AncientEgypt GC

66 Unit 266 Unit 2

AW_SE_07.indd 66AW_SE_07.indd 66 6/7/10 10:27 AM6/7/10 10:27 AM

Ancient Egypt and the Middle East 67Ancient Egypt and the Middle East 67

Unit 2

Ancient Egyptians built massive pyramids as

tombs for their rulers. This tomb near Giza is

guarded by the Great Sphinx.

Ancient Egypt and the Middle East

7 Geography and the Early

Settlement of Egypt, Kush,

and Canaan

8 The Ancient Egyptian

Pharaohs

9 Daily Life in Ancient Egypt

10 The Kingdom of Kush

11 The Origins of Judaism

12 Learning About World

Religions: Judaism


68 Unit 2

E U R O P E

A S I A

ATLANTICOCEAN

ATLANTICOCEAN

INDIANOCEAN

M e d i t e r r a n e a n S e aStrait of Gibraltar

Black Sea

Gulf of Aden

Persian Gulf

LakeVictoria

LakeChad

LakeTanganyika

LakeMalawi

Zambezi River

LakeTurkana

Niger River

Nile RiverBlue Nile River

Tigris River

Congo River

Benue River

Uele RiverM

ozam

bique

Cha

nnel

White Nile River

Caspian Sea

Euphrates River

Red S e a

Orange River

S A H A R A

ATLAS MOUNTAINS

ETHIOPIANHIGHLANDS

C O N G O

B A S I N

TIBESTI MTS.NUBIANDESERT

NEGEVDESERT

KALAHARIDESERT

NAM

IB DESE

RT

LIBYAN

DESERT

ARABIAN

DESERTA R A B I A N

P E N I N S U L A

S A H E L

Cape ofGood Hope

Ma

da

ga

sc

ar

GRE

AT R

IFT

VALL

EY

50°N

40°N

30°N

20°N

10°N

10°S

20°S

0°

60°E 70°E50°E40°E30°E20°E10°E0°

10°W

30°S

40°S

20°W

Equator

Tropic of Cancer

Tropic of Capricorn

N

S

EW

0 500 1,000 kilometers

0

Sinusoidal (Sanson-Flamsteed) Projection

500 1,000 miles

FeetOver 10,000

5,001–10,0002,001–5,0001,001–2,000

0–1,000Below sea level

MetersOver 3,0501,526–3,050611–1,525306–6100–305Below sea level

Elevation

Present-dayboundary

SE U02 01.eps Physical Features of Africa and the Middle East

Unit 2 Setting the Stage

Africa and the Middle East


Ancient Egypt and the Middle East 69


Can you use one word to describe the geo-

graphic setting of an entire region? If that region

is North Africa and the Middle East, you can.

That one word would be desert. Locate both the

northern part of Africa and the Arabian Pen-

insula on the map on the opposite page. Then

look at the smaller vegetation map below on

this page. The vegetation for most of the region

is desert or desert scrub. Few plants grow in the

desert. Small trees, bushes, and other plants

that have adapted to a dry climate make up

desert scrub.

Look again at the vegetation map. Notice

the narrow band of broadleaf evergreen forest

that extends through Egypt. How can trees that

remain green all year grow in such a dry area?

The answer is the Nile River. This vegetation

zone follows the path of the Nile River in Egypt.

The Nile River has long been an essential

source of life-giving water in a dry land. For

thousands of years, the Nile fl ooded the land

along its banks, leaving deposits of rich soil

in the Nile River valley. The ancient Egyptians

grew plentiful harvests of wheat and barley

there. These harvests made it possible for the

Egyptians to develop one of the world’s greatest

ancient civilizations.

Two other ancient civilizations developed in

this region. Located south of Egypt was the an-

cient civilization of Kush. Kush developed close

ties with Egypt. Northeast of Egypt is an area

that borders the Mediterranean Sea. This is the

land of ancient Canaan, where the Israelites set-

tled. These people, sometimes called Hebrews,

were the ancestors of the Jews. They gave the

world one of its major religions–Judaism, and

founded the Kingdom of Israel in Canaan.

The mostly dry and hot geographic setting

of North Africa and the Middle East was home

to three civilizations you will learn about in this

unit. First, you will learn more about geography

and its effect on where and how these civiliza-

tions grew. Then, you will explore each civiliza-

tion, beginning with the ancient Egyptians.

ATLANTICOCEAN

INDIANOCEAN

Mediterranean S ea

Red Sea

Vegetation Zones

Highlands

Desert

Desert scrub

Temperate grassland

Tropical grassland

Chaparral

Coniferous forest

Mixed forest

Broadleaf evergreen forest

Vegetation Zones of Africa and the Middle East

Sea ofGalilee Jordan

RiverDead Sea

Nile

Riv

er

Mediterranean Sea

Persian Gulf

Tigris River

Euphrates River

Red Sea

AFRICA

ASIA

ARABIANDESERT

NEGEVDESERT

NUBIANDESERT

LIBYAN

DESER

T

Ancient Egypt,about 1500 B.C.E.

Kingdom of Kush,about 1500 B.C.E.

Kingdom of Israel,about 1000 B.C.E.

N

S

EW

Ancient Egypt, Kush, and Israel


70 Chapter 7


Geography and the Early Settlement of Egypt, Kush, and Canaan 71

This satellite photograph shows the Nile River and its delta at the Mediterranean Sea. The Red Sea is seen at right.

The Nile River provided people with fresh water and fertile land.▲

How did geography affect early settlement in Egypt, Kush, and Canaan?

7.1 Introduction In this chapter, you will explore how geography aff ected three civilizations that arose in northern Africa and southwestern Asia. Th ese were the civilizations of the ancient Egyptian, Kush-ite (KUH-shite), and Israelite peoples.

Th e Egyptians settled along the Nile River, in the northeast corner of Africa. Th eir civilization lasted from around 3100 B.C.E. to 350 C.E. Th e Kushites settled to the south of Egypt, along the southern part of the Nile River. Th eir civilization began around 2000 B.C.E. and lasted until 350 C.E. Th e Israelites, later called Jews, settled northeast of Egypt, along the coast of the Mediter-ranean Sea, in about 1800 B.C.E. Although the Jews were forced from their homeland in 70 C.E., their civilization continues to fl ourish today.

Environmental factors greatly aff ected where people settled.Th ree important factors were water, topography (the shape and elevation of the surface features of the land), and vegetation (plant life). Th ese three factors were determined by each area’s physical geography. Physical geography includes mountains, rivers, valleys, deserts, climate, and the fertility of the soil.

In this chapter, you will learn why water, topography, and vegetation were important to early human settlement. You will explore the physical geography of the lands of the ancient Egyp-tians, Kushites, and Israelites. You’ll fi nd out how environmental factors in these places aff ected people’s choices of where to live.

Geography and the Early Settlement of Egypt, Kush, and Canaan

Chapter 7


72 Chapter 7

7.2 Environmental Factors and Early Human Settlement

In ancient times, environmental factors infl uenced people’s choices of where to settle. Th ree important environmental factors were water, topography, and vegetation.

Water Th e most important environmental factor in early human settlement was water. Physical features like rivers, lakes, and in land seas were good sources of fresh water.

Water was important for many reasons. People needed fresh drinking water to live. Th ey also bathed and washed things in fresh water. Bathing and washing helped prevent disease.

Water was a source of food. People caught fi sh from rivers, lakes, and seas. Th ey hunted water birds and other animals that gathered near water.

In addition, farmers needed water to grow their crops. For this reason, farmers oft en settled near rivers. A river’s natural fl ooding could help irrigate their farms. Farmers could also dig canals or trenches to direct river water to their crops. For example, farmers in Mesopotamia dug canals for this purpose.

Water was also used for transportation. Cities and towns oft en used rivers as “highways.” People traveled in boats to visit relatives and trade goods. Towns near the sea could trade goods with countries far away.

Topography A second environmental factor was topography. Topography refers to the shape and elevation of the land. It in-cludes features like mountains, hills, plains, valleys, and deserts.

Th e topography of an area was important for early human settlement. Farmers preferred to settle in fl at, open areas such as plains and valleys. Large, fl at spaces gave farmers room to plant crops. Also, the rich soil in coastal plains and river valleys was excellent for growing these crops.

Mountains were less friendly to human settlement. Steep mountains were hard to cross. Th eir jagged peaks, cold tempera-tures, and rocky land made farming diffi cult.

Deserts also discouraged settlement. Th ey were hot and dry. Th ey contained very little water for farming. Sandstorms occurred when strong winds carried dense clouds of sand that could block out the sun. Th e intense heat, lack of water, and sandstorms made travel and living in the desert diffi cult.

topography the shape and elevation of surface features, such as mountains or deserts, of a place or region

vegetation the plants of a place or region



Vegetation A third environmental factor was vegetation, or plant life. Th ere are many kinds of vegetation, such as trees, bushes, fl owers, grass, and reeds. Th e crops people grow are also a type of vegetation.

Many aspects of physical geography aff ect vegetation. A climate with mild weather and regular rain is good for plant life. Fresh water supports the growth of vegetation. Th e areas around rivers and lakes are usually green and lush. Mountains are oft en covered with thick groves of trees. Dry and hot deserts have very little vegetation.

Th e vegetation in an area infl uenced early human settlement in several ways. Most important, plants were a source of food. People could eat the wild plants available and also the crops they planted. Vegetation had other uses as well. People learned to make many useful products out of plants, including baskets, tools, medicine, rope, and even paper. Trees provided shade from the hot sun. And plants and fl owers added natural beauty to a place.

Wherever people settled in the ancient world, water, topog-raphy, and vegetation were important factors. Let’s look at how these environmental factors infl uenced the early settlements of the Egyptians, Kushites, and Israelites.

Identify three environmental factors in this photograph. Why might they be important to the people living here?


74 Chapter 7

7.3 Environmental Factors and the Early Settlement of Egypt and Kush

Th e Egyptians and Kushites both settled near the Nile River. Th e Egyptians lived along the northern part of the river. Th e Kushites lived to the south.

Why did settlements in these areas cluster around the Nile River? Let’s look at the physical features of Egypt and Kush to see how environmental factors favored settlement near the Nile.

Physical Features of Egypt and Kush Th e most impor-tant physical feature in ancient Egypt and Kush was the Nile River. Flowing north from east Africa, the Nile created a long, fertile valley that ended in a marshy delta where the river emptied into the Mediterranean Sea.

Th e Nile River valley was bordered by the Libyan Desert to the west and the Nubian Desert to the east. Th ese sandy deserts

were extremely hot and dry. Most people avoided these areas, although the deserts did play one important role in the settle-ment of Egypt and Kush. Th ey formed a natural barrier that helped protect people living in the Nile River valley. Th e deserts did not support large settlements, and few invaders wanted to risk crossing these harsh places.

On the north, Egypt was bordered by the Mediterranean Sea. Settlers could not drink its sparkling salt water, but the sea was rich in fi sh and other kinds of sea-food. It was also a waterway that linked ancient Egypt to other civilizations.

To the east of Egypt and Kush was a long channel of very salty water called the Red Sea. Th e climate in this area was hot and dry. Much of the land near the Red Sea was desert.

Nile River the longest river in the world, fl owing through eastern Africa to a delta in northeastern Egypt

Egypt a nation in northeast Africa, fi rst settled around 3100 B.C.E.

Kush a society along the Nile River, south of Egypt, from about 2000 B.C.E. to 350 C.E.

Mediterranean Sea a body of water north of Africa

This map shows bodies of water that encouraged settlement and travel in parts of ancient Egypt and Kush. It also shows deserts, which made life and travel hard.

Mediterranean Sea

Nile River

Blue Nile

Whi

teNi

le

Re

d

Se

a

N

S

EW

0 100 200 kilometers

0


100 200 miles40°E

20°N

LIBYANDESERT

NUBIANDESERT

ARABIANDESERT

E G Y P T

K U S H

Nile River Valley

Physical Features of Ancient Egypt and Kush



Environmental Factors and Human Settlement in Egypt and Kush Environmental factors in ancient Egypt and Kush greatly favored settlement near the Nile River. Most important, the Nile was a source of fresh water in an area that was mostly desert.

Th e lack of water in the deserts made them unfi t for farming. But in the Nile River valley, the river provided natural irrigation and fertilization. Every summer, the river overfl owed its banks. Th e fl oodwaters soaked the dry ground for several weeks. As the water level decreased, a thin layer of silt (very fi ne particles of rock) was left behind. Th is soil was perfect for farming.

Also, where there was fresh water, people were more likely to fi nd fi sh to catch and animals to hunt. Th e abundant wildlife in the Nile region included fi sh, ducks, geese, hippos, crocodiles, giraff es, and ostriches.

Th e topography of the river valley also encouraged human settlement. In the south, parts of the Nile ran through narrow valleys between steep hills. But there were also wide, fl at areas of land around deep bends in the river. Th ese fl at areas were good for farming. In the north, wide plains were watered by the Nile’s annual fl ooding.

Vegetation was rare in the dry deserts, but it was plentiful in the Nile River valley. Useful plants included reeds and a tough water plant called papyrus. People wove reeds into baskets, and roofs for their huts. Papyrus was used to make rope and paper. And the rich farmland was good for growing crops like wheat and barley.

Africa’s Nile River is the longest river in the world. It is more than 4,100 miles long and fl ows from south to north, emptying into the Mediterranean Sea.

Deserts are natural barriers against invaders. Would you spend days crossing this hot, dry desert to fi ght those who live on the other side?


76 Chapter 7

7.4 Environmental Factors and the Early Settlement of Canaan

Th e ancient Israelites settled in Canaan (KAY-nen), a diverse land along the coast of the Mediterranean Sea. Canaan’s physi-cal features and environmental factors made settlement easier in some parts of the region than in others.

Physical Features of Canaan Canaan’s physical features included plains and valleys, hills and mountains, deserts, and bodies of water.

In the west, coastal plains bordered the Mediterranean Sea. Tothe north, the Lebanon Mountains rose steeply from the coast. Th esouthern part of this range gave way to the lower hills of Galilee.

Th e Jordan River fl owed down from a mountain range through the middle of Canaan, heading south through the Sea of Galilee to the Dead Sea. Th e land around the narrow river valley

included hills, grassy slopes, and mountains. To the east lay the hot, dry Syrian Desert. In southwestern Canaan was the Negev (NEH-gehv) Desert. Rain soaked this area during the winter months, supplying the Negev with more water than most deserts receive.

Environmental Factors and Human Settlement in Canaan In Canaan, as in Egypt and Kush, water was a key environ-mental factor. In very ancient times, the wet, fertile plains near the Mediterranean Seawere farmed. Th e Mediterranean also enabled traders from many lands to visit Canaan.

Other bodies of water also played a role in the settlement of Canaan. Th e Sea of Galilee was actually a freshwater lake. It had plenti-ful fi sh, and fertile land was nearby. Another large lake, the Dead Sea, was so salty that nothing grew in it, not even plants. Th e area near the Dead Sea was hot and dry, making it unsuitable for farming.

Th e main source of fresh water was the Jordan River. People living near the river hunted, fi shed, and farmed along its banks.

Canaan a land northeast of Egypt, settled by the ancient Israelites, from about 1800 B.C.E. to 70 C.E.

Jordan River a river in southwestern Asia that fl ows from the Lebanon Mountains, south through the Sea of Galilee, into the Dead Sea

Me

di t

er

ra

ne

an

Se

a

Dea

d Se

a

Sea ofGalilee

Jord

an R

iver

LEBANONMOUNTAINS

SYRIANDESERT

NEGEVDESERT

C A N A A N

N

S

EW

35°E

33°N

32°N

0 20 40 kilometers

0

Lambert Conformal Conic Projection

20 40 miles

Physical Features of Ancient Canaan

The physical features of Canaan affected where Israelites settled.



But unlike the Nile River, the Jordan River did not fl ood regularly, so its valley was not as fertile as the Nile’s.

Canaan’s varied topography greatly infl uenced pat-terns of settlement. Farmers found it easiest to live on the Mediter ranean’s coastal plains and near the Jordan River. In other areas, the hilly land and dry soil made growing crops diffi cult. As a result, many people, including the ancient Israelites, became herders rather than farmers. Herders tended fl ocks of sheep, goats, cattle, donkeys, and camels. Unlike farmers, herders were nomads, wandering from place to place in search of good land for their animals to graze.

People found it hardest to settle in the mountains and deserts. Mountainous land and dry desert land were both diffi cult to farm. Still, some people did live in these areas. Nomads sometimes herded cattle and camels in the Negev and Syrian deserts.

In general, Canaan’s hot, dry climate discouraged abundant plant life. Vegetation was most plentiful near the Jordan River. Some areas had small forests. Others had only short, scrubby plants. Grasslands were common, though, and herders made good use of them to feed their animals.

While parts of the Jordan River valley were lush, the area was not as fertile as the Nile River valley.

In this chapter, you learned how three environmental factors infl uenced the early settlement of ancient Egypt, Kush, and Canaan.

Environmental Factors Th ree important environmental factors are water, topogra-phy, and vegetation. Th ese factors greatly aff ected where ancient people settled.

Early Settlement of Egypt and Kush In Egypt and Kush, most people farmed in the fertile Nile River valley. Th e Nile River provided fresh water in an area that was mostly desert. Th e topography of the Nile River valley made the land good for farm-ing. Th e valley also supported useful vegetation like reeds and papyrus.

Early Settlement of Canaan In Canaan, the Jordan River and the Sea of Galilee were important sources of fresh water. Much of the land, however, was too hot, dry, or hilly for farming. As a result, many people, including the ancient Israelites, were herders rather than farmers. Herders were nomads who moved from place to place to fi nd grasslands where their animals could graze.

Chapter Summary


78 Unit 2 Geography Challenge

U n i t 2 G e o g r a p h y C h a l l e n g e


Overview

Th is activity introduces the geographic information essential to Unit 2. Students read and interpret maps to learn about the ways in which geography aff ected the early settlement of ancient Egypt and the Middle East. Th ey annotate an outline map, answer questions in their Interactive Student Notebooks, and then discuss critical thinking questions. Students’ comprehension of content and profi ciency in map-reading and higher-order thinking skills will help you gauge their readi-ness for the unit. Th e pages that follow include a completed map, answers to questions, a scoring guide to inform your teaching, and suggestions for modifi -cations to meet specifi c student needs.

Essential Geographic Understandings

1. Location of ancient Egypt and the Middle East

2. Key physical features: Arabian Peninsula, Nile River, Mediterranean Sea, Red Sea, Gulf of Aden, Persian Gulf, Nubian Desert, Libyan Desert

3. Location of the Nile River valley and the Nile River delta

4. Impact of physical geography on the early settlement of the ancient kingdoms of Egypt and the Middle East

5. Relationships between the ancient kingdoms of Egypt, Kush, and Israel

Procedures

1 Introduce the unit. Tell students they will learn about three civilizations in ancient Egypt and the Middle East—the Egyptian, Kushite, and Israelite civilizations. Th ey will also learn about the development of one of the world’s major religions, Judaism.

2 Create a KWL chart. Ask students to identify what they already know about these civilizations and what they want to learn. Use their responses to gauge how much additional background information they will need as you progress through the unit. Students will return to the KWL chart at the end of the unit and add the key information they have learned.

3 Have students read Unit 2 “Setting the Stage” in the Student Edition.

4 Have students complete the Geography Challenge. Monitor students as they work. You may wish to project the map from the Interactive Student Notebook and have students annotate it as the class works through the map-reading questions. Make sure students have grasped Essential Geographic Understandings 1 to 3.

5 Discuss the “Critical Th inking” questions. Help students understand the geographic relationships described in Essential Geographic Understandings 4 and 5.


G u i d e t o U n i t 2 G e o g r a p h y C h a l l e n g e


ATLANTICOCEAN

ATLANTICOCEAN

INDIANOCEAN

N

S

EW


0


500 1,000 miles

ISRAELISRAEL

Nile Delta

NUBIANDESERT

Mediterranean Sea

ARABIANPENINSULA

Red Sea

LIBYAN DESERT

Gulf of Aden

EUROPE

ASIA

AFRICA

ATLANTICOCEAN

ATLANTICOCEAN

INDIANOCEAN

N

S

EW


0


500 1,000 miles




Nile Delta

ISRAEL

KUSH

NUBIANDESERT

NileRiver

Mediterranean SeaPersianGulf

ARABIANPENINSULA

Red Sea

LIBYAN DESERT

Gulf of Aden

EUROPE

ASIA

AFRICA


G u i d e t o U n i t 2 G e o g r a p h y C h a l l e n g e

Geography Skills

Score 1 point for each correct answer. Use the map on the previous page to check shading and labeling.

1. Students should label the Arabian Peninsula on the map. Th e Arabian Peninsula is part of Asia.

2. Students should shade ancient Egypt on the map and key. Egypt is part of Africa.

3. Use the annotated map to check student labels for the Nile River and the Nile River delta.

4. Use the annotated map to check student labels for the Mediterranean Sea, the Red Sea, the Gulf of Aden, and the Persian Gulf.

5. Students should label Israel and Kush on their maps.

6. Students should label the Nubian Desert and the Libyan Desert.

7. Th e two major vegetation zones in both ancient Egypt and the Middle East are desert and desert scrub.

8. Egypt was by far the largest of the ancient king-doms. Israel and Kush were similar to one another in size.

Critical Thinking

Questions may have more than one correct answer. Score 1 to 3 points for each reasonable answer, depending on the strength of students’ geographic reasoning.

9. Students should note that the land to the west of Egypt, in central North Africa, is entirely desert. Th ere is no body of water that would support life in this region.

10. Early people were not likely to settle in a desert region. Rather, they would likely choose land near rivers or seas, which would provide drinking water, a means of transportation, and a source of food such as fi sh.

11. Kush was located on the Nile River between Egypt and both central and southern Africa. Th is loca-tion enabled people from all three regions to bring goods to Kush to trade.

12. Students should realize that fl at land provides a natural area for farming and herding.

13. Th e deserts provided protection from attack by invading armies that did not want to risk crossing these harsh areas. To do so would have meant carrying enough water and food to last for the long trip across the desert.

14. Th e Nile River had a great impact on the lives of the ancient Egyptians. Its life-giving water and yearly fl oods allowed people to survive and prosper. It might have been natural for them to consider the river as a sort of god bestowing blessings on its people.

Using Scores to Inform Instruction

Geography Skills A score of 6 out of 8 or better indi-cates that students have acquired suffi cient geographic information to proceed with the unit.

Critical Th inking A score of 12 out of 18 or better indicates that students are beginning to understand the relationships between physical geography and the diff erent ways in which people live.

Modifying Instruction

ELL or Learners with Special Education Needs Consider focusing on map-reading questions or limiting the number of “Critical Th inking” questions.

Students with Weak Map or Critical Th inking Skills Assign appropriate pages from the Social Studies Skills Toolkit in the back of the Lesson Masters.


Materials

History Alive! The Ancient

World

Interactive Student

Notebooks

Visuals 7A–7C

Lesson Masters

• Vocabulary Development

handout (1 per student, on

colored paper)

• colored pencils (blue,

brown, green)

Overview

In an Experiential Exercise, students use their bodies to model the physical geography of ancient Egypt, Kush, and Canaan to learn about how environmen-tal factors infl uenced early settlement in these areas.

Objectives

In the course of reading this chapter and participating in the classroom activity, students will

Social Studies

• model the physical geography, including major river systems, of ancient Egypt, Kush, and Canaan.

• recognize locations of early human settlement in these areas.• describe how environmental factors supported permanent settlement and the

development of civilization in these areas.

Language Arts

• write a short expository composition that states a thesis and off ers persuasive evidence to validate arguments and conclusions.

Social Studies Vocabulary

Key Content Terms topography, vegetation, Nile River, Egypt, Kush, Mediterranean Sea, Canaan, Jordan River

Academic Vocabulary factor, physical, geography, aspect, diverse



E x p e r i e n t i a l E x e r c i s e

7C H A P T E R

P l a n n i n g G u i d e

82 Chapter 7

Activity Suggested Time Materials

Preview 15 minutes • Interactive Student Notebooks

• Visual 7A

Vocabulary Development 30–40 minutes • History Alive! The Ancient World

• Interactive Student Notebooks

• Vocabulary Development handout

Experiential Exercise 60–90 minutes

(2 regular periods)

(1 block period)

• History Alive! The Ancient World

• Interactive Student Notebooks

• Visuals 7B and 7C

• colored pencils (blue, brown, green)

Processing 30 minutes • Interactive Student Notebooks

Assessment 40 minutes • Chapter 7 Assessment

P r o c e d u r e s


Preview

1 Introduce students to environmental factors in a landscape. Explain that these factors might include bodies of water, landforms, plant life, and weather. Project Visual 7A: A Landscape and tell students that they will use this drawing of a landscape to identify environmental factors that would aff ect their choices of where to settle.

2 Have students identify environmental factors to complete the Preview activity in their Interactive Student Notebooks. Students will identify and explain the importance of three factors in the image.

3 Have students share their responses in pairs or as a class.

4 Connect the Preview activity to Chapter 7. Tell students that there are many environmental factors that aff ect people’s choices of where to settle. In ancient Mesopotamia, for example, people settled near the rivers. Th ere, farmers could build irrigation systems to store fl oodwater for later use. In this chapter, students will learn about three important environmental factors and their eff ect on early settlement in ancient Egypt, Kush, and Canaan.

Vocabulary Development

1 Introduce the Key Content Terms. Have students locate the Key Content Terms for the chapter in their Interactive Student Notebooks. Th ese are important terms that will help them understand the main ideas of the chapter. Ask volunteers to identify any familiar terms and how they might be used in a sentence.

2 Have students complete a Vocabulary Development handout. Give each student a copy of the Vocabulary Development handout of your choice from the Reading Toolkit at the back of the Lesson Masters. Th ese handouts provide extra Key Content Term practice and support, depending on your students’ needs. Review the completed handout by asking volunteers to share one answer for each term.

Reading

1 Introduce the Essential Question and have students read Section 7.1. Have students identify the Essential Question on the fi rst page of the chapter: How did geography aff ect early settlement in Egypt, Kush, and Canaan? Th en have students read section 7.1. Aft erward, have students use information from Section 7.1 and from the chapter opener image to propose some possible answers to the Essential Question.

2 Have students complete the Reading Notes for Chapter 7. Assign Sections 7.2 to 7.4 during the activity, as indicated in the procedures for the Experiential Exercise. Remind students to use the Key Content Terms where appropriate as they complete their Reading Notes.

© Teachers’ Curriculum Institute 12 History Alive! The Ancient World

V i s u a l 7 A

A Landscape

Visual 7A

Vocabulary

Development:

Unknown Words

Have students iden-tify any embedded defi nitions, restatements, examples, contrasts, or other context clues in the text that help reveal the meanings of the key terms as well as other unknown words or words with novel meanings. Point out that context clues can take the form of single words, complete sentences, and sometimes even entire paragraphs.

P r o c e d u r e s

84 Chapter 7

Experiential Exercise

1 Introduce the activity about environmental factors that aff ected three ancient civilizations. Tell students that they are going to learn about three important environmental factors that aff ected settlement in ancient Egypt, Kush, and Canaan. Students will use their bodies to create a “map” of the physical geography of these areas. Th en they will use this “map” to determine the best place for humans to settle, considering the environmental factors of these areas. (Note: Th e day before the activity, tell students that they will be participating in an exercise that will require them to sit or lie on the fl oor. Encourage them to wear clothes that are appropriate for this activity.)

2 Have students annotate a landscape drawing to complete the Reading Notes for Section 7.2. Have students read Section 7.2 and complete the Reading Notes in their Interactive Student Notebooks. Students will write sentences about water, topography, and vegetation, on or near the landscape drawing provided. (Note: To assist students, you may project Visual 7A: A Landscape.) Use Guide to Reading Notes 7 to review students’ responses.

3 Arrange the classroom. Have students move chairs and desks to the edges of the room to create a large open space in the center.

4 Have students model the physical geography of ancient Egypt and Kush. Project Visual 7B: Physical Features of Egypt and Kush. Select half the class (about 15 students) to model the physical geography of ancient Egypt and Kush. Use these guidelines and the fi gures on the visual to help students position themselves:

Group 1: Mediterranean Sea Have four or fi ve students sit in a circle on the fl oor, with their knees touching. Have students extend and move their arms to represent waves.

Group 2: Nile River Have four or fi ve students lie on their backs, end to end. Make sure the student closest to Group 1 has his or her feet touching the “Mediterranean Sea.” Have students in Group 2 slowly move their arms toward Group 1 to show that the Nile River fl ows into the Mediterranean Sea.

Group 3: Red Sea Have two or three students sit cross-legged on the fl oor. Have them extend and move their arms to represent waves.

Group 4: Libyan, Nubian, and Arabian Deserts Have three or more students lie on the fl oor, with their legs and arms outstretched. Th ese students can stage-whisper the words “hot and dry.”

5 Have “settlers” move into the map of ancient Egypt and Kush. Divide the remaining students into groups of four or fi ve. Give groups a minute to dis-cuss which area they think is the best place to settle. Remind them to think about the environmental factors of water, topography, and vegetation. Select one group at a time to settle in ancient Egypt and Kush. Tell group members to be very careful not to touch any of the physical features or other settlers as groups move to stand in the area they have selected. (Note: If space is limited, have each group select a representative to settle in ancient Egypt and Kush.)


Mediterranean Sea

Red Sea

Nile River

Whit

e Nile Blue Nile

N

S

EW


0


100 200 miles

40°E

20°N

30°E

L I BYA ND E S E R T

N U B I A ND E S E R T

A R A B I A ND E S E R T

E G Y P T

K U S H

Nile River Valley

V i s u a l 7 B

Physical Features of Egypt and Kush

Visual 7B

P r o c e d u r e s


6 Debrief the ancient Egypt and Kush experience. Ask “settlers” these questions:

• Why did you choose to settle in the place you selected?• What are the positive aspects of this site? The negative aspects?• If you had to move from your site, where would you go and why?• Why do you think this area is sometimes called the “gift of the Nile”?• Do you think ancient Egyptians and Kushites had to worry much about

foreign invaders? Why or why not? Aft er debriefi ng, have students sit on the fl oor for the next part of the activ-

ity, or have them return the desks and chairs to their original positions.

7 Have students complete the Reading Notes for Section 7.3. Have students read Section 7.3 and complete the corresponding Reading Notes in their Interactive Student Notebooks. Aft erward, use Guide to Reading Notes 7 to review students’ responses.

8 Have students model the physical geography of Canaan. Project Visual 7C: Physical Features of Canaan. Select the other half of the class (about 15 stu-dents) to model the physical geography of Canaan. Use these guidelines and the fi gures on the visual to help students position themselves:

Group 1: Mediterranean Sea Have four or fi ve students sit in a circle on the fl oor, with their knees touching. Have students extend and move their arms to represent waves.

Group 2: Dead Sea and Sea of Galilee For the Dead Sea, have two students sit on the fl oor, with their knees touching. For the Sea of Galilee, have one student sit cross-legged on the fl oor. Have students extend and move their arms to represent waves.

Group 3: Jordan River Have two students lie sideways on the fl oor to represent the relatively narrow nature of this river. Have both students slowly move their arms toward the Dead Sea to show in which direction the Jordan River fl ows.

Group 4: Syrian and Negev Deserts Have two to four students lie on the fl oor, with their legs and arms outstretched. Th ese students can stage-whisper the words “hot and dry.”

Group 5: Lebanon Mountains Have two or three students stand with their feet apart and arms hooked together. Th ese students can stage-whisper the words “rocky and grassy.”

9 Have “settlers” move into the map of ancient Canaan. Divide the remain-ing students into groups of four or fi ve. Give groups a minute to discuss which area they think is the best place to settle. Remind them to think about the environmental factors of water, topography, and vegetation. Select one group at a time to settle in ancient Canaan. Tell group members to be very careful not to touch any of the physical features or other settlers as groups move to stand in the area they have selected. (Note: If space is limited, have each group select a representative to settle in ancient Canaan.)


Dea

d Se

a

Sea ofGalilee

Jord

an R

iver

M e d i t e r r a n e a nS e a

LEBANON MOUNTA

INS

S Y R I A ND E S E R T

NEGEVDESERT

C A N A A N

N

S

EW

35°E

33°N

32°N

0 20 40 kilometers

0


20 40 miles

V i s u a l 7 C

Physical Features of Canaan

Visual 7C

P r o c e d u r e s

86 Chapter 7

10 Debrief the ancient Canaan experience. Ask “settlers” these questions:

• Why did you choose to settle in the place you selected?• What are the positive aspects of this site? The negative aspects?• If you had to move from your site, where would you go and why?• Do you think this area was able to support large-scale farming? Why or

why not? • How else might people have supported themselves in this region?

Aft er debriefi ng, have students sit on the fl oor for the next part of the activ-ity, or have them move the desks and chairs back to their original positions.

11 Have students complete the Reading Notes for Section 7.4. Have students read Section 7.4 and complete the corresponding Reading Notes in their Interactive Student Notebooks. Aft erward, use Guide to Reading Notes 7 to review students’ responses.

12 Wrap up the activity. Hold a class discussion. Ask,

• Which environmental factor (water, topography, or vegetation) had the greatest effect on people’s choices of where to settle in ancient Egypt and Kush? Why?

• Which environmental factor (water, topography, or vegetation) had the greatest effect on people’s choices of where to settle in ancient Canaan? Why?

• How might environmental factors have contributed to the rise of civiliza-tions in these areas?

Processing

Have students complete the Processing activity on a separate sheet of paper. Students draw and label a map of their state and write a paragraph explaining how water, topography, and vegetation likely aff ected settlement in their state.

Quicker Coverage

Conduct a Mini-Activity Rather than have individual students complete the Reading Notes for Section 7.2, conduct a short activity as a class. Before class, use Guide to Reading Notes 7 and the reading to create a list of statements explaining how each environmental factor aff ects settlement. For example, for water, you might include, Farmers could divert river water for irrigation. Write each statement on an index card. In class, write the terms water, topography, and vegetation on the board. Pair students and give each pair an index card. Have pairs match up their index cards with the appropriate environmental factor.

Skip Map Creation As an alternative to the Experiential Exercise, in which stu-dents model the physical geography of ancient Egypt, Kush, and Canaan, project the visual of each region and have small groups of students discuss where to settle. Give each group a sticky note with a diff erent color or number. Have each group place its sticky note on the projected map. Use the debrief questions to discuss each group’s placement.

P r o c e d u r e s


Deeper Coverage

Research Settlement As an extension to the Processing activity, have students research the actual locations of the fi rst settlements in their state. Have students label these early settlements on a state map for display in the classroom. Other students can use this map for reference, to see how close they came to pinpoint-ing the areas of early human settlement.

Assessment

Mastering the Content

1. C 5. A 9. C 13. C

2. A 6. B 10. A 14. C

3. B 7. C 11. A 15. B

4. D 8. D 12. D

Applying Social Studies Skills

Possible answers:

16. by providing fresh water from the Nile River to drink; by allowing people to fi sh; by providing water for farming; by leaving silt on the fi elds aft er a fl ood, improving the soil; by providing an easy way to travel by boat (any one)

17. by protecting people in the Nile Valley from invasion; by keeping settlement within the Nile Valley because the desert was too dry to farm (any one)

18. by providing fresh water from the Sea of Galilee for farming; by providing fresh water to drink; by enabling people to fi sh for food (any one)

19. by providing fresh water from the Jordan River for farming; by providing fresh water to drink; by enabling people to fi sh for food (any one)

Exploring the Essential Question

20. Answers should include all of the elements requested in the prompt.

Scoring Rubric

Score Description

3 Student completes an advertisement that includes all fi ve bulleted points. Th e advertisement is clearly stated, persuasive, supported by accurate details, and demonstrates command of standard English conventions.

2 Student responds to most or all parts of the task, but the advertisement may lack details, lack a persuasive approach, or not be clearly stated.

1 Student responds to at least one part of the task. Th e advertisement may contain factual and/or grammatical errors and may lack details.

0 Response does not match the task or is incorrect.

D i f f e r e n t i a t i n g I n s t r u c t i o n

88 Chapter 7

English Language Learners

Substitute Sentences for Paragraphs Rather than have students write paragraphs for the Reading Notes and Processing activity, have them write their three most important ideas in complete sentences.

Provide Resources For the Processing activity, pro-vide simple physical feature and vegetation maps of your state. Allow students to reference these maps as they drawn their own.

Learners Reading and Writing Below Grade Level

Support Comprehension Provide photocopies of the book pages for Section 7.2. As students read these pages, have them highlight or underline, in color, the signifi cance of each environmental factor discussed. Suggest that they use blue for water, brown for topog-raphy, and green for vegetation. Later, as students complete their Reading Notes, encourage them to use the highlighted information and to record their notes for each factor in the same three colors.

Conduct a Prewriting Activity For the Processing activity, have students fi rst complete their maps. Th en, pair students to discuss their ideas for the paragraph response. Encourage students to use these ideas as they write their paragraphs.

Learners with Special Education Needs

Use Representatives During the Experiential Exercise, use name tags to represent the presence of group members during the settlement part of the activity. Have students write their names on pieces of construction paper. Th ey can ask a peer to place their names in the specifi c areas where they would choose to settle.

Provide an Outline Map For the Processing activity, provide a simple outline map of your state. Also con-sider labeling one or more important physical features to serve as a clue to identifying other features.

Advanced Learners

Use Th ematic Maps Aft er students have modeled and settled the map of each area in the Experiential Exercise, give small groups of students copies of thematic maps to examine. Consider using a physical features map, including elevation; a vegetation map; and/or a climate map. Ask students, Where would you settle? Did your location change from before? Why or why not? How did environmental factors aff ect your decision?


E n h a n c i n g L e a r n i n g

Enrichment Resources

Find out more about the geography of ancient Egypt, Kush, and Canaan by exploring the following Enrichment Resources for History Alive! Th e Ancient World at www.teachtci.com.

Enrichment Readings Th ese in-depth readings encourage students to explore selected topics related to the chapter. You may also fi nd readings that relate the chapter’s content directly to your state’s curriculum.

Internet Connections Th ese recommended Web sites provide useful and engaging content that reinforces skills development and mastery of subjects within the chapter.

Literature Recommendations

Th e following books off er opportunities to extend the content in this chapter.

Ancient Egypt by John Malam (New York: Enchanted Lion Books, 2004)

Egypt, Kush, Aksum: Northeast Africa by Kenny Mann (Parsippany, NJ: Dillon Press, 1997)

Farming & Food (Th e Ancient Egyptians) by Jane Shuter (Des Plaines, IL: Heinemann Library, 1999)

90 Chapter 7

G u i d e t o R e a d i n g N o t e s 7

Section 7.2

Th e following statements are possible answers to each question. Th e locations of statements on the drawing will vary.

1. People needed fresh drinking water to live.

• People bathed and washed things in fresh water.• People could fish and also hunt birds and

animals that gathered near water.• Farmers needed water to grow their crops.• Farmers could divert river water for irrigation.• Rivers were used as highways for trade.

2. Farmers grew crops in large, fl at areas.

• Coastal plains and river valleys had rich soil.• Steep mountains were hard to cross.• The rocky land made farming difficult in the

mountains.• Hot and dry deserts contained very little water

for farming.• Intense heat in deserts made travel difficult.

3. Vegetation near rivers and lakes was usually green and lush.

• Mountains were often covered with trees.• Deserts had little vegetation.• Plants were a source of food.• People made useful products out of plants.• Trees provided shade from the hot sun.

Section 7.3

1. Th e Mediterranean Sea, the Red Sea, the Nile River, and the Arabian, Libyan, and Nubian des-erts should be labeled as shown on the map below.

2. Student symbols (H or other) that indicate human settlements should be located as shown on the map below.

3. Paragraphs will vary but should include at least fi ve words or phrases from the Word Bank. A sam-ple paragraph is provided below.

Geography aff ected the choices made by the Egyptians and the Kushites to settle near the Nile River. Th e Nile River was a source of fresh water in an area that was mostly desert. Th e Libyan Desert, the Arabian Desert, and the Nubian Desert were too hot and dry. But in the Nile River valley, the river provided natural irrigation and fertilization. Th e topography included wide, fl at areas of land that were good for farming. Vegetation was rare in the dry deserts, but it was plentiful near the Nile River.

Mediterranean Sea

Red Sea

Nile River

LIBYANDESERT

NUBIANDESERT

ARABIANDESERT

40°E

20°N

30°E

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Ancient Egypt and Kush


G u i d e t o R e a d i n g N o t e s 7

Section 7.4

1. Th e Mediterranean Sea, the Sea of Galilee, the Dead Sea, the Jordan River, the Lebanon Mountains, and the Negev and Syrian deserts should be labeled as shown on the map below.

2. Student symbols (H or other) that indicate human settlements should be located as shown on the map below.

3. Paragraphs will vary but should include at least fi ve words or phrases from the Word Bank. A sample paragraph is provided below.

Geography aff ected people’s choices of where to settle in ancient Canaan. Some people settled near the Mediterranean Sea. Th e wet, fertile plains were good for farming. Th e sea allowed traders from many lands to visit Canaan. Other people settled near the Jordan River. Th is river was the most important source of fresh water in the area. Vegetation was most plentiful near the Jordan River. Th e hilly topography and dry soil caused many people to become herders. Herders were nomads, and some tried herding cattle and camels in the Negev and Syrian deserts.

Dea

d Se

a

Sea ofGalilee

Jord

an R

iver

M e d i t e r r a n e a nS e a

LEBANONMOUNTAINS

SYRIANDESERT

NEGEVDESERT

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33°N

32°N

0 20 40 kilometers

0

Lambert ConformalConic Projection

20 40 miles

Ancient Canaan

47

UNIT 2Ancient Egypt and the Middle East

Geography Challenge

Chapter 7: Geography and the Early Settlement of Egypt, Kush, and CanaanHow did geography affect early settlement in Egypt, Kush,

and Canaan?

Chapter 8: The Ancient Egyptian PharaohsWhat did the pharaohs of ancient Egypt accomplish, and how

did they do it?

Chapter 9: Daily Life in Ancient EgyptHow did social class affect daily life in ancient Egypt?

Chapter 10: The Kingdom of KushIn what ways did location infl uence the history of Kush?

Chapter 11: The Origins of JudaismHow did Judaism originate and develop?

Chapter 12: Learning About World Religions: JudaismWhat were the central teachings of Judaism, and why did they

survive to modern day?

Timeline Challenge

AW_ISN_07.indd 47AW_ISN_07.indd 47 6/9/10 12:58 PM6/9/10 12:58 PM


© Teachers’ Curriculum Institute48 Unit 2 Geography Challenge

ATLANTICOCEAN

ATLANTICOCEAN

INDIANOCEAN

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0


500 1,000 miles

ATLANTICOCEAN

ATLANTICOCEAN

INDIANOCEAN

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500 1,000 miles

EUROPEASIA

AFRICA

EUROPE







© Teachers’ Curriculum Institute Unit 2 Geography Challenge 49

Geography SkillsAnalyze the maps in “Setting the Stage” for Unit 2 in your book. Then answer the following questions and fill out the map as directed.

1. Locate the Arabian Peninsula on the outline map. Label it. The Arabian Penin-sula is part of which continent?

2. Locate ancient Egypt on the map in the Unit 2 “Setting the Stage” in your book. Shade it on the outline map and key. Egypt is part of which continent?

3. Locate the Nile River and the Nile River delta on your map. Label them.

4. Four large bodies of water touch the shores of the Arabian Peninsula. Locate these bodies of water and label them on your map.

5. Locate the kingdom of Israel. Label it on your map. Then locate the kingdom of Kush. Label it on your map.

6. Locate the two deserts that surrounded much of ancient Egypt. Label them on your map.

7. What are the two major vegetation zones in both ancient Egypt and the Mid-dle East?

8. What do the boundaries of ancient Israel tell about its size compared with that of ancient Egypt? Compared with that of ancient Kush?



© Teachers’ Curriculum Institute50 Unit 2 Geography Challenge

Critical ThinkingAnswer the following questions in complete sentences.9. Considering the environmental factor of vegetation, why do you think

civilization on the African continent began in Egypt, rather than farther west, in central North Africa?

10. What do the locations of deserts, rivers, and seas on this map tell us about where early people were likely to settle?

11. The kingdom of Kush was an important trading center in Africa. Why might its location explain this fact?

12. Ancient Egypt and the Arabian Peninsula have very few mountains. Most of the land is flat, with some low hills in places. How might the geography have influenced what ancient people did to make their living?

13. While most people who lived in ancient Egypt and the Middle East avoided settling in nearby deserts, those regions protected them from their enemies. Why do you think this was true?

14. Ancient Egyptians worshiped the Nile River as a god. Why do you think they did so?


© Teachers’ Curriculum Institute Geography and the Early Settlement of Egypt, Kush, and Canaan 51

U n i t 2

7C H A P T E R

P R E V I E W

R E A D I N G N O T E S



The environmental factors of an area affect people’s choices about where to settle. These factors might include bodies of water, landforms, plant life, and weather.

Examine the landscape drawing that your teacher is displaying. Identify at least three environmental factors that might affect your choice of where to settle. For each factor, explain why it is important. For example, you might write, Th e river would provide food and fresh water for my settlement.

Environmental Factor 1:

Environmental Factor 2:

Environmental Factor 3

Key Content TermsAs you complete the Reading Notes, use these terms in your answers.

topography Nile River Kush Canaanvegetation Egypt Mediterranean Sea Jordan River


C h a p t e r 7

© Teachers’ Curriculum Institute52 Chapter 7

Use the landscape drawing below to complete the following:1. How did water affect people’s choices of where to settle? On or near an

appropriate place on the drawing, write three statements in blue that answer this question.

2. How did topography affect people’s choices of where to settle? On or near an appropriate place on the drawing, write three statements in brown that answer this question.

3. How did vegetation affect people’s choices of where to settle? On or near an appropriate place on the drawing, write three statements in green that answer this question.

Section 7.2


C h a p t e r 7


Section 7.3

After reading Section 7.3 and examining the map in this section in History Alive! Th e Ancient World, follow these steps: 1. Label these physical features on the map below:

• Mediterranean Sea• Red Sea• Nile River• Arabian Desert• Libyan Desert• Nubian Desert

2. Draw the letter H or another simple symbol in all the places on the map where human settlements were located in this region.

3. Write a paragraph that answers this question: How did geography aff ect people’s choices of where to settle in ancient Egypt and Kush? Use and underline at least five words or phrases from the Word Bank.

Word Bank

watertopographyvegetationMediterranean SeaRed SeaNile RiverArabian DesertLibyan DesertNubian Desert

40°E

20°N

30°E

N

S

EW


0


100 200 miles

Ancient Egypt and Kush


C h a p t e r 7

© Teachers’ Curriculum Institute54 Chapter 7

Section 7.4

After reading Section 7.4 and examining the map in this section in History Alive! Th e Ancient World, follow these steps: 1. Label these physical features on the map below:

• Mediterranean Sea• Sea of Galilee• Dead Sea• Jordan River• Lebanon Mountains• Negev Desert• Syrian Desert

2. Draw the letter H or another simple symbol in all the places on the map where human settlements were located in this region.

3. Write a paragraph that answers this question: How did geography aff ect people’s choices of where to settle in ancient Canaan? Use andunderline at least five words or phrases from the Word Bank.

N

S

EW

35°E

33°N

32°N

0 20 40 kilometers

0


20 40 miles

Word Bank

watertopographyvegetationMediterranean SeaSea of GalileeDead SeaJordan RiverLebanon MountainsNegev DesertSyrian Desertnomad

Ancient Canaan


C h a p t e r 7


P R O C E S S I N G

On a separate sheet of paper, draw a simple map of the state where you live. Your map should include the following:• labels for three or more important physical features (bodies of water and

landforms) in your state• shading on the areas containing vegetation that is best suited for human

settlement• the letter “H” or another simple symbol to show the most likely locations

of the first human settlements

After you have completed your map, write a short paragraph to answer this question: How did geography aff ect early settlement in your state? Your answer should include the names of at least two of the important physical features of your state, and at least two of these terms: water, topography, vegetation.


Documents

AncientEgypt GC