Ancient Egypt and Kush
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT OVER THE
COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
1
Section 1:Geography and Ancient Egypt
Essential Question:
How was the success
of Egyptian
civilization tied to
the Nile River?
The Big Idea:
The water fertile soils, and protected setting of the Nile Valley
allowed a great civilization to arise in Egypt around 3200 BC.
If you were there…Your family are farmers in the Nile Valley.
Each year when the floodwaters spread rich soil on the land, you help your
father plant barley. When you are not in the fields, use pay the fine linen
thread from flax you have grown. Sometimes you and your friends hunt
birds in the tall grasses along the riverbanks.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
2
Building Background Mesopotamia was not the only place where
an advanced civilization grew up along a great river. The narrow
valley of the Nile River in Egypt also provided fertile land that
drew people to live there. The culture that developed in Egypt
was more stable and long-lasting than those of Mesopotamia.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
3
The Gift of the Nile
Location and Physical
Features
Geography played a key role
in the development of
Egyptian civilization.
The Nile River brought life
to Egypt.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT OVER
THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
4
The Nile is the longest river in the world.
It begins in Central Africa and runs a 4,000 miles north to the Mediterranean
Sea. Egyptian civilizations developed along a 750–mile stretch of the Nile in
northern Africa
Ancient Egypt included two regions, a southern region
and the northern region. The southern region was called
Upper Egypt. It was so named because it was located up
rivers in relation to the Nile’s flow. Lower Egypt, the
northern region, was located down river.
The Nile River sliced through the desert
of upper Egypt and created rich fertile
soil in an area 13 miles wide.
On either side of the Nile lay hundreds of miles of bleak desert.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
5
As you can see on the map on the
previous slide, the Nile rushed
through the rocky, hilly land south
of Egypt.
At several points, this
terrain caused cataracts, or
strong rapids.
The first cataract , 720 miles south
of the Mediterranean, marks the
southern border of Upper Egypt.
Five more cataracts lay farther south. These are rapids made sailing that
portion of the Nile River very difficult.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
6
In Lower Egypt, The Nile divided into several bridges the stand out and
flowed into the Mediterranean Sea.
These branches formed a
delta, a triangle–shaped
area of land made of soil
deposited by a river.
In ancient times, swamps
and marshes covered much
of the Nile Delta. Some two
thirds of Egypt’s fertile
farmland was located in the
Nile delta
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT
OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
7
The Floods of the Nile
Because it received so little rain, most of Egypt was desert. Each year,
however, rainfall far to the south of Egypt in the highlands and east Africa
caused a Nile to flood. Almost every year, the Nile flooded upper Egypt in
midsummer and lower Egypt in the fall, coating the land around the river
with rich silt.
Silt is a mixture of fertile soil and tiny rocks back and make a
land ideal for farming.
The silt from the Nile made the soil ideal for
farming.
The silt also made the land dark in color. That is why
Egyptians called their country that black land. They called
the dry, lifeless desert beyond the river valley in red land.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
8
Each year the Egyptians
awaited the flooding of
the Nile. For them, the
river’s floods were a lifegiving miracle. With the
floods people never could
have settled in Egypt.
Why was Egypt called the gift of the Nile?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
9
Civilization Develops Alongside the Nile
Hunter-gatherer groups moved into the Nile Valley more than 12,000
years ago. They found plants, wild animals, and fish there to eat. In
time these people learned how to farm, and they settled along the Nile in
small villages.
As in Mesopotamia, farmers in Egypt developed
an irrigation system.
The people in Mesopotamia build basins to
collect water during the yearly floods
and store this precious resource for long
afterward. They also build a series of canals that
could used in the dry months to direct water from
the basins to the fields where it was needed.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
10
The Nile provided early Egyptian farmers with an
abundance of food.
The farmers grew wheat, barley,
fruits, vegetables, and raised cattle
and sheep. The river also
provided many types of fish, and
hunters trapped wild geese and
ducks along its banks.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
11
The Nile offered another advantage.
The Nile had natural barriers that made Egypt hard to invade.
The desert to the west was too hard to cross. In the north, the
Mediterranean Sea kept many enemies away. Cataracts, or rapids, made it
difficult for outsiders to sail from the south.
Protected from invaders, the villages of Egypt grew. Wealthy farmers
emerged as village leaders. These strong leaders gained control Over
several villages. By 3200 BC, the village had banded together.
Egypt developed into two kingdoms. One was called Lower
Egypt and the other was called Upper Egypt.
What attracted
Cataracts
Desert to the west
early settlers to
the Nile
Valley?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT
OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
12
Kings Unify Egypt
The king of Lower Egypt ruled in a town called Pe. He
wore a red crown to symbolize his authority. Nekhen was a
capital city of Upper Egypt. In this kingdom, the king
wore a cone-shaped white crown.
Around 3100 BC a leader named Menes rose to power in Upper
Egypt.
Menes wanted to unify the Upper and Lower Egypt. The
armies of Menes invaded and took control of Lower Egypt.
Menes then united the two kingdoms. He married a princess
from Lower Egypt to strengthen his country. Menes wore both
the white crown of Upper Egypt and the red crown of Lower
Egypt. This symbolized leadership over both kingdoms. He
later combined the two crowns into a double crown.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
13
A pharaoh is a title used by the
rulers of Egypt
The term Pharaoh means, “great house.”
Menes also founded Egypt’s first dynasty.
A dynasty is series of rulers from
the same family.
Menes built a new capital city at the southern tip of the Nile called
Memphis. For centuries Memphis was the political and cultural center of
Egypt.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT
OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
14
The First Dynasty lasted for about 200 years. Pharaohs who came after
Menes wore the double crown to symbolize their rule over Upper and Lower
Egypt. Rivals challenged the First Dynasty for power. These challengers
took over Egypt and established the Second Dynasty.
Why do you think Menes wanted to rule over both kingdoms of Egypt?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
15
Essential Question:
How was Egyptian
society organized?
What role did
religion take in
Egyptian society?
Section 2 The Old Kingdom
The Big Idea:
Egyptian government and religion were
closely related to the Old Kingdom.
If you were there… You are a peasant farmer in Egypt. To
you, the pharaoh is a god, a descendant of the sun god, Re. You
depend on his strength and wisdom. For part of the year, you’re
busy planting crops in your fields. But at other times, you work
for the pharaoh. You are currently helping to build a great tomb
in which the pharaoh and many of his belongings will be buried
when he dies.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
16
Building Background As in other ancient cultures,
Egyptian Society was based on a strict order of social
classes. A small group of royalty, nobles, and priests
ruled Egypt. They depended on the rest of the population
to supply food, crafts, and labor. Few people questioned
this arrangement of society.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
17
Early Egyptian Society
The First and Second Dynasties ruled Egypt for about four
centuries. Around 2700 BC, the Third Dynasty rose to power.
Its rule began the Old Kingdom.
The Old Kingdom, was a period in Egyptian history that
lasted from 2700 BC to 2200 BC.
Rule By Pharaohs
The old kingdom was based on the belief that the pharaoh was both a king
and a god. The ancient Egyptians believed that Egypt belonged to the gods.
They believed that the pharaoh had come to earth to manage Egypt for the
rest of the gods. As a result, he had absolute power over all the land and
people in Egypt.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
18
But the pharaoh’s status as a god came as many responsibilities.
People blamed him if the crops did not grow or if disease struck.
They also demanded that the pharaoh make trade profitable and
prevent wars.
To carry out these
duties the pharaohs
hired government
officials. Most
officials came from
the pharaoh’s
family.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT
OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
19
The most famous pharaoh of the old kingdom was Khufu who
ruled in the 22500 BC.
Egyptian legend says he was a cruel
pharaoh. The historical records tell
us that the people who work for him
were well fed.
Khufu is best known for the monuments that
were built to him.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
20
The Social Structure
At the top of Egyptian
society was the Pharaoh.
Just below him were the upper
classes, which included priests
and key government officials.
Many of these priests
and officials were
nobles, or rich and
powerful families.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
21
Below the nobles were the
middle class of lesser
government officials, scribes,
crafts-people, and merchants.
Egypt's lower class, about
80% of the population,
was made of mostly
farmers.
Below the farmers in the
social order were the slaves
and servants.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
22
Pharaoh
Nobles and Priests
Copy this
chart in
your
notebook!
Scribes, Merchants Craftsmen
Farmers
Slaves
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
23
Egypt and Its Neighbors
During the Old Kingdom, Egypt began trading with its
neighbors. Traders returned from Nubia with gold, ivory,
slaves, and stone. Traders traveled to Punt, an area on the
Red Sea to *acquire incense and myrrh (MUHR).These two
items were needed to make perfume and medicine.
How was society structured in the Old Kingdom?
*acquire-to get
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT
OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
24
Religion and Egyptian Life
Ancient Egyptians had strong religious beliefs.
Worshipping gods was part of everyday life. Many
Egyptian religious customs focused on what happened
after people died.
The Gods of Egypt
Ancient Egyptians practiced polytheism, or the belief in
more than one god.
Ancient Egyptians built great temples to their gods all over the kingdom.
The temples collected payments from the government and worshippers to
pay for growth of the great temples.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
25
Over time cities became centers of worship of
certain gods. In Memphis, for example, people
prayed to Ptah, the creator of the world.
The Ancient Egyptians had gods for nearly
everything, including the sky, sun, and earth.
For example, Anubis, the god of the dead, had a
human body and a jackal ‘s head. other major gods
included
• Re, or Amon-Re, the sun god
• Osiris, the god of the underworld
• Isis, the goddess of magic, and
• Horus, a sky god, god of the pharaohs
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
26
Emphasis on Afterlife
Much of Egyptian religion focused on the afterlife, or
life after death.
The Egyptians believed the after life was a happy place. The Egyptian
belief of an after life came from their idea of ka (KAH) or a persons life force.
When a person died a person’s ka
left their body and became a
spirit. However, the ka remained
linked to the body and could not
leave it’s burial site. The ka had
the same needs that people had
when they were living.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
27
To fulfill the ka’s needs, people
filled tombs with objects from
the afterlife. These tombs
included furniture, clothing,
tools, jewelry, and weapons.
Relatives were expected to bring
food to the ka so they would not
be hungry.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
28
Burial Practices
Ideas about the after live shaped Egyptian burial practices. Egyptians
believed the body had to be prepared for the afterlife before it could be
buried. This meant the body had to be preserved so it could be recognized
If the body was not recognized, that would break the link between the
body and the spirit and the ka would not have a good afterlife.
To keep the ka from suffering, the Egyptians
developed a *method called embalming.
Embalming allowed bodies to be preserved for
many, many years as mummies. A body that
was embalmed would not decay quickly.
Mummies were specially treated
bodies wrapped in cloth.
*method-a way of doing something
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT
OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
29
Embalming was a complex process, that took several weeks. When finished
the embalmers wrapped the body in linen cloth and bandages. The mummy
was placed in a coffin.
Only the wealthy and other members of Egypt’s *elite.
The elite were people of wealth and power that lived in
Egypt and could afford to have mummies made.
Peasant families buried their dead in shallow graves at the edge of the
desert. The hot dry sand and lack of moisture preserved the bodies.
How did religious beliefs affect Egyptian
burial practices?
*elite-people of wealth and power
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
30
The Pyramids
Egyptians believed that the burial
site, especially burial tombs, were
very important. As a result they built
spectacular monuments in which to
bury their rulers.
But at the most spectacular of
them all were the pyramids.
Pyramids were huge stone
tombs with four triangleshaped walls that met at a
point at the top.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
31
Many of these pyramids were build during the Old Kingdom and are still
standing today. The largest is the Great Pyramid of Khufu near the town
of Giza. It covers more than 13 acres at it’s base and stands 481 feet in
height. It took more than 2 million limestone blocks to build. Historians
are still not sure how the Egyptians built the pyramids.
They are, however,
amazing feats of
engineering, the
application of scientific
knowledge for practical
purposes.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
32
Burial in a pyramid demonstrated a pharaoh's importance.
The size was a symbol of the pharaoh’s greatness.
The pyramid’s shape, pointing to the skies, symbolized the pharaoh’s journey
to the afterlife.
The Egyptians wanted to make the pyramids spectacular because they
believed that the pharaoh, as their link to the gods, controlled everyone’s
afterlife. Making the pharaoh’s spirit happy was a way of ensuring happy
afterlife for every Egyptian.
Why were the
pyramids so
important to the
people of ancient
Egypt?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
33
Essential Question:
Why did Egyptian
society reach it’s
peak and then fall
apart?
Section 3 The Middle and New Kingdom
The Big Idea:
During the Middle and New Kingdoms,
order and greatness were restored in
Egypt.
If you were there… You are a official serving Queen
Hatshepsut of Egypt. You admire her, but some people
think a woman should not rule. She calls herself king, and
dresses like a pharaoh-even wearing a fake beard. That
was your idea! You wish you could help more.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
34
Building Background The powers of the pharaohs
expanded during the Old Kingdom. Society was orderly,
based on the great differences between social classes. But
rulers and dynasties changed, and Egypt changed with
them. In time, these changes led to new eras in Egyptian
history, eras they called the Middle and New Kingdoms.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
35
The Middle Kingdom
At the end of the Old Kingdom, the wealth
and power of the pharaohs declined.
Building an maintaining the pyramids cost a
lot of money. Pharaohs could not collect
enough taxes to keep up with the expenses.
Many nobles challenged the power of the pharaohs. They tried to
take the power away from the pharaohs. By 2200 BC, the Old
Kingdom had fallen and for the next 160 years the nobles battled
each other for power in Egypt. People faced economic hardships
* famine-starvation
and *famine.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
36
Finally, around 2050 BC, a powerful pharaoh named Mentuhotep
II defeated his rivals. Once again Egypt was united. Mentuhotep’s
rule began
the Middle Kingdom, a period of order and stability that lasted
until 1750 BC.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
37
Toward the end of the Middle Kingdom, pharaohs could not keep the
kingdom together. In the mid-1700s BC, a group from Asia called the
Hyksos (HIK-SOHS) invaded.
The Hyksos used horses, chariots and advanced weapons to conquer
Lower Egypt, which ruled for 200 years.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
38
The Egyptians resented being occupied and paying taxes to the Hyksos.
Eventually, the Egyptians fought back in the mid 1500’s BC. Ahmose (AHMOHS) drove the Hyksos out of Egypt. Ahmose declared himself king of all
Egypt.
What problems caused
the end of the Middle
Kingdom?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
39
The New Kingdom
Ahmose rise to power marked the beginning of the Egypt's 18th Dynasty. It
was the beginning of the New Kingdom.
The New Kingdom was a period during which Egypt
reached the height of its power and glory.
The New Kingdom
lasted from 1550BC
to 1050 BC, conquest
and trade brought
tremendous wealth
to the pharaohs.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
40
Building an Empire
After battling the Hyksos, Egyptian leaders feared future invasions. To
prevent future invasions from occurring, they decided to take control of all
of the possible invasion routes. In this process they turned Egypt into an
empire.
Egypt decided to target the Hyksos on their
homeland. After taking over the Hyksos homeland
the Egyptians continued to conquer Syria. Soon the
Egyptians took over the entire eastern shore of the
Mediterranean. They even defeated the kingdom of
Kush, south of Egypt. See the map on the next slide.
Egypt became the leading military power in the region.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
41
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
42
Military *conquests made Egypt rich.
The kingdoms it conquered regularly sent treasures to the Egyptian
conquerors. For example, the kingdom of Nubia sent annual payments of
gold, leopard skins, and precious stones to the pharaohs to maintain good
relations.
*conquest-defeats or take over
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
43
Growth and its Effects on Trade
Egypt's conquests brought Egyptian traders into contact with more distant
lands. Egypt's trade became very profitable.
Profitable trade routes, or paths followed by traders,
developed.
Many of the lands Egypt took over
had valuable resources for trade.
For example, The Sinai Peninsula
had large supplies of turquoise and
copper.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
44
Queen Hatshepsut, an Egyptian ruler, worked to increase
trade. She supported art and *architecture.
She sent Egyptian traders south to trade with the
Kingdom of Punt on the Red Sea and North to
trade with the people in Asia and Greece.
Hatshepsut and later pharaohs used the wealth
they earned from trade to support the arts and
architecture. Hatshepsut is remembered for the
impressive monuments and temples build during
her reign.
*architecture-building design or construction
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
45
Invasion of Egypt
Despite its great success, Egypt’s military did
not go unchallenged. In the 1200s BC
Ramses (RAM-seez) II or Ramses the Great
came to power.
Ramses the Great reign as pharaoh was
one of the longest in history.
Ramses was successful in signing a peace treaty
with the Hittities after many years of battle.
The Tehenu, to the west, threatened the
Egyptians. Ramses build a series of forts in the
western frontier. This was a wise decision and
that defeated the Tehenu.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
46
After Ramses death the
Egyptians faced many wars
and invasions for the next fifty
years. Egypt fell into disorder
and violence and would never
recover. Egypt would never
again regain its power.
What caused the
growth of trade in the
New Kingdom?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
47
Work and Daily Life
Although Egyptian dynasties rose and fell. Daily Egyptian life did
not change very much. As the population grew, society became more
complex. A complex society requires people to take on different
jobs.
Scribes
One of the most honored jobs in Egypt was to be a scribe.
Scribes kept records and accounts for the
state. They also wrote and copied religious
texts.
Scribes became wealthy because they did not have
to pay taxes.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
48
Artisans, Artists, and Architects
Below the scribes on the social scale were artisans who worker as
sculptors, builders, carpenters, jewelers, metal workers, and leather
workers. They worked for the government or for the temples. They
made pottery, statues, furniture, jewelry, footwear, and other items.
Architects and artists were
admired in Egypt. Architects
designed temples and royal
tombs. Artists produced many
different works. They often
worked in the pharaohs’ tombs
painting detailed pictures.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
49
Soldiers
After the Middle Kingdom, Egypt created a professional army. The
military offered a chance to rise in status. Soldiers received land
payment and could keep treasure they captured in war.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
50
Egypt’s farmers and other
peasants were the bottom of the
social scale. They made up the
majority of Egypt’s population.
Peasant farmers used wooden
hoes or cow-drawn plows to
prepare the land before the Nile
flooded. Farmers planted seeds
and work together to gather the
harvest. Farmers had to give up
crops to the pharaoh for taxes.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
51
Slaves
The few slaves in Egypt worked on farms, on building
projects, and in households. In some cases slaves could
earn their freedom.
Family Life in Egypt
Most of Egyptian families lived in their own homes. Men
were expected to marry young so they would start having
children. Most Egyptian women were devoted to their homes and their
families. Some however, had jobs outside the home. Egyptian women had
certain legal rights. These included the right to own property, make
contracts, and divorce their husbands.
A contract was a legal and binding agreement.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
52
Children played with toys,
took part in ballgames,
and hunted.
Most boys and girls received an
education. At school they
learned morals, writing, dance,
and sports. At age 14 most boys
left school to join their father’s
profession.
What types of jobs did people perform in ancient Egypt?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
53
Essential Question:
What long lasting
achievements have
Egyptians
contributed to
modern societies?
Section 4 Egyptian Achievements
The Big Idea:
The Egyptians made lasting achievements
in writing, architecture, and art.
If you were there…You are an artist in ancient Egypt. A
noble has hired to decorate the walls of his family tomb. You are
standing inside the new tomb, studying the bare walls you will
decorate. No light reaches in the chamber, but your servant holds
a lantern high. You’ve met the noble briefly but you think he is
someone who loves his family, the gods, and Egypt.
What would you include in your painting?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
54
Building Background The Egyptians have a rich and
varied history, but most people today remember them for
their cultural achievements, such as their unique writing
system. In addition, Egyptian art, including the tomb
paintings mentioned on the last slide is admired by millions
of tourists in museums around the world.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
55
Egyptian Writing
In the Egyptian writing system, or hieroglyphics (hy-ruh-GLIHfiks), Egyptians used picture symbols to represent words.
Egyptian hieroglyphics were one of the world’s first writing
systems.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
56
The earliest examples of Egyptian writing are
from around 3300 BC. These early writings
were carved in stone or other hard materials.
Later, the Egyptians learned how to make
papyrus (puh-PY-ruhs).
Papyrus is a long-lasting, paper-like
material made from reeds.
Egyptians made papyrus by pressing layers of
reeds together. Scribes wrote on papyrus using
brushes or ink.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
57
The hieroglyphic writing
system used more than 600
symbols, mostly pictures of
objects. Hieroglyphics could
be written vertically or
horizontally. They could be
written from left to right or
right to left. This could
made hieroglyphics flexible
to write but hard to read.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
58
The Rosetta Stone
Historians and archeologists could not read hieroglyphics for centuries.
It was not until 1799 when a lucky discovery gave historians the key
they needed to read Egyptian writing. That key was the Rosetta Stone.
The Rosetta Stone was a stone slab inscribed with
hieroglyphics.
The Rosetta Stone has text in hieroglyphics,
Greek and a later form of Egyptian
writing. Because the text was in three
languages scholars that knew Greek
figured out what hieroglyphics said.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
59
Egyptian Texts
Because papyrus did not decay in Egypt’s dry climate, many
Egyptian texts survived. Today Historians can read Egyptian
historical records, science texts, and medical manuals. Literacy
works have also survived. Some texts, such as The Book of the
Dead, tell about the Egyptian after-life.
How is our writing similar to
hieroglyphics?
An Egyptian Calendar
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
60
Temples, Tombs, and Art
Egyptians are
famous for their
architecture and
art. The walls of
Egypt’s
magnificent
temples and tombs
are covered with
impressive
paintings and
carvings.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
61
Egypt’s Great Temples
Egyptians believed that temples were the homes for the
gods. People visited the temples to worship, offer gods gifts,
and to ask for favors.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
62
Rows of stone sphinxes lined the path leading to the entrance to
the temples.
Sphinxes were
imaginary creatures
with bodies of lions
and heads of other
animals like humans.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
63
At the entrance itself was a
huge, thick gate. On either
side of the gate might stand an
obelisk.
An obelisk
, a tall foursided pillar that is pointed on
top.
(AH-Buh-lisk)
The Washington monument is a modern day obelisk.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
64
The inside of the temple was lavishly decorated. Huge columns
supported the roof. In many cases these columns were covered
in paintings and hieroglyphics.
Statues of the gods and pharaohs often stood along the walls. The
sanctuary , the most sacred place, was at the far end of the temple.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
65
Egyptian Art
The ancient Egyptians were
masterful artists. They
painted scenes on canvas,
papyrus, pottery, plaster,
and wood.
Detailed works covered
temples and tombs. Temple
art was created to honor the
gods, while tomb art was
intended for the enjoyment of
the dead in the afterlife.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
66
The subjects of Egyptian paintings
varied. Some showed historical
events, such as the crowning of
kings. Other paintings show scenes
from religious rituals. Still others
show everyday life.
Egyptians were also skilled stoneworkers. For example, many
tombs included huge statues and detailed carvings on the walls.
The Egyptians also made beautiful objects out of gold and
precious stones. They made jewelry for both men and women.
This included bracelets, necklaces, and collars.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
67
Over the years treasure
hunters emptied many of
pharaohs’ tombs. In 1922
archeologists found the
tomb of King
Tutankhamen, or King Tut
(too-tang-KAHM-uhn).
This tomb was filled with
treasures, including jewelry,
robes, a burial mask, and
ivory statues.
What types of artwork were contained in Egyptian tombs?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
68
King Tutankhamen’s treasures have taught us much about
Egyptian burial practices and beliefs.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
69
Essential Question:
What mark did the
ancient Kush culture
have on modern day
Africans?
Section 5 Ancient Kush
The Big Idea:
The kingdom of Kush, which arose in south Egypt
in a land called Nubia, developed and advanced
civilization with a large trading network.
If you were there…
You live along the Nile River, where it
moves quickly through swift rapids. A few years ago, armies from
the powerful kingdom of Egypt took over your country. Some
Egyptians moved here. They bring new customs, and many people
are imitating them. Now your sister has a new baby and wants to
give it an Egyptian name! This upsets many people in your family.
How do you feel about Egyptian customs?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
70
Building Background Egypt
dominated the lands along the Nile,
but it was not the only ancient culture
to develop along the river. Another
kingdom called Kush arose to the
south of Egypt. Through trade,
conquest, and political dealings, the
histories of Egypt and Kush became
closely tied together.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
71
The Geography of Early Nubia
South of Egypt, a group of people settled in the region we now
call Nubia.
These Africans
established the first
great kingdom in the
interior of Africa. We
know this kingdom
by the name of the
Egyptians gave itKush.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
72
The Land of Nubia
Today the desert covers much of a Nubia, but one time rain and
flooded the Nile providing a reach a layer of silt for the land. This
made in the land rich for farming. Ancient Nubia was a rich in
minerals such as gold, copper, and stone. These resources played a
major role in the areas history and contributed to its wealth.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
73
Early Civilization in Nubia
The people of Nubia depended on
agriculture for their food. Among
the crops they grew were wheat,
barley, and other grains. The banks
of the Nile also provided grazing
land for livestock. As a result,
farming villages thrived all along the
Nile by 3500 BC.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
74
Over time some farmers grew richer than others. These farmers became
the village leaders. Sometime around 2000 BC, one of these leaders took
control of the other villages and made himself of king of the region. His
kingdom was called Kush.
The Kings of Krush ruled from their capital at Kerma (Kar-muh).
Because the Nile’s *cataracts made parts of
the river hard to pass through, Kerma was
safe from Egypt’s invaders. As time passed,
Kush society grew more complex. Kushites
became priests and artisans.
How did geography help
civilization grow in Nubia?
*cataracts-rough water rapids
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
75
Kush and Egypt
Kush and Egypt were neighbors. Sometimes they lived in peace with each
other and helped each other prosper. For example, Kush became a major
supplier of slaves and raw materials to Egypt.
The Kushites sent materials such as gold, copper, and stone to Egypt.
They also sent Egyptian ebony, a type of dark wood, and ivory, the hard
white material that made up elephant tusks.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
76
Egypt’s Conquest of Kush
Egypt’s rulers grew feared that Kush would grow
even more powerful and attack Egypt. To prevent
such an attack, the pharaoh Thutmose I sent an army
to take control of the Kush around 1500 BC. As a
result, the pharaoh's army conquered all of Kush and
made Kush part of Egypt.
The Egyptians destroyed Kerma, the
Kushite capital. Later pharaohsincluding Ramses the Great- built
large temples on what had been Kush
territory.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
77
Effects of the Conquest
Kush remained an Egyptian territory for 450 years. During that
time Egypt influenced the people of Kush. The Kushites adopted
Egyptian clothing, names, and religion.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
78
A Change of Power
During the mid 1000s BC the New Kingdom of
Egypt was ending. The power of the pharaohs
declined. Kushite leaders regained control of Kush.
Kush once again became independent. As Kush became stronger, a series
of *inept pharaohs left Egypt open for attack. In the 700s BC, a Kushite
king, Kashta, seized Egypt’s weakness and attacked it. He conquered
Upper Egypt. After Kashta died, his son Piankhi (PYAN-kee) continued to
attack Egypt. Piankhi fought the Egyptians and conquered Egypt’s
ancient capital. Piankhi kingdom extended north from Napata to the Nile
Delta.
* inept –inadequate, clumsily
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
79
The Kushite Dynasty
After Piankhi died, his brother Shabaka (SHAB-uh-kuh)
took control of the kingdom. He declared himself
pharaoh. This declaration began the 25th Dynasty.
Shabaka and later rulers tried to restore the old
Egyptian culture of the past. For example, Shabaka
was buried in a pyramid. Egyptians abandoned
making pyramids centuries before. The Kushite
rulers of Egypt built new temples to Egyptian gods
and restored the old temples.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
80
The End of Kushite Rule in Egypt
In the 670s BC, the powerful army of the Assyrians from Mesopotamia
invaded Egypt. The Assyrians iron weapons were better then the
Kushite’s bronze ones. The Kushite skilled arches could not stop the
invaders with iron weapons.
In just 10 years the Kushites were driven out of Egypt by
the superior weapons used by the Assyrians.
How did internal problems in Egypt benefit the Kush?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
81
Later Kush
After the Kushites lost
control of Egypt, the
people devoted themselves
to agriculture and trade,
hoping to make their
country rich again. Within
a few centuries they
became *prosperous and
powerful once more.
*prosperous-rich and wealthy
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
82
Kush’s Iron Industry
The economic center of Kush was Meroё (MER-oh-wee), the new capital. Large
deposits of gold were found at Meroё, as could forests of ebony wood.
More importantly, rich iron deposits were found at Meroё.
In Meroё , the Kushites developed Africa's first iron
industry.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
83
The Expansion of Trade
In time, Meroё (MER-oh-wee), became the center of a large trade network.
A trade network is a system of people in different lands who
trade goods.
The Kushites sent goods down the Nile River to
Egypt. There, Egyptian and Greek merchants, or
traders, carried goods to ports on the
Mediterranean and Red Seas.
These goods eventually reaches India,
and perhaps China.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
84
Kush’s exports or items sent out to other regions.
-included pottery, iron, tools, slaves, leopard skins, and elephants.
Imports or goods brought in from other regions.
-such as fine jewelry and luxury items from Egypt, Asia, and other lands
along the Mediterranean Sea.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
85
Kushite Culture
As Kushite trade grew, merchants came into contact with people
from other cultures. As a result, the people of Kush combined
customs from other cultures with their own Kushite culture.
Many buildings in Meroё,
especially temples, resemble
those in Egypt. Many people in
Krush worshiped Egyptian gods
and wore Egyptian clothing.
Today more than 50 ancient
Kushite pyramids still stand
near the ruins of Meroё.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
86
The people of Kush
worshiped their on gods in
addition to the Egyptian
gods. They developed their
own written language
Meroitic. Today’s
historians do not
understand Meroitic.
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
87
Women in Kushite Society
The women of Kush were expected to be
active in society. They worked in the
fields, raised children, cooked, and
performed household tasks. Some
women rose to positions of *authority.
Some served as co-rulers with their
husbands or sons. Historians believe the
first women to rule Kush was Queen
Shanakhdakheto (shah-nakh-dah-KEE-toh). She
ruled from 170 BC to 150 BC.
*authority-positions of power
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
88
The Decline of Kush
Kush gradually declined in power because of poor land
*conservation.
Problems within the kingdom weakened it economy. One such problem was
the cattle were allowed to over graze. When the cows ate all the grass, wind
blew the soil away, causing the farmers to produce less food.
In addition, ironworkers used up all the trees in the forest. As wood became
scarce, furnaces shut down. Kush had fewer weapons and trade goods. This
weakened trade caused traders to travel around Kush. Once they bypassed
Kush, the economy weakened.
*Conservation-the protection and preservation of land
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
89
By AD 300s Kush lost much of its wealth and military might. The King of
Aksum (AHK-soom)from a kingdom located along the Red Sea took
advantage of his rivals weaknesses. The Aksumite army of King Ezana
(AY-zah-nah) destroyed Meroё and took over Kush.
In the late 300s, the rulers of Aksum became Christian. About two
hundred years later, the Nubians also converted. The last influences of
Kush disappeared.
What factors led to the decline of
Kush?
COMMON CORE STANDARD: READING INFORMATIONAL TEXTS R.I.8.2,KEY IDEAS AND DETAILS. DETERMINE A CENTRAL IDEA OF A TEXT AND ANALYZE ITS
DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO SUPPORTING IDEAS; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT.
90