Egyptians put a lot of
their time and effort into looking
fashionable.
•
Looking attractive was a high
priority for the ancient Egyptians.
•
Ancient Egyptians spent a lot of
money on their personal grooming.
•
Ancient Egyptians who had more
money looked better.
•
An Egyptian who could not afford to
buy the cosmetics, wigs, etc., needed
to look beautiful would be considered of lower class.
3. pharaohs
4. priests and nobles
5. Unskilled workers made up the
largest group of people. Therefore,
they belong in the largest space in
the chart.
6. traders, artisans, shopkeepers, and
scribes
Applying the Skill
Title: Ancient Sumerian Society
Upper Class: kings, priests, government
officials
Middle Class: artisans, merchants,
farmers, fishers
Lower Class: enslaved people
Geography and History Activity 2
1. Playas are temporary lakes created by
rainfall. Wadis are gullies and valleys
where water flows after rainfall. The
nomadic peoples settled and grew
crops along these features.
2. It got hotter and drier. Rain did not
fall as frequently. The grasslands died
off. The playas and wadis dried up
and the area began turning into desert.
47
Table
of Contents
Answer
Key
3. They found tools, weapons, pottery,
and evidence of trees that once grew
there.
4. Rock art and pottery were often
found in the same areas.
5. six
6. Trees need water to grow. They
cannot live in the desert.
Economics and History Activity 2
1. Answers will vary. Students should
note that in both societies, the upper
classes hold most of the wealth and
power. The United States does not
have a king or nobles, but the president and other government officials
are generally wealthy and powerful.
Priests in United States society hold
less power, probably because they
do not serve as government officials.
As in Egypt, many small business
owners in the United States are in
the middle class. Also as in Egypt,
unskilled people occupy the lowest
level. In both societies, skilled workers occupy a higher social level than
unskilled workers.
2. some high school, no diploma; high
school graduate
3. $29,200; $47,000
4. Students should note that average
annual earnings increase as the level
of education increases.
5. Answers will vary but should be similar to the following: By going to college, you would give up the salary at a
full-time job while you were in college,
as well as the money college would
cost. However, once out of college,
you would have increased earnings
potential and the satisfaction of doing
a job that takes skill and training.
48
Citizenship and Service
Learning Activity 2
Student answers to the Questions
to Consider will vary. These questions
require students to use examples from
their daily lives and to think critically
about issues that affect them. Students
should answer the questions by using
complete sentences and by supporting
their opinions with logical arguments.
Students should complete the Citizenship and Service Learning Activity Task
by working individually or in a group
as directed in the How to Do It section.
At the end of the project, have students
review their work by discussing any
difficulties they faced while they
completed the project and how they
resolved those difficulties. Encourage
students to explain how they would
improve their work if they did this
project again.
Step Into World History Activity 2
Answers to Simulation Sheet 1
Pharaohs performed religious ceremonies, made decisions about governing,
and led their people. They ate specially
made food and were waited on by servants. They lived in palaces in cities.
They wore white linen clothing, heavy
eye makeup, and jewelry. Pharaohs were
buried in pyramids.
Priests and Nobles participated in
religious ceremonies and assisted the
pharaoh in administering the government. Nobles also oversaw their own
lands. They ate food prepared by servants—fruits and grains. They lived in
elegant homes with gardens and pools.
Like pharaohs, they wore white linen
clothing, heavy eye makeup, and jewelry.
Answer Key
Traders, Artisans, and Scribes ran businesses or produced goods such as linen
cloth, jewelry, pottery, and metal ware.
Scribes copied out texts for the priests.
They ate bread, vegetables, and fruit.
They lived in small mud-brick homes,
usually in the city, and dressed more
simply than the nobles.
Farmers grew crops and herded animals; worked on pyramids sometimes
when they were not farming. They lived
outside the cities in one-room huts with
roofs of palm leaves. They ate bread,
beer, vegetables, and fruit. They wore
rough, practical clothing suited to hot
weather.
Unskilled Workers unloaded and transported cargo, made and stacked bricks.
They lived in crowded city neighborhoods in small mud-brick homes with
hard-packed dirt floors and a courtyard
for animals. Their diet was poor. They
wore little clothing.
Answers to Simulation Sheet 2
Answers will vary depending on the
scenes performed. Make sure students
demonstrate a clear understanding of the
scenes and how the social classes interact. Make sure they give appropriate
reasons for their answers.
Biography Activity 2A
1. Students may note any of the
following: Khufu ruled Egypt from
about 2589 B.C. to 2566 B.C. He was
known by the Greek name Cheops.
He had three wives and probably
became king when he was in his
twenties. His father built three pyramids, and Khufu’s pyramid was the
first one built at Giza.
2. Herodotus was a Greek traveler who
visited Egypt about 450 B.C. Tour
guides told him stories about Khufu’s
cruelty, and Herodotus included the
stories in a history book that he wrote.
3. Khufu’s pyramid was the world’s
tallest building for more than 4,500
years.
4. Answers will vary. Some students
will see similarities in the ways people are treated by the modern press,
especially in “tabloid journalism.”
Other students will see similarities
in the power of gossip to define
a person’s reputation in their own
personal lives.
Biography Activity 2B
1. The queens of Kush were called
Kandake.
2. Amanirenas attacked the Romans
because Emperor Augustus
demanded gold from Kush.
3. Archaeologists think that the powerful goddesses reminded everyone
that women could be strong and
wise rulers.
4. Answers will vary, but students may
discuss the symbolism of stepping on
your enemy’s head and how it may
represent that Kush defeated Rome.
Primary Source Reading 2
1. The new king will revive the people,
build the temples of the gods of
Kemet and Rekhyt, and present
divine offerings.
2. The god of the temple is called
Amon-Re, Lord of the Thrones of
It-Tjwy, and Resident of Napata.
49
Table
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Answer
Key
3. The prophets and priests enter
the temple with the officials and
commanders.
4. Student answers will vary. In general,
they should note that the king is
called both “lord” and “son” of the
god. The king is a representative of
Amon-Re and seems to be given
divine attributes.
World Literature Reading 2
1. Answers will vary but should include
some examples from the document
(e.g., taking milk from children,
speaking badly of servants to their
superiors, or killing another person).
2. Answers will vary but should include
examples from the document (e.g.,
not offering meat to the gods, taking
birds or fish that belonged to the
gods, or stealing offerings to the
gods from the temples).
3. Answers will vary but may include
learning not to kill and not to steal.
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