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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 Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. 245 Teacher Management System Spanish/English Interactive Reader and Study Guide 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 Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. 321 Teacher Management System Spanish/English Interactive Reader and Study Guide 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.” Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. 322 Teacher Management System Spanish/English Interactive Reader and Study Guide 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 Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. 323 Teacher Management System Spanish/English Interactive Reader and Study Guide 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”. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. 324 Teacher Management System 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 Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. 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 Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. 374 Progress Assessment