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THE ROMAN EMPIREby Cindy Barden

illustrated byCorbin Hillam

AuthorCindy Barden

IllustratorCorbin Hillam

Book Design and Production Good Neighbor Press, Inc.

Copyright © 2002Milliken Publishing Co.All rights reserved.

The purchase of this book entitles the individual teacher/purchaser to reproduce copies by anyreproduction process for single classroom use. The reproduction of any part of this book for use by anentire school or school system or for any commercial use is strictly prohibited.

Copyright © 2002Milliken Publishing Companya Lorenz companyP.O. Box 802Dayron, OH 45401-0802All rights reserved.www.LorenzEducationalPress.com



AuthorCindy Barden







AuthorCindy Barden





Ancient Egyptby Cindy Barden


AuthorCindy Barden





Copyright © 2002Milliken Publishing Companya Lorenz companyP.O. Box 802Dayron, OH 45401-0802All rights reserved.www.LorenzEducationalPress.com



AuthorCindy Barden







AuthorCindy Barden





Dayton, OH 45401-0802

Table of Contents

iiCopyright © 2002 Milliken Publishing Co. MP8818

Activities marked with an * can be used with one of the transparencies at the back of the book.

Activities

Timeline of Ancient Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1* Prehistoric Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2The Gift of the Nile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Predynastic Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

* Egyptian Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5* An Egyptian Cartouche . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6The Importance of Papyrus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

* The Old Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Mummies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

* What Were the Pyramids? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Build a Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11The Art of Ancient Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Medicine in Ancient Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Governing an Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Ancient Egyptian News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15The Middle Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Who Am I? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

* Senet, An Ancient Egyptian Game . . . . . . . . . . . . . . . . . . . . . . . . . . . 18* The New Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Daily Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

* King Tutankhamen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Who’s Who? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22The Decline of Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Egyptian Trivia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Egyptian Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Learn More About Ancient Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Transparencies Use with activities on . . .

Map of Ancient Egypt page 2Egyptian Writing pages 5 and 6Egyptian NumbersThe Great Pyramid of Giza page 8 The Evolution of the Pyramids page 10Senet Board page 18The Wonders of King Tutankhamen’s Tomb pages 19 and 21Ancient Egyptian Symbols

Ancient EgyptThe map of ancient Egypt can be used inconjunction with the activity, Prehistoric Egypt.Students can compare it to a map of modernEgypt and use it as a reference to placesmentioned in the text of various activities.

Alexandria—City founded by Alexander the Great

Aswan—Site of granite quarryCairo—Capital of present day EgyptGiza—Site of the Great Pyramid and

Great SphinxThebes—Capital of ancient EgyptSaqqara—Site of the first step pyramid built

by Imhotep for King ZoserMemphis—Capital of ancient EgyptValley of the Kings—Site of many pyramids

Egyptian WritingThe ancient Egyptians used picture-writingcalled hieroglyphics. Hieroglyphics means“Sacred Symbols.” At first the pictures stood forspecific words or ideas. Eventually the symbolscame to represent specific sounds in the sameway our alphabet does.

This transparency will help students betterunderstand the activity, Egyptian Writing. Theywill need this transparency to complete theactivity, An Egyptian Cartouche.

Egyptian NumbersHelp students look for patterns in the Egyptiannumbering system. Ask them to use Egyptiannumbers to write:

A. the year they were born.B. their age.C. the current year.D. the year they will graduate from

high school.

The Great Pyramid of GizaReferences to Egyptian pyramids can be foundin many of the activities. Let students refer to this transparency when they are working onany of the pyramid projects.

Built for King Khufu about 2528 B.C.E., theGreat Pyramid of Giza stands as tall as a33-story building and is the only one of theSeven Wonders of the Ancient World thatremains today.

At 481 feet, the Great Pyramid remained thetallest building on Earth until the Eiffel Towerwas built in 1889. It is so large it can be seenfrom the moon! The three smaller pyramidsnearby were the burial places of the pharaoh’sthree chief wives.

To build the Great Pyramid, 2,500,000 stoneswere cut and joined so precisely that a piece of paper can’t be slipped between the stoneseven today.

The Evolution of the PyramidsThe three illustrations on this transparency showhow the pyramid design evolved over themillennia. This transparency can be used withthe activity, What Were the Pyramids?

The earliest known tombs for royalty wereunderground structures covered by long, lowbuildings made of brick or stone called mastabas.

The architect Imhotep designed the first steppyramid to enclose the tomb of King Zoser about2630 B.C.E. This was the first monumentalroyal tomb and is one of the oldest stonestructures in Egypt.

The ultimate in memorial monuments designedto protect the tombs of pharaohs were the huge smooth-sided pyramids of ancient Egypt.Inside the pyramids were secret passageways,storage rooms, and royal burial chambers which contained the mummified remains of the pharaohs.

Teaching Guide for Transparency Pages

iiiCopyright © 2002 Milliken Publishing Co. MP8818

Senet GameThe ancient Egyptians didn’t spend all their timebuilding pyramids or writing in hieroglyphics onpapyrus. They also enjoyed playing games.

Among other items found in tombs are gameboards, playing pieces, and dice. Elaborate gameboxes included a game board on the top and adrawer containing game pieces carved of wood,ivory, or bone.

Games were placed in tombs to provideentertainment for those who had died as theyjourneyed through the underworld. Perhaps theperson could even play the games with the gods.

Directions for playing Senet can be found in theactivity, Senet, An Ancient Egyptian Game.

The Marvels of King Tutankhamen’s TombThis transparency can be used to introduce theactivity, King Tutankhamen.

Ancient Egyptian SymbolsAnkh: a symbol representing the power of thesun god. Carrying or wearing an ankh broughtgood luck.

Aten: a portrayal of the sun god. The smallhands and ankhs brought life to everyone.

Apophis: a fancy snake believed to eat the sunwhen it disappeared every night. Apophis foughtfor control with Ra, the sun god, and symbolizedevil and darkness.

Ka: usually depicted as two arms raised inprayer. Ka stood for a person’s double who livedon after death and helped the person along theright path in life.

Ba: shown as a small bird with a human head.Ba symbolized the soul or spirit of a person.After death, the ba left the tomb by day andreturned at night. The body, ba, and ka, madeup the person’s identity for the next life.

Bastet: a goddess with the head of a cat. Bastetwas the protector of pregnant women. She alsoprotected people from disease and evil.

Sphinx: a mythical creature with the body of a lion and the head of a person, usually apharaoh. It symbolized the strength and powerof the pharaoh.

Ibis: a long-billed wading bird associated withthe sun god. Revered by Egyptians as an enemyof poisonous snakes.

Anubis: the jackal-headed god helped peoplemove through the afterlife when they died. Hewas also the god of embalming and funerals.

Teaching Guide for Transparency Pages

ivCopyright © 2002 Milliken Publishing Co. MP8818

Timeline of Ancient EgyptName __________________________________________________

1Copyright © 2002 Milliken Publishing Co. MP8818

During the PREDYNASTIC PERIOD (5000–3100 B.C.E.) Egyptian society changed from nomadic hunter-gatherers to agricultural.

about 4000 B.C.E. Sails first used on Egyptian ships.

about 3100 B.C.E. King Menes united Upper and Lower Egypt and becamefirst pharaoh; Capital—Memphis.

about 3000 B.C.E. Hieroglyphic writing invented.

3100–2649 B.C.E. Trade established with Palestine and Nubia.

The OLD KINGDOM (2649–2143 B.C.E.) was known as the Age of Pyramids.

2630–2611 B.C.E. Reign of Zoser; First step pyramids built.

around 2500 B.C.E. Mummification process developed.

around 2134 B.C.E. Egypt divided into smaller kingdoms.

MIDDLE KINGDOM (2040–1786 B.C.E.)

2040 B.C.E. Mentuhotep II reunited Egypt; Capital—Thebes.

around 1640 B.C.E. Egypt invaded by Hyksos from Palestine; Horse-drawnchariots and iron working introduced.

The NEW KINGDOM (1500–1070 B.C.E.)represented the peak of Egyptian power and influence.

1504–1492 B.C.E. Thutmes I expanded Egyptian empire; Conquered parts ofNubia, Palestine and Syria.

1473–1458 B.C.E. Queen Hatshepsut expanded Egyptian trade and influence.

1479–1425 B.C.E. Reign of Thutmes III.

1367–1350 B.C.E. Reign of Akhnaton III and Queen Nefertiti.They promoted worship of one god: Aton.

1347–1339 B.C.E. Tutankhamen became pharaoh; Capitol—Memphis.

1290–1224 B.C.E. Ramses II began vast building program of temples.

The LATE PERIOD (1070–30 B.C.E.)represents the decline of Egypt as a major power.

770–712 B.C.E. Nubians conquered Egypt.

332 B.C.E. Alexander the Great conquered Egypt.

30 B.C.E. Queen Cleopatra died. Egypt became part of the Roman Empire.

The first people to live in Egypt were probably nomadic hunters who arrived in the area about 25,000B.C.E. Scientists believe most of the people who first lived in Egypt came from North Africa.

For thousands of years before the rise of Egypt as amajor civilization, the people in Egypt lived as huntersand gatherers. They kept some domesticated animalsincluding cows, sheep, and goats. They grew flax,barley, and a type of wheat called emmer.

At first the land around the Nile River was mostlyswampland. Gradually the climate changed andbecame drier. Less rainfall slowly caused the level ofthe Nile River to fall. The land along the banks of theriver was rich, fertile soil rather than swamp. Areasfarther from the Nile River also became drier untileventually the land was mostly desert.

Few people lived in the harsh desert areas, but manysettled in the area along the Nile River. From thesepeople, the great civilization of ancient Egypt arose.

1. Trace the Nile River in blue.

2. Outline the continent of Africa in red.

3. Outline the country of Egypt in green.

4. Where did the first people who settled in Egypt come from?

A. North America B. Nile River Valley C. North Africa

5. How was the area around the Nile River different thousands of years ago?

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_____________________________________________________________________________________

6. What is emmer? _____________________________________________________________________

_____________________________________________________________________________________

Prehistoric EgyptName __________________________________________________


Did You Know?The driest inhabited region in theworld is Aswan, Egypt whichaverages only .02 inches of rainper year.

Name __________________________________________________


“The Black Land” of Egypt referred to the strip of rich, fertile land along the Nile River. On both sidesof the river were the “Red Lands,” the harsh deserts where no one lived and few traveled. The RedLands cover more than 90% of Egypt.

The Nile River is unusual in many ways. Not only is it the longest river in the world (4,160 miles), itis one of only a few major rivers that flows from south to north. The Nile provided two importantadvantages to Egypt: transportation and fertile land.

Without the Black Land along the Nile and the Red Lands surrounding it, civilization may never havereached the heights it did in Egypt. Because of the difficulty of crossing the deserts with a large army,the country was rarely invaded. The Black Land provided plentiful crops and a place for a large, stablepopulation to grow and develop.

Egypt has also been called “the Gift of the Nile.” Each year the area surrounding the Nile River flooded,bringing a deposit of rich silt. When the flood waters receded, farmers sowed their crops, providingplenty of food for the people. Other than wells, the Nile River is the only source of water for Egypt.

The Nile River was also a major highway for transportation of goods and people. The wealthy sailedthe Nile in pleasure boats. The first boats were built of bundles of papyrus reeds tied together. Larger,sturdier boats were later built of wood.

Circle T for true or F for false.

1. T F Most of Egypt consists of desert.

2. T F Without the annual flooding of the Nile River, the great civilization of Egypt may not have developed.

3. T F The Nile River protected Egypt from invaders because it was so wide.

4. T F The parts of Egypt called the “Red Lands” were named because of the reddish soil in that area.

5. Write or draw a picture on another sheet of paper comparing and contrasting the Nile River to a major highway in the U.S. today.

The Gift of the Nile

Did You Know?The best example of an early Egyptian boat wasdiscovered in a pit near the Great Pyramid of Giza,built for King Khufu. Over 130 feet long, the boatwas probably intended to enable the king to traveleasily through the underworld.

Early Egyptian history is called the PredynasticPeriod—the time before the great dynasties(ruling families) of Egypt.

Archaeology is a Greek word meaning the studyof ancient things. Archaeologists study theremains of people, buildings, objects, paintings,sculptures, and writing to learn about the past.People who study ancient Egyptian history andartifacts are called Egyptologists.

People in Predynastic Egypt lived in small villageswhich joined to form two kingdoms—Upper Egyptin the south and Lower Egypt in the north. Upperand Lower Egypt were separate lands with theirown rulers, customs, gods, and ways of life.

About 3100 B.C.E. the two countries were united under King Narmer (his name meant “catfish”), aking of Upper Egypt. He built a new capital city at Memphis on the border between the two lands andestablished the first Egyptian dynasty.

By the end of the Predynastic Period, the Egyptians had learned to make cloth, pottery, and items ofgold and copper. They had invented a form of picture writing.

The dry climate of Egypt has helped preserve many ancient artifacts. For example, wood buried in hot,dry sand does not rot. Archaeologists have found ancient wooden plows and other farmingimplements perfectly preserved.

1. How long did the Predynastic Period of Egyptian history last? _____________________________

_____________________________________________________________________________________

2. Why was it called Predynastic? ________________________________________________________

_____________________________________________________________________________________

3. How many years ago did the Predynastic Period begin? ___________________________________

4. How do archaeologists learn about the past? ____________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

5. The dry desert climate of Egypt has preserved many artifacts. How do you think the wind andsand have made work for archaeologists difficult?

_____________________________________________________________________________________

_____________________________________________________________________________________

Predynastic Period (5000–3100 B.C.E.)Name __________________________________________________


Name __________________________________________________


At first, Egyptian writing consisted of small pictures called hieroglyphs. Each picture represented aword or idea. However, that type of writing could be confusing when recording complex ideas.

A picture like this could stand for a person’s foot. It also could meanwalking, traveling, running, or other action words.

1. For each picture, write three possible meanings.

Eventually the pictures came to stand for specific sounds instead of whole words. Only special scholarscalled scribes learned to read and write. The chart on the Egyptian Writing transparency shows thesymbols used and the English sounds they represent.

2. Draw small pictures to represent the following words.

man woman food

many river hot weather

3. Use your own ideas to write these sentences in pictures.

A. The man walked for three days across the desert.

B. The crops were better last year than this year.

4. Compare your drawings with the ones drawn by a partner. Which symbols did you both usethat were similar?

Egyptian Writing

A. ________________________

________________________

________________________

B. ________________________

________________________

________________________

C. ________________________

________________________

________________________

A cartouche is an oval or oblong-shaped sign with a name written in hieroglyphics. The Egyptianssurrounded the names of royalty in a cartouche when writing their names.

Study the Egyptian alphabet on the transparency.

1. Translate the names and write them next to each cartouche.

2. Make your own cartouche.

A. Form a ball of clay into an oval shape. Press it flat and smooth. Use a small object like anail to carefully inscribe your name in hieroglyphics. If you make a mistake, smooth it outand start over.

B. Use the nail to make an indentation on the back of the cartouche to use for hanging yoursign when you finish.

C. Let the clay dry completely, then decorate your cartouche with paint or markers.

Note: If you don’t have clay, cut an oval from posterboard and write your name in hieroglyphicsusing paint or markers.

Make a cartouche as a gift for a friend or relative.

An Egyptian CartoucheName __________________________________________________


Did You Know?Doing laundry could be a dangerous job in ancient Egyptbecause of the possibility of being attacked by crocodilesor angry hippos while washing clothes in the Nile River.

Name __________________________________________________


Papyrus, a reedy plant which grew in abundance alongthe Nile River in Lower Egypt, became the symbol forancient Lower Egypt. Papyrus grows from 3 to 10 feettall. The lower part of the stem can be as thick as aperson’s arm.

The ancient Egyptians used parts of the papyrus plantfor both decorative and practical purposes. They madewreaths, sandals, boxes, boats, rope, and baskets frompapyrus. They dried the roots for fuel and boiled thepith to eat.

1. Use a dictionary. Define pith. __________________________________________________________

The most important use of papyrus was for making paper. To do this, the Egyptians cut the reeds intosections about 18 inches long and removed the green outer skin. The pith inside was cut into wafer-thin slices, then rolled or pressed to flatten them and eliminate moisture.

Two layers of flattened pith were placed on top of each other at rightangles and moistened with water, then placed between pieces of fabricand pressed between heavy stone slabs for several days until completelydried. Finally, the sheets were rubbed with ivory or a shell to make asmooth surface.

Sheets of papyrus were made into rolls, often 20 to 30 feet long. The oldest known books today were written on papyrus scrolls.

2. Imagine reading a novel written on papyrus rather than in the book form we use. Which do you think would be easier to handle? Why?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

3. Number these steps of paper-making in order.

_____ cut pith into thin layers

_____ cut reed into sections

_____ press or roll to remove moisture

_____ remove outer skin

_____ smooth by rubbing with ivory or a shell

_____ press between stone slabs

The Importance of Papyrus

This period in Egyptian history is also known as the Age of Pyramids. It was a golden age of cultureand civilization. Painting, literature, and sculpture flourished. Great strides were made in medicine,architecture, astronomy, navigation, and engineering. The 365-day solar calendar we use todayoriginated during this period.

The capital remained at Memphis, and the country was strongly united through a complex system ofgovernment. During this period the kings of Egypt were called pharaohs. They had so much powermany believed they were gods living on Earth.

The architect Imhotep designed the first pyramid, a step pyramid for King Zoser at Saqqara. He wasalso a scientist, doctor, priest, and writer. After he died, people believed he, too, became a god.

As time went on, the pyramids became larger and more elaborate as they changed from simple steppyramids to elaborate straight-sided monuments. The Great Pyramid in Giza was the largest structurein the world, built for King Khufu (Cheops) on the west bank of the Nile near present-day Cairo.

The other great monumental work done at this time was the Great Sphinx. In Egypt, the sphinx was acreature with the body of a lion and the face of a person, often that of a pharaoh. The strength of thelion symbolized the power of the ruler. The Great Sphinx at Giza is the largest freestanding sculpturethat survives from the ancient world.

Over 240 feet long and 66 feet high, this mythological beast guarded the entrance to King Khafre’stomb, a smaller pyramid also at Giza.

The Old Kingdom lasted about 500 years. Eventually Egypt split into several smaller provinces, eachwith its own ruler.

1. Why was the Old Kingdom known as the Age of Pyramids? _______________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

2. Do you think people of that time called it the Old Kingdom? Why or why not?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

The Old Kingdom (about 2649–2143 B.C.E.)Name __________________________________________________


Did You Know?The story of the riddle of the Sphinx wasunknown in ancient Egypt. It was actuallywritten by a Greek several thousand yearsafter the Great Sphinx was built.

Name __________________________________________________


To mummify means to preserve. The ancient Egyptians believed that after death, people needed theirbodies for the journey through the underworld. Mummification became an important part of their beliefin the afterlife.

Thousands of years ago the Egyptians realized that the hot, dry climate of Egypt could mummify andpreserve a body naturally. By about 2600 B.C.E. they had learned to extend and improve this naturalprocess through the used of special techniques.

Priests and specialists called embalmers used scientific techniques in addition to prayers and chants toprepare the body after it died. Although we usually think of mummies as the bodies of pharaohs, thebodies of many people, rich and poor, were mummified so they could live forever. The process for thewealthy and royalty was more elaborate, as were their coffins and tombs.

To mummify a body, the organs were first removed. These organs were preserved and saved in specialcontainers, except the brain and the heart. The brain was discarded because they did not believe it hadany value. The heart was preserved and put back in the body.

The priests used a salt compound called natron, ointments, and various spices to prepare the body.After drying for 40 days, the body was carefully wrapped in long strips of linen bandages. Those whohad been wealthy were then buried in elaborate coffins.

The ancient Egyptians believed the heart was the center of intelligence and emotion. After death, thegods weighed a person’s heart to judge his or her worthiness to enter the afterlife.

Eternal life was not automatic. In the presence of thegods Osiris, Thoth, and Anubis, a person’s heart wasplaced on one side of a balance scale and a featheron the other side. If the person had committed manywrong deeds in life, the heart would be heavy. If theheart weighed more than the feather, the personwould be devoured by a monster.

1. Why did the Egyptians believe it was important to preserve the body after someone died?

_____________________________________________________________________________________

_____________________________________________________________________________________

2. Why was the heart important? _________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Mummies

The ancient Egyptians believed that life after death was very similar to life on Earth. When peopleentered the afterlife, they would need food and drink, friends and servants, furniture, pets, clothing,medicines, games, and jewelry.

The earliest known tombs for the pharaohs were long, low buildings made of brick or stone calledmastabas. The tomb for King Zoser began that way, but the architect, Imhotep, made some changes.Instead of a simple square stone building, he added a second layer, slightly smaller than the first. Headded four more layers, each slightly smaller, until he had created the first “step pyramid” surroundedby courtyards and shrines.

The step pyramids symbolized a giant stairway for thepharaohs to climb to reach the sun god. The use of stonefor tombs became standard and symbolized that thestructure was meant to last for eternity. The true pyramidwith smooth, sloping sides developed later from the steppyramid design.

Pyramids were called “Houses of Eternal Life,” built toprotect the tombs of the pharaohs. They believed if thepharaohs’ bodies and possessions were protected, theycould live forever. The pyramids also served as a memorialto the pharaohs so they would be remembered forever.

Many of the pyramids were connected through tunnels to other buildings including temples, libraries,storage places, and even open air markets. Inside the pyramids were false passageways and fakeburial chambers to deter robbers.

Work on a pyramid often began long before a pharaoh died. Historians estimate that it took 100,000men working three months a year, 20 years to build the Great Pyramid of Giza. During the threemonths when the Nile overflowed, farmers and others worked on public projects like the pyramids andwere paid for their labor with housing, food, and clothing.

1. What is a mastaba? __________________________________________________________________

2. What was the main purpose of the pyramids? ___________________________________________

_____________________________________________________________________________________

3. What was another purpose for building pyramids? _______________________________________

_____________________________________________________________________________________

4. Why do you think the pyramids were called “Houses of Eternal Life?”

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What Were the Pyramids?Name __________________________________________________


Name __________________________________________________


What materials could you use to constructa pyramid? It would depend on what typeof pyramid you wanted to build and howlarge you wanted it to be.

The Egyptian pyramids have square basesand four triangular sides. The base of eachtriangle is equal to the length of one sideof the square. The other two sides of thetriangles are equal.

The earliest type of pyramids built werecalled step pyramids. To build a steppyramid, you could use bricks, cardboardboxes, or wooden blocks.

1. What other materials would work for a step pyramid?

_____________________________________________________________________________________

_____________________________________________________________________________________

The pyramids built later had smooth sides and came to a point. To build a smooth pyramid, you coulduse cardboard, wood, paper, or clay cut into shape and dried.

2. What other materials would work to build a smooth pyramid?

_____________________________________________________________________________________

_____________________________________________________________________________________

3. Work with a partner or small group to design your own pyramid. Determine the size of thepyramid and the materials you will use.

4. After you build your pyramid, decorate it as elaborately as possible—after all, it should beworthy of a pharaoh!

Build a Pyramid

Did You Know?The Egyptian goddess, Bast, was believed to be the mother of all cats on Earth. Catswere considered sacred animals in ancient Egypt. Many mummies of cats have beendiscovered. Other animals including baboons and ibises were also mummified.

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The Art of Ancient EgyptName __________________________________________________


Name __________________________________________________


What would have happened if you had gotten sick in ancient Egypt? Paintings and carvings fromtombs and writings on papyrus tell us much about doctors and medicine in ancient Egypt.

Medicine was part healing, part magic, and part religion. Doctors of ancient Egypt knew much abouthuman anatomy and how to treat many diseases. They set broken bones, delivered babies, andprepared dressings for wounds.

Doctors made ointments and medicines from many naturalingredients including spices, herbs, animal parts, and plantslike dates and garlic.

Those who wanted to become doctors studied at temples inspecial centers called “Houses of Life.” After completingtheir training, doctors set up their offices in the temples.

The ancient Egyptians believed that different gods andgoddesses helped doctors heal. Hathor and Taweret werethe goddesses of childbirth. Isis protected the liver.

Treatment for an illness might combine chanting a magicalspell, prayers to a god or goddess, and a potion preparedby the doctor. One of the more unusual prescriptionsincluded crocodile dung and sour milk!

In addition to taking medicine, an incantation to rid aperson of a medical problem might be written on papyrus,then burned as an offering to one of the gods.

1. Imagine a god or goddess that helped cure colds. Describe or draw what that god or goddessmight look like.

2. Write an incantation to that god or goddess that a doctor may have used to help someone feel better.

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Medicine in Ancient Egypt

Did You Know?Radishes were considered divine food in ancient Egypt.

The Egyptian kings were often called pharaohs. They also had a long list of other titles to describetheir greatness and power. Most pharaohs were men. The pharaoh’s main wife (he often had several),known as the “great royal queen,” sometimes ruled when her husband died or until his heir was oldenough to rule.

The pharaoh was not only the most powerful and important person in Egypt, he was also believed tobe a god. The pharaoh was the chief priest of the temples, headed the army, ruled the government,made laws, and controlled trade.

The pharaoh could make or change or break any laws. No one could tell the pharaoh what to do orhow to do it. However, no one person could attend to all the detail of government. Pharaohs neededadvisers to help them rule and officials to carry out policies.

1. How do you think your life would be different if our country were ruled by a pharaoh?

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Scribes were the only people in Egypt who could read and write. They attended schools where theyalso studied history, poetry, surveying, architecture, and accounting. Scribes often held importantpositions in the government. They collected taxes, designed and organized construction of publicbuildings, and saw to the daily business of towns and villages across Egypt. The vizier was the mostimportant scribe who became the pharaoh’s chief adviser.

2. How would your life be different if you could not read or write?

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Priests and priestesses were responsible for taking care of the temples and the spiritual well-being of the people. They were scholars and advisors to the pharaohs and other government officials.

Governing an EmpireName __________________________________________________


Did You Know?By tradition, Egyptian royalty never allowed their natural hair toshow. Their heads were covered at all times in public. They woreelaborate crowns for important ceremonies. For everyday wear,they wore a cloth headdress called a nemes. Look at a picture of the Great Sphinx. It too is wearing a nemes.

1. Write a headline in six words or less for each event.Imhotep designed the first step pyramid for King Zoser at Saqqara.

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Several tomb robbers were caught in the act last night and arrested by the local pyramidpolice as they tried to escape with gold and jewels. They will appear in court today.

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2. Complete the want ads in your own words.

Ancient Egyptian NewsName __________________________________________________


Our motto: If it’s not more than 4,000 years old, it’s too new for our news.

Government Positions Available

Apprentices to the royal embalmer needed.Previous experience should include . . .

Duties include . . .

Benefits include . . .

To apply . . .

Amulets for Sale

Guard yourself and your loved onesfrom evil spirits. Insure health, wealth,power, and happiness by wearing oneof our finely crafted symbols availablein brightly painted clay, copper, silver,or gold.

NOTICE

Taxes are due now. Bring grain andpapyrus to the east temple entrance.Cattle, sheep, goats, geese and chickensshould be delivered live after sunset.Copper, silver, gold, and gems may bebrought any time, day or night.

Wanted

Young men and women to study to be priests and priestesses at theroyal temple. Must be willing to . . .

Duties include . . .

Apply at the rear entrance at sunrisetomorrow.

A period of chaos followed the collapse of the Old Kingdom. A writer of that time described society as“turned upside down.” That changed when King Mentuhotep finally reunited Egypt about 2650 B.C.E.He called himself “Uniter of the Two Lands” and claimed he was a god. During his reign, Egypt begana new age of peace, prosperity, and strong government.

Again, great achievements were made in the arts. Much of the literature from this period has beenpreserved, including epic tales, poetry, and “wisdom texts” filled with advice about the proper way tolive. Increased trade with other lands brought great wealth to the country.

From paintings found in royal tombs of this period, Egyptologists have learned much about dailyactivities among both the common people and the ruling class.

Amenhemhet I (1991–1962 B.C.E.) built a new capital city, Itjtawy, near Memphis. He and his sonSenwosret I began building projects of temples and pyramids. In Faiyum oasis, King Senwosret II hadan entire town designed and built for those who worked full time on the king’s pyramid.

The first woman known to become a pharaoh was Queen Nefrusobk (1787–1783 B.C.E.), but almostnothing is known about her.

During the Middle Kingdom period, Egypt conquered much of Nubia, a region south of Egypt. Inaddition, trade began with lands along the eastern Mediterranean Sea and the Middle East.

The Middle Kingdom period ended about 1786 B.C.E. when Egypt was conquered by Asian settlerscalled the Hyksos. From these people, the Egyptians learned several technological advances includingthe use of the horse and chariot, an improved type of bow, bronze weapons, a more efficient loom andnew types of musical instruments.

Write your answers on another sheet of paper.

1. Do you think a horse-drawn chariot would be an advantage during warfare? Why or why not?

2. List one way the Middle Kingdom and the Old Kingdom were alike and one way they were different.

3. Why do you think a ruler would build a new city and move the capital of a country?

The Middle Kingdom (2040–1786 B.C.E.)Name __________________________________________________


Who Am I?Name __________________________________________________


The gods and goddesses were very real to the ancient Egyptians. Over 3,000 deities representeddifferent aspects of life and nature.

Use reference sources to match the names of the gods and goddesses with their descriptions.

Name Description

1. _______________________ The creator god portrayed with the head of a ram

2. _______________________ Goddess of love, music, and dance sometimes pictured as a crow

3. _______________________ Sky goddess

4. _______________________ Earth god

5. _______________________ God of air who held up the sky

6. _______________________ God of the dead, often portrayed as mummified

7. _______________________ Ruler of the desert, storms, and violence portrayed with a forked tail and the head of a greyhound

8. _______________________ Moon god; also god of wisdom and writing with a bird-shaped (ibis) head

9. _______________________ Son of Osiris and Isis, often portrayed with the head of a falcon

10. _______________________ Queen of the gods represented as wearing a headdress and usually sitting on a throne

11. _______________________ The jackal-headed god of embalming

12. _______________________ Sun god with a large circle representing the sun over his falcon head

The Story of OsirisLong ago Seth, brother of Osiris the god-king, wanted to rule Egypt. He cut his brother’s body intolittle pieces and scattered the pieces up and down the Nile River. Isis, wife of Osiris, found the piecesand put them back together. Osiris became the god of the underworld. Their son Horus fought Seth forcontrol. With the approval of the other gods, Horus became the ruler of Egypt.

Amun Anubis Geb HathorHorus Isis Nut OsirisRa Seth Shu Thoth

Senet was a board game played in ancient Egypt. Although they have found paintings on tomb wallsand on papyrus scrolls of people playing Senet and other games, Egyptologists are not certain exactlyhow the games were played.

To play Senet, make a copy of the game on poster board. You will need one die. Each player needsfive game markers of the same color. Use a different color for each player. Black and red checkerswork great.

Suggested Rules for Senet:

1. Players shake the die to see who goes first. The one with the higher number puts his or hergame pieces on squares marked with A’s. Player 2 puts game pieces on the B squares.

2. Take turns shaking the die. Players move a game piece that number of squares down the centerrow, then up the third row.

3. A game piece can land only on an empty square or a square occupied by an opponent’s gamepiece. If the only possible move lands on your own game piece, skip a turn.

4. If a player’s game piece lands on an opponent’s game piece, the opponent’s game piece isremoved from the board.

5. The only way to bring a game piece back is to shake a six and land on one of the opponent’spieces. In addition, the first square the player occupied at the start of the game must be emptybecause that is where the piece is replaced on the board.

6. The object of the game is to exit all five game markers from the board. Special rules must befollowed for exiting.

Rules for exiting:

A. If a game piece is on the sixth square from the end and a player shakes a six, he or she cannotexit. The piece can only be moved with a shake of five or less.

B. If a game piece is on the square marked , the piece can exit the board if a five is shaken ormove forward with any number less than five.

C. If a game piece is on the square marked X, the piece can exit the board if a four is shaken ormove forward with any number less than four.

D. When a game piece is on a square marked lll, ll,or l, it can only exit the board by shaking athree, two, or one. For example, if a piece is onthe lll square, it cannot be moved forward witha shake of one or two.)

After you finish playing Senet:

1. Write a paragraph on another sheet of papergiving your opinion of the game.

2. If you could rewrite the rules, which rules would you change, and what would the new rules be?

Senet, An Ancient Egyptian GameName __________________________________________________


The New Kingdom (1500–1070 B.C.E.)Name __________________________________________________


When the Egyptians eventually overthrew the conquering Hyksos,another period in history called the New Kingdom began. The use ofimproved weapons and horse-drawn chariots enabled the Egyptiansto develop a permanent army. Military campaigns extended thecountry’s borders.

When Thutmes II died, his queen, Hatshepsut, ruled Egypt becauseher nephew, the heir to the throne, was only a baby. Seven yearslater she declared herself king and continued to rule until she died.

Egypt reached the height of its power under Thutmes III. The capitalwas moved again, this time to Thebes. Taxes and trade with peoplewho had been conquered made the country immensely rich.

When Akhnaton became pharaoh around 1353 B.C.E., he tried toreplace the worship of Egyptian gods with one god, Aton, the sungod. He banned worship of all other gods and closed their temples.The capital was moved to a new city named Akhnaton betweenMemphis and Thebes. At the center of the city was a temple withouta roof, open to the sun.

After Akhnaton died, his wife, Nefertiti, became “king” and continued to rule Egypt. The next pharaohwas Tutankhamen, the boy king. His guardians moved the capital back to Memphis and allowedworship of all the old gods and goddesses.

Ramses II was considered the last great ruler of Egypt. He became king about 1290 B.C.E. and made peace with the Hittites in southern Syria, a peace that lasted for 50 years. Ramses II built more enormous statues of himself than any other pharaoh. He had hundreds of wives and more than 900 children.

When the era of the New Kingdom ended, the country again split into smaller parts and Egypt lostcontrol of territory it had conquered. Temple priests became very powerful until they controlled Upper Egypt.

1. When a woman became the ruler of Egypt, why do you think she was known as a king ratherthan a queen?

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2. What do you think it would be like to have 900 brothers and sisters?

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Egyptologists have learned about daily life in ancient Egypt by studying many sources: drawings andpaintings on papyrus and tomb walls, artifacts found in pyramids and in towns that have beenexcavated, and thousands of papyrus documents.

Most people in ancient Egypt did not live in a palace or have servants to wait on them. In fact, manyof the people who lived in larger cities worked as servants in the temples and homes of the wealthy.

Most people lived in small villages. Excluding the very rich and the very poor, the majority ofEgyptians lived in small, single family flat-topped houses made of sun-dried bricks from the mud near the Nile River.

Small windows let in little light but kept thehouses cool. Walls were often plastered and/orpainted with patterns or scenes of nature, insideand out. A staircase to the roof gave the familyadditional living space. The number of rooms,location, and size of the home depended on thewealth of the family.

Most men and boys worked in the fields or tookcare of the animals outside the village. Craftsmenworked in shops usually attached to their homes.Scribes and wealthy landowners lived in largerhomes on the edges of villages, often surroundedby high walls.

The common people of ancient Egypt ate mostly barley, bread, and onions. They used barley forporridge and to make beer. Other foods sometimes available were vegetables, dates, and figs.

Luxury foods included a variety of breads, roasted chicken, goose, quail, and beef, plus cheese,grapes, berries, wild celery, eels, carp, and other types of fish. Only the very rich drank wine.

Use reference sources to learn more about homes, family life, furniture, clothing, or food in ancientEgypt. List five ways daily life was different in ancient Egypt from what it is today.

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Daily LifeName __________________________________________________


Did You Know?Egyptian women used a wide range of cosmetics and beauty productsincluding eye glitter made from crushed iridescent beetle shells.

King TutankhamenName __________________________________________________


King Tutankhamen became the ruler of Egypt when he was about nineyears old (around 1347 B.C.E.). He died about ten years later.

Although King Tut was not the most important pharaoh in Egyptianhistory, he is one of the best known, thanks to the discovery of hisremarkable tomb by the archaeologist Howard Carter in 1922.

Most royal burial places had been looted by tomb robbers over thecenturies. Carter discovered a sealed entrance to Tut’s tomb. Inside hefound thrones, vases, chariots, statues, jewelry, and ostrich feather fans.Items found in the tomb also included a wooden dummy or mannequinused to make clothing, 30 boomerangs, almost 100 pairs of footwearmade from leather, basketwork, wood, and even sheets gold.

1. Imagine becoming the ruler of an entire country at the age of nine years old. On another sheet of paper, write a journal entry about what a typical day might have been like for a nine-year-old king.

2. Use the internet or other reference sources to learn about other items found in King Tut’s tomb.List at least 10 items found.

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3. Of all the items found, which do you think was the most unusual to be included in a tomb?Explain why it was unusual and why you think it was included.

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King Tut’s mummified body was protected by four coffins. One of the coffins was made of over 200 pounds of gold! Tut’s face was covered by a gold mask weighing 22.5 pounds.

Since King Tut was a rather unimportant pharaoh, imagine what treasures must have been buried with those who were considered important!

4. Many stories have been told about the bad luck that followed opening King Tut’s tomb. Many believed there was a curse on the tomb. Do you believe that? Why or why not?

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Children in ancient Egypt did not go to school unless they were studying to be scribes, doctors, orpriests. They began working at a very young age. In most cases, children followed the occupation of their parents. Boys learned a trade from their fathers and girls learned homemaking skills from their mothers.

Egyptian society was made up of three major social classes. At the very top of the social structure, in aclass by themselves, were the pharaoh and the royal family.

The upper class included wealthy landowners and people in high government positions, such asadvisors to the royal family. The middle class included wealthy merchants and skilled craftspeople.

The majority of the people belonged to the lower class. They worked on farms and did various types ofunskilled labor.

Fill in the social pyramid by writing each occupation in the section where you think it belongs.

architect artist astronomer bakercarpenter chariot maker coffin maker doctorembalmer engineer farmer fishermanfurniture builder goat herder laundry worker paper makerpriest sailor sandal maker scribesculptor soldier stone carrier sheep herdertailor tomb builder

Who’s Who?Name __________________________________________________


The Decline of Egypt (1070–30 B.C.E.)Name __________________________________________________


Beginning about 1070 B.C.E., Egypt began to decline as a major power. The country was invaded byarmies from many lands. The Kushites conquered Egypt in 767 B.C.E. and ruled until the Assyrianstook over in 671 B.C.E. After a brief period of independence, the Persians invaded (525 B.C.E.) anddominated Egypt until the arrival of the Greeks.

In 332 B.C.E. Alexander the Great brought an end to Persian rule when his Greek armies conqueredEgypt. He founded the city of Alexandria which later became the capital and a center of art,architecture, and philosophy. Egypt became part of the Greek empire. For over 300 years, Greek-speaking pharaohs ruled Egypt.

While ruled by the Greeks, Egypt again achieved power. However, the Syrians invaded in 169 B.C.E.When the Roman legions conquered Egypt in 30 B.C.E., Cleopatra committed suicide and Egyptbecame a Roman province.

ReviewMatch.

1. _____ mastaba A. Egyptian writing

2. _____ mummification B. deserts of Egypt

3. _____ Egyptologist C. a low building

4. _____ sphinx D. Greek who conquered Egypt

5. _____ the Red Lands E. a cloth head covering worn by pharaohs

6. _____ the Black Land F. a person who studies ancient Egypt

7. _____ hieroglyphics G. site of the Great Pyramid

8. _____ Alexander the Great H. process of preserving a body after death

9. _____ nemes I. Egyptian sun god

10. _____ Memphis J. area along the Nile River

11. _____ predynastic K. statue with body of lion and head of a person

12. _____ Giza L. capital of Egypt for a time

13. _____ scribes M. period before the pharaohs

14. _____ Ra N. people who could read and write

Honey discovered in the tombs of Egyptian pharaohs is still edible.

Ling Pepi II ruled for 94 years and lived to the age of 100.

One Egyptian legend said that the creator god, Khnum, madeeach person on his potter’s wheel.

Children in ancient Egypt enjoyed some of the same gamesthey do today, like Leap Frog and Tug-of-War.

Cats were sacred in ancient Egypt. They were also very usefulfor killing snakes, rats, and mice in homes and granaries.

The Greek historian Herodotus, who lived from 484 to 425B.C.E., reported that when a family’s pet cat died, theymourned their loss by shaving off their eyebrows.

Fruits like lemons, oranges, bananas, pears, peaches, andcherries were unknown in ancient Egypt.

The ancient Egyptians had an organized taxation and legal system with a police force and courts. One way to pay taxes was to send servants to work part of the year for the pharaoh.

Trained baboons were used by police officials to help make arrests. Beating was the most commonform of punishment for criminals and those who did not pay their taxes.

The ancient Egyptians did not use coins or other forms of money. Items were traded using the barter system.

People hired professional mourners to attend funerals. They sobbed, wailed loudly, and rubbed asheson their hands as signs of grief.

Egyptian priests believed they must be pure or the gods would not accept them. They bathed severaltimes a day and removed all body hair, either by shaving or plucking it out.

1. Of the items listed above, which surprises you the most? Why?

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2. Use the internet or other reference sources to write two other interesting tidbits of informationabout ancient Egypt.

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Egyptian TriviaName __________________________________________________


2. List 5 other ways that life in ancient Egypt was similar to life today.

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

4. __________________________________________________________________________________

5. __________________________________________________________________________________

3. From what you’ve learned of life in ancient Egypt, what do you think was most different aboutlife then and life today?

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Then and NowName __________________________________________________


Life in ancient Egypt was very different from what it is today. Life in ancient Egypt was very similar to life today.

How can both these statements be true?

1. Fill in the chart by making an X in the correct column following each item.

Then Now Both

Grow crops

Study astronomy

Keep pets

Enjoy music and art

Wear cosmetics and jewelry

Play board games

Believe the ruler is a god

Architects design large buildings

Enjoy riding bikes

Doctors practice medicine

Most children attend school

Wages paid in money

Complete one of these projects. Include maps, illustrations, and other appropriate graphics.

• Design and model clothing worn by an ancient Egyptian

• Make a sculpture of one of the Egyptian gods or goddesses. Include a story about this god or goddess.

• Create a travel brochure for an interesting tourist site people in ancient Egypt might havevisited. Include a map and interesting information about the site.

• Write a travel account of a boat trip down the Nile River. Include a map and description ofsights you saw.

• Make a videotape of an interview with an Egyptian pharaoh.

• Write an article for the “Ancient Egyptian Times” about any pharaoh.

• Make a ten-panel drawing using Egyptian style art showing different aspects of ancientEgyptian life.

• Use a water plant, like cattails, to make papyrus-like paper. Include step-by-step drawings or photos of the process.

Write a 3- to 5-page report on one of these topics:

The Rosetta Stone The Nile RiverHoward Carter Egyptian desertsKing Khufu Food and drinkKing Menes Jewelry and cosmeticsQueen Nefertiti Furniture and potteryQueen Cleopatra VII Laws and crimeImhotep Upper EgyptQueen Hatshepsut Lower EgyptRamses the Great The Great SphinxKing Amenhotep IV Aswan Dam projectKing Snefru MedicineQueen Hatshepsut ReligionKing Akhnaton Role of scribesFlinders Petrie TemplesKahun Clothing and footwearDeir El-Medina SlaveryThebes Painting and sculptureMemphis The Valley of the KingsCairo Inside a pyramidForeign invaders Book of the Dead

Egyptian ProjectsName __________________________________________________


Learn More about Ancient EgyptName __________________________________________________


Resources for StudentsTut’s Mummy, Lost—and Found by Judy Donnelly

The Curse of Tutankhamen by Lou Eschle

Tutankhamen by Robert Green

Mummies: Death and Life in Ancient Egypt by James Hamilton-Paterson

Eyewitness Books: Ancient Egypt by George Hart

Tut: The Last Journey by William MacQuitty

Pyramids! 50 Hands-on Activities to Experience Ancient Egypt by Avery Hart and Paul Mantell

The Great Pyramid by Elizabeth Mann

The Ancient Egyptians (Cultures of the Past) by Elsa Marston

Ancient Egyptian Places and Ancient Egyptian People by Sarah McNeil

The World of the Pharaoh by Anne Millard

Wrapped for Eternity; the Story of the Egyptian Mummy by Mildred Pace

Mummies Tombs, and Treasure: Secrets of Ancient Egypt by Lila Perl

Amazing Facts about Ancient Egypt by James Putnam and Jeremy Pemberton

The Monuments of Egypt by Eliot Porter

Into the Mummy’s Tomb by Nicholas Reeves

The Ancient Egyptians by Rosemary Rees

How Would You Survive as an Ancient Egyptian? by David Salariya

Ancient Egypt (History Beneath Your Feet) by Jane Shuter

The Egyptian News by Scott Steedman

The Egyptians and the Valley of the King by Phillip Steele

Cat Mummies by Kelly Trumble

See Inside An Egyptian Town by R. J. Unstead

Web sites:Two great sources of information about ancient Egypt are the History Channel and Discovery Channelwebsites. You can search for other sites using key words like Ancient Egypt, Mummies, Pyramids,Egyptian gods, Pharaohs, and Sphinx.

Prehistoric Egypt, page 21.–3. See map.4. C5. It was mostly swampland.6. wheat

The Gift of the Nile, page 31. T2. T3. F4. F5. Answers will vary.

Predynastic Period, page 41. About 1900 years.2. It was the time before the ruling dynasties

of the pharaohs.3. Answer will depend on current year.4. Archaeologists study the remains of people,

buildings, objects, paintings, sculptures, and writing to learn about the past.

5. Answers may include the fact that sand and wind erode buildings and cover towns so that no one knows where they are.

An Egyptian Cartouche, page 61. Ashley, Heather, James

The Importance of Papyrus, page 71. core; spongy inner material of a plant stem2. Answers will vary.3. 3, 1, 4, 2, 6, 5

The Old Kingdom, page 81. Most of the great pyramids were built

during this time.2. No. Reasons will vary.

Mummies, page 91. So they could live in the after life2. They believed it was the source of

intelligence and emotion.

What Were the Pyramids?, page 101. A mastaba was a long, low building that

contained a pharaoh’s tomb.2. The pyramids were built to protect the

pharaohs’ bodies and possessions.3. They were also a memorial to the pharaohs

so they would be remembered long after they had died.

4. Answers may vary.

Who Am I?, page 171. Amun2. Hathor3. Nut4. Geb5. Shu6. Osiris7. Seth8. Thoth9. Horus

10. Isis11. Anubis12. Ra

Review, page 231. C2. H3. F4. K5. B6. J7. A8. D9. E

10. L11. M12. G13. N14. I

Answer Key

28Copyright © 2002 Milliken Publishing Co. MP 8188

www.LorenzEducationalPress.comISBN 978-1-4291-1491-2

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EMP4818 - PBworksspringfieldmiddleschool.pbworks.com/f/egypt+ebook.pdf · 2010. 10. 21. · Giza—Site of the Great Pyramid and Great Sphinx Thebes—Capital of ancient Egypt Saqqara—Site