Teachers Guide

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Ancient Egypt
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Ancient Egypt
Dear Educator,

ncient Egypt is more than mummies, pharaohs, and pyramids! Explore the Egyptians achievements in architecture, engineering, writing, and more with KIDS DISCOVER. While reading Ancient Egypt, students will learn about the topics at right. This Teachers Guide is filled with activity ideas and blackline masters to help your students enjoy and learn more from Ancient Egypt. Select or adapt the activities that suit your students needs best. Thank you for making KIDS DISCOVER a part of your classroom. Sincerely,

PAGES W H AT S I N ANCIENT EGYPT 23 The Gift of the Nile A time line, map, and illustrations of the ancient Egyptian civilizations

45 Mighty Pharaoh
Kings and pharaohs of Egyptian dynasties

67 Daily Life
What was life like for the royal family and the poor? Plus, the social pyramid!

89 Gods, Priests, and Temples

Worshipping the many Egyptian gods and goddesses

1011 Cliff Carvings

A bold photo of Ramses IIs Great Temple

1213 Leaving their Mark

Hieroglyphs, papyrus, the Rosetta Stone, and other achievements of the ancient Egyptians

1415 Pyramid Builders

How did the Egyptians build the pyramids?

1617 Mummy Makers and the Afterlife

Preserving bodies for life after death

KIDS DISCOVER
P.S. We would love to hear from you! E-mail your comments and ideas to teachers@kidsdiscover.com

1819 Student Activities

Make four recipes with barley, plus an acrostic, matching, and resources

IN THIS TEACHERS GUIDE Meeting the Standards

 World History: Era 2 Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE National Standards for History 2 Prereading Activities 3 Get Set to Read (Anticipation Guide) 4 Discussion and Writing Questions 56 Its in the Reading (Reading Comprehension)  Visit www.kidsdiscover.com/standards to find out more about how KIDS DISCOVER meets state and national standards. 7 Everything Visual (Graphic Skills) 8 Cross-Curricular Extensions 912 Answer Keys to Blackline Masters

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PREREADING ACTIVITIES
efore distributing KIDS DISCOVER Ancient Egypt activate B students prior knowledge and set a purpose for reading with these activities.
,

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Ancient Egypt
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Discussion
o get students thinking about how this topic relates to their interests and lives, ask:  Why do you think people are fascinated by ancient Egypt?  What do you want to learn about ancient Egypt?

Get Set to Read (Anticipation Guide)

Concept map
xplain to students that they will be reading Ancient Egypt. Ask: What are some words that are related to Ancient Egypt? List students responses on the board. (See box below for some terms they may suggest.) After creating a list, ask students to group the words into categories, such as People or Places. Create a concept map by writing Ancient Egypt on the board and circling it. Write the categories around the circle and draw lines between the ideas to show connections. Then write the words from the list around the appropriate categories. Encourage students to add more words to the concept map as they read Ancient Egypt.

opy and distribute the Get Set to Read blackline master (page 3 of this Teachers Guide). Explain to students that this Anticipation Guide will help them find out what they know and what misconceptions they have about the topic. Get Set to Read is a list of statementssome true, some false. Ask students to write whether they think each statement is true or false in the Before Reading column. Be sure to tell students that it is not a test and they will not be graded on their answers. The activity can be completed in a variety of ways for differentiated instruction: N Have students work on their own or in small groups to complete the entire page. N Assign pairs of students to focus on two statements and to become experts on these topics. N Ask students to complete the Before Reading column on their own, and then tabulate the classs answers on the chalkboard, on an overhead transparency, or on your classroom computer. N Review the statements orally with the entire class. If you predict that students will need assistance finding the answers, complete the Page Number column before copying Get Set to Read.

KEY TERMS
      Tutankhamen Queen Hatshepsut Ramses II Cleopatra pharaoh hieroglyphs       papyrus pyramid Nile Rosetta Stone Giza mummy

Preview

istribute Ancient Egypt and model how to preview it. Examine titles, headings, words in boldface type, pictures, charts, and captions. Then have students add new information to the Concept Map. If students will only be reading a few pages at one sitting, preview only the selected pages.

BE WORD WISE WITH POWER VOCABULARY!

ou have exclusive access to additional resources including Power Vocabulary blackline masters for every available KIDS DISCOVER title! These activities introduce students to 15 specialized and general-use vocabulary words from each KiDS DISCOVER title. Working with both types of words helps students develop vocabulary, improve comprehension, and read fluently. Follow the links from your Teachers Toolbox CD-ROM and find your title to access these valuable resources:

N N N N N N

Vocabulary cards Crossword puzzle Word find Matching Cloze sentences Dictionary list

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A Palace of Mud A Highway of Water A Hall of Two Truths

Ancient Egypt
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Name ____________________________________________ Date _________________

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Get Set to Read

Ancient Egypt was an advanced civilization. What do you know about ancient Egypt? In Before Reading, write true if you think the statement is true. Write false if you think the statement is not true. Then read KIDS DISCOVER Ancient Egypt. Check back to find out if you were correct. Write the correct answer and the page number where you found it. CHALLENGE: Rewrite each false sentence in a way that makes it true. Before Reading After Reading 1. The Egyptian civilization began on Page Number

_____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

_____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

_____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

the banks of the Euphrates River.

2. Pharaohs ruled ancient Egypt. 3. Rice was the main food in the

ancient Egyptian diet.

4. All ancient Egyptians worshiped

inside the temple.

5. A pharaoh ordered carvings in the

sandstone cliffs of Abu Simbel.

6. No one has been able to decode the

Egyptian hieroglyphs.
7. Workers built the pyramids as tombs

for the pharoahs.

8. Egyptians in every class were made

into mummies after death.

KIDS DISCOVER

ANCIENT EGYPT 3

DISCUSSION & WRITING QUESTIONS

se the following questions as oral discussion starters or for U journaling. For additional in-class discussion and writing questions, adapt the questions on the reading comprehension blackline masters on pages 5 and 6.
Cover  Do you know to whom or to what each blurb on the cover refers? Which blurb do you think is most interesting? Why? All pages  Have you ever been to Egypt? If so, what did you see there? What towns and cities did you visit? In what ways is life there different from life where you live? Pages 23 People in ancient Egypt lived near the Nile River. Ask:  What are the advantages and disadvantages of living on the banks of a river? Would you like to live near a river? What kinds of things would the river enable you to do? Pages 45 An ancient Egyptian pharaoh named Akhenaten required all Egyptians to worship only one god. Ask:  Do you think a leader should decide who or what people can worship? Explain. Pages 45 In ancient Egypt, there were many dynasties. A dynasty is a series of rulers all from the same family. Ask:  Do you think its a good idea to have successive rulers of a country come from the same family? What advantages and disadvantages do you see in this kind of arrangement? Pages 67 The Egyptian social pyramid is shown on page 6. Ask:  Do you think there is a social pyramid in America? If so, how does the Egyptian social pyramid differ from the American social pyramid? Pages 67 Several foods and drinks are mentioned on page 7. Ask:  Which of these foods have you eaten? Do you like these foods?

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Pages 89 Several Egyptian gods are shown and described on pages 8-9. Some of these gods had more that one form and several jobs. Ask:  Do any of the various combinations of forms or jobs of the gods surprise you? Which ones?  If you are familiar with any of the ancient Greek gods, what are some similarities between the Egyptian and Greek gods? What are some differences? Pages 1011  If someone were to carve four different versions of you, what would you want these different versions to look like? Pages 1213  Which of the inventions mentioned on pages 1213 do you think is most amazing? Why?
Add KIDS DISCOVER issues and a class set of blackline masters to your substitute teacher folder for when you are absent.

Pages 1415  How is the building of the pyramids different from how they would be built today using modern technology and tools?  Has your view of the pyramids changed now that you understand the labor that was involved in building them? If so, how has it changed? Pages 1617  In your opinion, what is the most interesting part of the mummification process or preparing the dead? Did any of the steps surprise you? Which ones? All pages After students read the issue, ask:  Would you like to have lived in ancient Egypt? Why or why not?  What is the most fascinating thing you learned about ancient Egypt? Why is it fascinating to you?

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Ancient Egypt
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Name ____________________________________________ Date _________________

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Its in the Reading

After reading KIDS DISCOVER Ancient Egypt, choose the best answer for each question. Fill in the circle.

Find your answers on the pages shown in the book icon next to each question.

1. How did the yearly flooding of the Nile help farmers?

H H H H
A. by watering crops B. by leaving behind rich soil C. by drowning pests D. by spreading seeds

2 3

2. How did ordinary ancient Egyptians change their view of their rulers?
H A. They began thinking of the rulers as links between gods and the people rather than as gods themselves. H B. They began worshiping the rulers as the major god of the world. H C. They stopped believing that the rulers had any connection to the gods. H D. They began thinking that the rulers were signs that the gods did not approve of the Egyptian way of life.

4 5

3. How does the average life span of ancient Egyptians compare to that of
present-day Americans?

H A. The life spans of present-day Americans and ancient Egyptians are about equal. H B. The average life span of ancient Egyptians was much longer than that of modern Americans H C. The average life span of modern Americans is much longer than that of ancient Egyptians. H D. The average life span of modern Americans is much shorter than that of ancient Egyptians.

6 7

4. What can you conclude by knowing that Egyptians slept on headrests to

prevent snakes and scorpions from crawling on their heads? H A. Egyptians did not care if snakes and scorpions crawled on the rest of

6 7

their bodies. H B. Egyptians slept outside. H C. Snakes and scorpions could get into Egyptian homes. H D. Egyptian homes did not have doors and windows that could be closed.

5. Why did ordinary Egyptians only see the statues of the gods during
religious festivals?

H A. Statues were destroyed after each religious festival. H B. Ordinary people had to cover their eyes when they passed the statues at other times. H C. The statues were kept in the homes of priests and priestesses where ordinary people could not visit. H D. Ordinary people were not allowed in the temples where the statues were kept.
KIDS DISCOVER

8 9

ANCIENT EGYPT 5

Its in the Reading

(continued)

6. Which god or goddess would an ancient Egyptian farmer be most likely

to ask for favors? H A. Horus H B. Osiris H C. Amun-Re H D. Troth

8 9

7. About how old is the facade of the Great Temple?

H H H H
A. about 850 years old B. about 1,250 years old C. about 2,000 years old D. about 3,200 years old

10 11

8. Without being able to read hieroglyphs, how would a person be able to

H H H H
tell whether a hieroglyph referred to a member of the royal family? A. The hieroglyph would include crowns. B. Some hieroglyphs would be encircled by a frame. C. The hieroglyphs would be stamped by the royal seal. D. The hieroglyph would be written on gold.

12 13

9. Which of these simple tools was not used to build the pyramids?
H H H H
A. lever B. wedge C. wheel D. ramp, or inclined plane

14 15

10.

Why did embalmers leave the heart in a mummy? H A. The heart was needed to get into the next life. H B. Removing the heart would require cutting into the mummy. H C. The embalmer did not know where the heart was. H D. The heart was considered the least important organ.

16 17

11.

What do you think was the greatest accomplishment of the ancient Egyptians? Explain.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

KIDS DISCOVER ANCIENT EGYPT 6

A Palace of Mud A Highway of Water A Hall of Two Truths

Ancient Egypt
DISCOVER

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WOMEN RULE!

Everything Visual
What happened first? This is a question a time line can answer. A time line places events in the order that they happen. Dates, pictures, and words on them help outline history. Look at the time line on pages 27. Then answer the questions.

1. Many dates on the time line are preceded by the abbreviation c. The abbreviation stands for
circa, which means about or approximately. Why is the abbreviation used with the dates?

______________________________________________________________________________ ______________________________________________________________________________

2. The black line of the time line names different periods of ancient Egyptian history. How many
periods are identified over the pages? What was the last period?

______________________________________________________________________________ ______________________________________________________________________________

3. Why does the time line show events that did not take place in ancient Egypt?
______________________________________________________________________________ ______________________________________________________________________________

4. What happened between c. 2130 and 1980 B.C.?

______________________________________________________________________________ ______________________________________________________________________________

5. Why are so many events from Greece shown during the Third Intermediate and Late periods?
______________________________________________________________________________ ______________________________________________________________________________

6. What North American culture is shown on the time line?

______________________________________________________________________________ ______________________________________________________________________________

KIDS DISCOVER

ANCIENT EGYPT 7

CROSS-CURRICULAR EXTENSIONS
ve students try these activities to expand their knowledge Ha and interest in ancient Egypt. Math, History
In the time line that runs along the bottom of pages 27, students learn about Egyptian events from 4500 B.C. to 31 B.C. Have students make up math problems using the dates in the time line. For example: How many years are there between when the first semi-permanent villages appeared in Egypt and when the Assyrians conquered Egypt? How many years ago did Alexander the Great conquer Egypt? Then, draw students attention to a few dates on the time line that do not directly deal with Egypt, such as the year the first Olympic Games were held in Greece in 776 B.C. Ask students to locate these places on a world map. Then students can do some research about other events that occurred in world history from 4500 B.C. to 31 B.C. They can add these events to the time line by writing the events and dates on sticky notes and sticking them on the approximate places along the time line in the issue.

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Art, Language Arts

On pages 8 and 9, students see various ancient Egyptian gods in some of their many forms. Have students design images to represent the god or goddess of beauty, the moon, the sun, love, the sky, or another part of life. Students should draw two different versions of the god or goddessone in ancient Egyptian form and dress, and the other as a modern representation of the god or goddess. Students should write a brief description of what the god or goddess protected or represents, why they chose to represent it in the form that they did, and how their ancient and modern versions are alike and different. Display the artwork and writings on a bulletin board.

Language Arts
Have students write a short story in which a mummy is one of the characters. The story can take place in the present, or it can take place in ancient Egypt. Students can decide to tell the story in the first person, from the mummys point of view, or with an omniscient narrator.

Give students opportunities to earn extra credit by reading and summarizing a KIDS DISCOVER issue.

G e o g r a p h y, M a t h
The Nile River is the longest river in the world. Have students do some research and find the next four longest rivers in the world. Create a chart on the board with the names of the rivers along the side. Along the top, write questions that students have about the rivers, such as In what country or state does the river begin? What is the end point of the river? and How long is the river? Ask students questions that require them to use the chart, such as How much longer is the Nile River than the Amazon River?

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Ancient Egypt
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Name ____________________________________________ Date _________________

ANSWER KEY

Freshen Your Fac e with Animal Fat

WOMEN RULE!

Get Set to Read

Ancient Egypt was an advanced civilization. What do you know about ancient Egypt? In Before Reading, write true if you think the statement is true. Write false if you think the statement is not true. Then read KIDS DISCOVER Ancient Egypt. Check back to find out if you were correct. Write the correct answer and the page number and where you found it. CHALLENGE: Rewrite each false sentence in a way that makes it true. Before Reading 1. The Egyptian civilization began on After Reading False Page Number p. 2

the banks of the Euphrates Nile River.

2. Pharaohs, or kings, ruled ancient True p. 4

Egypt.
3. Rice Bread made from barley was False p. 6

the main food in the ancient Egyptian diet.

4. All ancient Egyptians worshiped False p. 8

Almost no one other than the pharaoh and high priests and priestesses were allowed to worship inside the temple.
5. Ramses II ordered carvings in the True p. 10

sandstone cliffs of Abu Simbel.

6. No one has Because of the Rosetta False p. 12

Stone, people have been able to decode the Egyptian hieroglyphs.

7. Workers built the pyramids as tombs True p. 14

for the pharaohs.

8. Egyptians in every class Usually False p. 16

only pharaohs and people in the highest social classes were made into mummies after death.

KIDS DISCOVER

ANCIENT EGYPT 9

A Palace of Mud A Highway of Water A Hall of Two Truths

Ancient Egypt
DISCOVER

KIDS

HELPI HOOVNG ES

Name ____________________________________________ Date _________________

ANSWER KEY

Freshen Your Fac e with Animal Fat

WOMEN RULE!

Its in the Reading

After reading KIDS DISCOVER Ancient Egypt, choose the best answer for each question. Fill in the circle.

Find your answers on the pages shown in the book icon next to each question.

1. How did the yearly flooding of the Nile help farmers?

H G H H
A. by watering crops B. by leaving behind rich soil (inference) C. by drowning pests D. by spreading seeds

2 3

2. How did ordinary ancient Egyptians change their view of their rulers?
G A. They began thinking of the rulers as links between gods and the people rather than as gods themselves. (main idea and details) H B. They began worshiping the rulers as the major god of the world. H C. They stopped believing that the rulers had any connection to the gods. H D. They began thinking that the rulers were signs that the gods did not approve of the Egyptian way of life.

4 5

3. How does the average life span of ancient Egyptians compare to that of
present-day Americans?

H A. The life spans of present-day Americans and ancient Egyptians are about equal. H B. The average life span of ancient Egyptians was much longer than that of modern Americans G C. The average life span of modern Americans is much longer than that of ancient Egyptians. (comparison and contrast) H D. The average life span of modern Americans is much shorter than that of ancient Egyptians.

6 7

4. What can you conclude by knowing that Egyptians slept on headrests to

prevent snakes and scorpions from crawling on their heads? H A. Egyptians did not care if snakes and scorpions crawled on the rest of

6 7

their bodies. H B. Egyptians slept outside. G C. Snakes and scorpions could get into Egyptian homes. (draw conclusions) H D. Egyptian homes did not have doors and windows that could be closed.

5. Why did ordinary Egyptians only see the statues of the gods during
religious festivals?

H A. Statues were destroyed after each religious festival. H B. Ordinary people had to cover their eyes when they passed the statues at other times. H C. The statues were kept in the homes of priests and priestesses where ordinary people could not visit. G D. Ordinary people were not allowed in the temples where the statues were kept. (cause and effect)
KIDS DISCOVER

8 9

ANCIENT EGYPT 10

Its in the Reading

(continued)

6. Which god or goddess would an ancient Egyptian farmer be most likely

to ask for favors? H A. Horus G B. Osiris (draw conclusions) H C. Amun-Re H D. Troth

8 9

7. About how old is the facade of the Great Temple?

H H H G
A. about 850 years old B. about 1,250 years old C. about 2,000 years old D. about 3,200 years old (synthesis)

10 11

8. Without being able to read hieroglyphs, how would a person be able to tell
H G H H
whether a hieroglyph referred to a member of the royal family? A. The hieroglyph would include crowns. B. Some hieroglyphs would be encircled by a frame. (main idea and details) C. The hieroglyphs would be stamped by the royal seal. D. The hieroglyph would be written on gold.

12 13

9. Which of these simple tools was not used to build the pyramids?
H H G H
A. lever B. wedge C. wheel (details) D. ramp, or inclined plane

14 15

10.
G H H H

Why did embalmers leave the heart in a mummy? A. The heart was needed to get into the next life. (cause and effect) B. Removing the heart would require cutting into the mummy. C. The embalmer did not know where the heart was. D. The heart was considered the least important organ.

16 17

11.

What do you think was the greatest accomplishment of the ancient Egyptians? Explain. Answers will vary, but students should provide reasons for their opinion.

KIDS DISCOVER

ANCIENT EGYPT 11

A Palace of Mud A Highway of Water A Hall of Two Truths

Ancient Egypt
DISCOVER

KIDS

HELPI HOOVNG ES

Name ____________________________________________ Date _________________

ANSWER KEY

Freshen Your Fac e with Animal Fat

WOMEN RULE!

Everything Visual
What happened first? This is a question a time line can answer. A time line places events in the order that they happen. Dates, pictures, and words on them help outline history. Look at the time line on pages 27. Then answer the questions.

1. Many dates on the time line are preceded by the abbreviation c. The abbreviation stands for
circa, which means about or approximately. Why is the abbreviation used with the dates? The actual dates are not known. The dates given are estimates of when the events took place.

2. The black line of the time line names different periods of ancient Egyptian history. How many
periods are identified over the pages? What was the last period? Eight periods are shown. The last one is the Late Period.

3. Why does the time line show events that did not take place in ancient Egypt?
By providing events that took place in other parts of the world, the time line helps place Egyptian events in context of the larger world.

4. What happened between c. 2130 and 1980 B.C.?

The Egyptian central government collapsed.

5. Why are so many events from Greece shown during the Third Intermediate and Late periods?
The Greek civilization was advancing rapidly and during the Late Period Alexander the Great conquered Egypt and made it part of the Greek empire.

6. What North American culture is shown on the time line?

The Olmec civilization of Mexico is shown on the time line.

KIDS DISCOVER

ANCIENT EGYPT 12