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Answer Key
Interactive Reader and Study Guide
SECTION 2
Chapter 3: Nile
Civilizations
Taking Notes
Religion: worshipped many gods; built
temples to honor gods; priests performed
rituals for gods; mummified people to help the
ka survive the afterlife
CHAPTER SUMMARY
1. hieroglyphics
2. Sample response: They both worshipped
many gods and built pyramids for their
pharaohs. Nubia depended on mining,
while Egypt depended on farming.
3. Sample response: They would have had a
less advanced culture and left less of an
impression on the world.
4. Sample response: The pyramids have had
the most impact, because they have
become a symbol of Egypt.
Daily Life: society was layered; pharaoh and
nobles at top; merchants in middle; peasant
workers at bottom; women had more rights
than in other societies
Art, Writing, and Science: painting and
sculpture are easily recognizable; three writing
systems including hieroglyphics; used math
and science to improve their lives, had medical
knowledge
SECTION 1
Section Summary
1. Students should underline “to honor them
and also to provide homes for them” and
write “priests.”
2. Students may write that the pharaohs had
more needs than others because they were
really gods in human form.
3. the pharaoh, the royal family, government
officials, priests and priestesses, scribes,
military leaders, land owners and doctors
4. It was partly written in Greek, which
guided historians as they translated the
other parts.
Taking Notes
Old Kingdom: 2650 BC–2050 BC, built
pyramids, established theocracy
Middle Kingdom: 2055 BC–1650 BC, brought
stability and prosperity to Egypt; defeated by
Hyksos
New Kingdom: 1550 B–330 BC, nobles from
Thebes defeated Hyksos and became rulers,
built strong military, created a large empire;
empire collapsed after rule of Ramses the
Great
Section Summary
SECTION 3
1. It produced fertile soil for farming and
prevented invasion.
2. Students will underline: “absolute power,
owned all the land, and acted as judges
and leaders of the army” and write
“theocracy.”
3. The Old Kingdom’s collapse led to
economic problems, invasions, and civil
wars.
4. Students will underline nobles from
Thebes defeated the Hyksos and became
the new rulers of Egypt.
5. Students should circle Hatshepsut,
Amenhotep IV, Tutankhamen, and
Ramses II and write “Amenhotep IV.”
6. Greece’s army conquered Egypt in the
330s BC.
Taking Notes
Lands: Expanded to rule all of Nubia, Egypt,
Meroë, located near the junction of two rivers,
established as capital, wood available from
nearby forests, mineral resources available
Kingdoms: Meroë—grew after Kushite capital
moved there; saw themselves as guardians of
Egyptian culture; enjoyed great wealth from
trade, declined in first century AD
Culture: skilled at trade, pottery and archery;
economy relied on mineral mining; blended of
Egyptian and Nubian customs
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2. Students will underline: “absolute power,
owned all the land, and acted as judges
and leaders of the army” and write
“theocracy.”
3. The Old Kingdom’s collapse led to
economic problems, invasions, and civil
wars.
4. Students will underline nobles from
Thebes defeated the Hyksos and became
the new rulers of Egypt.
5. Students should circle Hatshepsut,
Amenhotep IV, Tutankhamen, and
Ramses II and write “Amenhotep IV.”
6. Greece’s army conquered Egypt in the
330s BC.
Answer Key
5. possible answers—Early Egypt:
unification; created civilization that would
endure for centuries; Old Kingdom:
bureaucracy; provided a framework for
ruling Egypt; Middle Kingdom: stability;
economic prosperity; New Kingdom:
created empire; increased trade
6. Students should discuss the number of
rich, luxurious artifacts found with the
bodies.
SECTION 2
Taking Notes
Religion: worshipped many gods; built
temples to honor gods; priests performed
rituals for gods; mummified people to help the
ka survive the afterlife
Section Assessment
1. a. delta—area at the mouth of the Nile;
cataracts—rocky river stretches with rapid
currents and waterfalls; rich, fertile soil in
delta helped give rise to the Egyptian
civilization; cataracts kept the Nile from
being an easy invasion route
b. provided water; annual floods created
rich black silt making agriculture possible
c. Before unification there were two
distinct kingdoms with different dialects
and different customs.
2. a. tombs for Egypt’s rulers
b. People believed the pharaoh was
responsible for Egypt’s prosperity.
c. by allowing specialization—each
official was responsible for performing a
certain task
3. a. The Hyksos conquered Lower Egypt.
b. strong leadership brought stability to
Egypt, ecnouraged sailors and merchants
to import goods form surrounding lands
4. a. Hatshepsut—huge trading expedition;
Akhenaten—establishing monotheism
b. to prevent foreign invaders from taking
over Egypt again; lands beyond the Nile
Valley would serve as a buffer
c. possible answer—yes; ruled Egypt for
67 years, built many temples and
monuments, political achievements,
artistic legacy
Daily Life: society was layered; pharaoh and
nobles at top; merchants in middle; peasant
workers at bottom; women had more rights
than in other societies
Art, Writing, and Science: painting and
sculpture are easily recognizable; three writing
systems including hieroglyphics; used math
and science to improve their lives, had medical
knowledge
Section Summary
1. Students should underline “to honor them
and also to provide homes for them” and
write “priests.”
2. Students may write that the pharaohs had
more needs than others because they were
really gods in human form.
3. the pharaoh, the royal family, government
officials, priests and priestesses, scribes,
military leaders, land owners and doctors
4. It was partly written in Greek, which
guided historians as they translated the
other parts.
Section Assessment
1. a. huge, decorated with massive statues,
elaborate paintings, detailed carvings,
obelisks
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b. Gods might disrupt the Nile’s cycle of
flooding on which people’s survival
depended.
2. a. mummification; burial with possessions
b. believed ka might vanish if body
decomposed
3. a. pharaoh and royal family; government
officials, priests, priestesses, scribes,
military leaders, land owners, doctors;
artisans, crafts workers, merchants;
peasant farmers; slaves
b. had more rights; could own and inherit
property, create wills, divorce
4. a. a broken granite slab with the same
passage in hieroglyphics, demotic, and
ancient Greek; historians used the Greek
text to translate
b. gave them anatomical knowledge
c. People drawn straight on, heads, arms,
and legs form the side; gods, pharaohs
drawn larger
5. possible answer—Religion: belief in the
afterlife led to mummification; Daily life:
items buried with the dead; Art: many
paintings found on the walls of tombs
6. Students should describe hieroglyphics,
hieratic, and demotic writing.
Answer Key
2. in around 1700 BC when Egypt’s Middle
Kingdom collapsed
3. Students should underline customs in art
and architecture, built pyramids, and used
the hieroglyphic writing system and write
“clothing.”
4. Students should circle copper, gold,
precious stones and iron, and write “iron.”
Section Assessment
1. a. between the first cataract on the north
and the point at which the Blue Nile and
the White Nile meet on the south; rocky
land, great mineral wealth, including gold,
granite, and precious stones
b. probably through trade; Egyptians
hired Nubian archers as police and soldiers
c. Goods from central Africa flowed into
Nubia to be sent to Egypt, the Red Sea,
and elsewhere.
2. a. conquered all of Egypt, made himself
pharaoh
b. preserved Egyptian traditions, such as
mummification and burial in pyramids,
adopted Egyptian hieroglyphics
3. a. It had abundant mineral resources and
was well located for trade with other parts
of the world.
b. abandoned hieroglyphics, created their
own alphabet and writing system
c. possible answer—bad, beacuse of the
environmental damage; Kush had grown
rich from trade before, probably would
have continued to be wealthy without iron
production
4. Napata—mummified pharaohs, buried
them in pyramids, copied Egyptian styles
of architecture and art, adopted Egyptian
hieroglypics; Later Kush—abandoned
many elements of Egyptian culture,
created own alphabet and writing system
5. Student answers should include Nubia’s
mineral wealth and that it was a crossroads
for trade.
SECTION 3
Taking Notes
Lands: Expanded to rule all of Nubia, Egypt,
Meroë, located near the junction of two rivers,
established as capital, wood available from
nearby forests, mineral resources available
Kingdoms: Meroë—grew after Kushite capital
moved there; saw themselves as guardians of
Egyptian culture; enjoyed great wealth from
trade, declined in first century AD
Culture: skilled at trade, pottery and archery;
economy relied on mineral mining; blended of
Egyptian and Nubian customs
Section Summary
1. Students should underline gold, granite
and precious stones and write “rocky
landscape made farming difficult.”
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Answer Key
b. proveía agua; las inundaciones anuales
dejaban un rico cieno negro que hacía
posible la agricultura
c. Antes de la unificación había dos reinos
distintos con dialectos y costumbres
diferentes.
2. a. tumbas para los gobernantes de Egipto
b. Las personas creían que el faraón era
responsable de la prosperidad de Egipto.
c. permitiendo la especialización: cada
funcionario era responsable de realizar una
tarea determinada
3. a. Los hicsos conquistaron el Bajo Egipto.
b. el fuerte liderazgo trajo estabilidad a
Egipto, animó a los navegantes y
mercaderes a importar productos de las
tierras vecinas
4. a. Hatshepsut: enorme expedición de
comercio; Akenatón: establecimiento del
monoteísmo
b. para evitar que los invasores
extranjeros volvieran a apoderarse de
Egipto; las tierras más allá del valle del
Nilo servirían de barrera
c. posible respuesta: sí; gobernó Egipto
durante 67 años, construyó muchos
templos y monumentos, logros políticos,
legado artístico
5. posibles respuestas: Antiguo Egipto,
unificación; creó civilización que duraría
siglos; Reino Antiguo: burocracia; brindó
un marco para gobernar Egipto; Reino
Medio: estabilidad; prosperidad
económica; Reino Nuevo: creó el imperio;
aumentó el comercio
6. Los estudiantes deben hablar sobre los
artefactos opulentos y lujosos encontrados
con los cuerpos.
Spanish
SECCIÓN 1
Tomar notas
Reino Antiguo: 2650 a.C.–2050 a.C.,
construyó pirámides, estableció la teocracia
Reino Medio: 2055 a.C.–1650 a.C., trajo
estabilidad y prosperidad a Egipto; derrotado
por los hicsos
Reino Nuevo: 1550 a.C.–330 a.C., los nobles
de Tebas derrotaron a los hicsos y se
convirtieron en gobernantes, construyeron un
ejército fuerte, crearon un imperio amplio; el
imperio colapsó después del reinado de
Ramsés el Grande
Resumen de la sección
1. Producía suelo fértil para el cultivo e
impedía las invasiones.
2. Los estudiantes subrayarán: “poder
absoluto, poseían todas las tierras y
actuaban como jueces y líderes del
ejército” y escribirán “teocracia”.
3. El colapso del Reino Antiguo provocó
problemas económicos, invasiones y
guerras civiles.
4. Los estudiantes subrayarán nobles de
Tebas derrotaron a los hicsos y se
convirtieron en los nuevos gobernantes de
Egipto.
5. Los estudiantes deben encerrar en un
círculo Hatshepsut, Amenhotep IV,
Tutankamón y Ramsés II y escribir
“Amenhotep IV”.
6. El ejército de Grecia conquistó Egipto en
la década de 330 a.C.
Evaluación de la sección
1. a. delta: zona en la desembocadura del
Nilo; cataratas: tramos rocosos de un río
con corrientes rápidas y saltos de agua; el
suelo rico y fértil del delta contribuyó al
surgimiento de la civilización egipcia; las
cataratas impedían que el Nilo fuera una
ruta accesible para invasores
SECCIÓN 2
Tomar notas
Religión: adoraban muchos dioses;
construyeron templos para honrar a los dioses;
los sacerdotes realizaban rituales para los
dioses; momificaban a las personas para
ayudar al ka a sobrevivir en la otra vida
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Vida cotidiana: la sociedad tenía niveles; el
faraón y lo nobles arriba; los mercaderes en el
medio; los campesinos abajo; las mujeres
tenían más derechos que en otras sociedades
Answer Key
griego antiguo; los historiadores usaron el
texto en griego para traducirla
b. les dio conocimientos de anatomía
c. Las personas están dibujadas de frente,
las cabezas, los brazos y las piernas de
lado; los dioses y los faraones dibujados
más grandes
5. posible respuesta: Religión: la creencia en
la otra vida llevó a la momificación; Vida
cotidiana: los objetos se enterraban con los
muertos; Arte: se encontraron muchas
pinturas sobre los muros de las tumbas
6. Los estudiantes deben describir los
jeroglíficos, la escritura hierática y la
demótica.
Arte, escritura y ciencia: la pintura y la
escultura son fáciles de reconocer; tres
sistemas de escritura, entre ellos, los
jeroglíficos; usaban las matemáticas y la
ciencia para mejorar sus vidas, tenían
conocimientos de medicina
Resumen de la sección
1. Los estudiantes deben subrayar “para
honrarlos y también para darles un hogar”
y escribir “sacerdotes”.
2. Los estudiantes pueden escribir que los
faraones tenían más necesidades que otros
porque en realidad eran dioses con forma
humana.
3. el faraón, la familia real, funcionarios de
gobierno, sacerdotes y sacerdotisas,
escribas, líderes militares, terratenientes y
doctores
4. En parte estaba escrita en griego, lo que
orientaba a los historiadores mientras
traducían las otras partes.
SECCIÓN 3
Tomar notas
Territorios: Expandidos hasta dominar toda
Nubia, Egipto, Meroë, ubicada cerca de la
unión de dos ríos, establecida como capital,
madera obtenida de los bosques cercanos,
recursos minerales disponibles
Reinos: Meroë: creció después de que la
capital kushita se mudara allí; se sentían
guardianes de la cultura egipcia; gozaban de
grandes riquezas obtenidas por el comercio,
cayeron en el primer sigo d.C.
Evaluación de la sección
1. a. inmensos, decorados con estatuas
enormes, pinturas elaboradas, tallas
detalladas, obeliscos
b. Los dioses podían alterar el ciclo de
inundaciones del Nilo, del que dependían
las personas para sobrevivir.
2. a. momificación; entierro con posesiones
b. creían que el ka podía desvanecerse si
el cuerpo se descomponía
3. a. el faraón y la familia real; funcionarios
de gobierno, sacerdotes, sacerdotisas,
escribas, líderes militares, terratenientes,
doctores; artesanos, trabajadores
manuales, mercaderes; campesinos;
esclavos
b. tenían más derechos; podían tener y
heredar propiedades, crear testamentos,
divorciarse
4. a. un bloque de granito partido con un
fragmento en jeroglíficos, demótico y
Cultura: buenos para el comercio, la alfarería y
la arquería; la economía dependía de la
extracción de minerales; mezcla de costumbres
egipcias y nubias
Resumen de la sección
1. Los estudiantes deben subrayar oro,
granito y piedras preciosas y escribir “el
terreno rocoso dificultaba la agricultura”.
2. alrededor de 1700 a.C., cuando el Reino
Medio de Egipto colapsó
3. Los estudiantes deben subrayar
costumbres en arte y arquitectura,
construyeron pirámides y usaron el
sistema de escritura jeroglífica y escribir
“vestimenta”.
4.
Los estudiantes deben
subrayar cobre, oro, piedras preciosas y hierro,
y escribir “hierro”.
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Answer Key
Nile Civilizations
Vocabulary Builder
Biography
SECTION 1
Khufu
1. The Nile Delta is a triangular-shaped area
at the mouth of the Nile that is made of silt
deposits. The Nile flowed through
cataracts, which were rocky stretches
marked by rapid currents and waterfalls.
2. Hatshepsut was one of the few women to
rule Egypt. Her reign was best known for
a huge trading expedition that she sent to
Punt.
3. Menes ruled the two kingdoms. He
founded the city of Memphis, adopted the
symbols of Upper and Lower Egypt, and
founded Egypt’s first dynasty.
4. Ramses the Great was admired for his
political achievements and for building
huge temples and monuments.
5. rulers who follow other rulers
6. king
7. structured organization
8. state ruled by religious figures
1. Khufu had the Great Pyramid at Giza
built, which was the tallest building of its
time. Thousands of Egyptians worked on
the project.
2. Possible answer: He was king, so he could
have workers conscripted. It appears,
however, that many Egyptians volunteered
to help build the Great Pyramid, which
suggests that Khufu commanded their
respect and may also have attracted
workers by presenting the project as one
of national pride.
ACTIVITY
Students’ conversations should reflect details
from the biography about Khufu, the Great
Pyramid, and the pyramid builders. It should
show an understanding of what is known
about Khufu as a monarch and an appreciation
of the breadth of his project.
SECTION 2
Howard Carter
1. T
2. F; papyrus
3. F; hieroglyphics
4. make the most of; get the most out of; take
full advantage of
5. feature on a temple; tall, thin pillars;
pyramid-shaped tops
6. reedy plant; grows along the Nile; used to
make paper
7. prevents breakdown of a dead body;
prepares dead for afterlife; organs placed
in jars awaiting burial
8. ancient writing; broken granite slab;
unlocked mystery of Egyptian writing
1. Carter discovered the tomb of King
Tutankhamen, with the moral and
financial support of Lord Carnarvon.
2. He was successful because he had
expertise in his field, worked hard, and
never gave up in his quest.
ACTIVITY
Students’ telegrams should reflect details in
the biography and demonstrate an
understanding of the relationship between
Carnarvon and Carter and of the significance
of Carter’s discovery to Lord Carnarvon and to
the field of Egyptology in general.
SECTION 3
Queen Shanakdakhete
Answers will vary but should include a
summary that uses two of the following
vocabulary terms: Piankhi, scope, smelt.
1. She is thought to be the first Kushite
queen to have ruled in her own right.
2. The pyramid attributed to her at Meroë is
among the largest ever built for Kushite
royalty; a relief in the pyramid shows her
sitting on a throne and wearing a helmet
crown; the man with her in the relief
1. smelt
2. scope
3. Piankhi
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Full Survey Chapter 3
21
Nile Civilizations
Answer Key
4. T
5. T
they could own and inherit property,
create wills, and be granted divorce. They
also could work as singers, hairdressers,
and wigmakers.
3. Egyptian paintings tend to be both detailed
and colorful. In addition, in Egyptian
portraits, human torsos are seen straight
on, but their heads, arms, and legs are seen
from the side. Also, major figures such as
gods and pharaohs were drawn larger than
other people. These characteristics give
Egyptian art a unique style.
4. The Egyptian economy depended on
farming the fertile river valley around the
Nile. The Nubian economy, on the other
hand, depended on exporting its great
mineral resources of gold, granite, and
other precious stones. Nubia’s location
also made it a central trading post.
5. One possible response is that gold could
be shipped down the Nile from Thebes to
Memphis. Another possible response is
that gold could be shipped from Punt to
Thebes via the Red Sea and then on to
Memphis down the Nile.
6. The areas into which the New Kingdom of
Egypt expanded were all along water
routes. For example, as the New Kingdom
expanded southward it followed the Nile
River. Expansion into East Asia followed
the coastline of the Mediterranean Sea.
The desert prevented the kingdom from
expanding very far from sources of water.
SECTION 2
1. d
2. e
3. g
4. a
5. i
6. b
7. f
8. j
9. h
10. l
SECTION 3
1. c
2. a
3. a
4. b
5. d
Chapter Test, Form A
1. b
2. b
3. a
4. d
5. b
6. d
7. a
8. c
9. g
10. m
11. l
12. k
13. i
14. h
15. c
16. e
17. f
18. j
19. desert
20. Pyramids
21. scribe
22. hieroglyphics
23. peasant farmers
24. archers
25. Meroë
Chapter Test, Form B
Possible responses:
1. Hatshepsut was officially ruling in the
name of her young son after her husband
died, a fact that indicates that Egypt didn’t
normally have female rulers. However,
Hatshepsut declared herself Egypt’s
pharaoh. She wanted to be accepted as
pharaoh even though she was a woman.
One of the ways she tried to do this was to
dress like a man. She even referred to
herself as the son of the sun god and had
statues made in which she appeared as a
man.
2. The primary duty of an Egyptian woman
was to take care of the home and children.
However, they had more rights than
women in most other ancient civilizations:
Chapter 4: Ancient India
and China
Section Quiz
SECTION 1
1. T
2. T
3. F; Evidence of planning and uniformity
suggests a central authority held power
over the civilization.
4. T
5. T
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374
Progress Assessment