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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 Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with Discovering Our Past: Ancient Civilizations. Any other reproduction, for use or sale, is prohibited without written permission from the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN 0-07-870294-1 Printed in the United States of America. 3 4 5 6 7 8 9 10 113 09 08 07 06 05 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 of Contents 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. 50