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Theme: Early River Civilizations• Mesopotamia• India and China• Egypt, Nubia, and Kush

Social Studies

Egypt, Nubia, and Kush Level X/60

Social Studies

Skills & Strategies

Anchor Comprehension Strategies

• Identify cause and effect

Comprehension • Stop/think/write

• Compareandcontrast

• Summarizeinformation

• Usetextfeaturestolocateinformation

Word Study/Vocabulary • Usecontextcluestodetermine

wordmeaning

Social Studies Big Idea • Earlycivilizationsestablishedgeographic,

political,religious,economic,andsocialstructuresthathadenduringeffectsonthedevelopmentoftheworld.

TEAChEr’S GuidE

Synthesize Information • Administer Ongoing Comprehension Assessment

• Summarize Information

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A c t i v i t i e s

Using Navigators Chapter Books

Explicit Strategy InstructionUse the complete guide to model, guide, and support stu-dents as they apply comprehen-sion and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need mod-eled instruction.

Small-Group DiscussionsIntroduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.

Independent ReadingHave students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

Copyright ©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-5257-12

Pages 4–6: Model Strategies: Introduction–Chapter 1• Monitor-Reading Strategy: Stop/Think/Write

• Comprehension Strategy: Identify Cause and Effect

• Use Context Clues to Determine Word Meaning: Descriptions

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

Pages 7–8: Guide Strategies: Chapters 2–3• Monitor-Reading Strategy: Stop/Think/Write


• Use Context Clues to Determine Word Meaning: Descriptions

Pages 9–10: Apply Strategies: Chapter 4–Conclusion• Monitor-Reading Strategy: Stop/Think/Write


• Use Text Features to Locate Information: Primary Source Documents

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Build Content Background • Say: One of the world’s earliest civilizations was in Egypt. What

are some people, places, or things that are related to ancient Egypt? (Possible answers: Nile River, pharaohs, pyramids, mummies, King Tut)

• Draw a pedestal graphic organizer as shown. Write the phrase Ancient Egypt in the top-tier box. Write the words Nile River, Pharaohs, and Pyramids in the boxes below it. Then have students name three things about each of the three topics.

• Say: These are topics on Egypt that we can expect to learn more about in this book. What kinds of topics might we expect to learn about Nubia and Kush? (similar topics about these civilizations’ government, art, and culture)

Introduce the Book • Give students a copy of the book. Have them read the title

and look at the cover.

• Have students turn to the table of contents.

Ask: What do you think the title of Chapter 1 might refer to? (the Nile River)

What kinds of buildings do you think might be discussed in Chapter 3? (the pyramids)

• Have students choose a chapter (besides Chapter 1) that interests them. Then have them skim the chapter, looking for boldfaced words. Encourage them to use the text and the glossary at the back to define the boldfaced words.

• To introduce Key Words and Text/Graphic Features found in this book, use the book’s inside front cover.

Informal Assessment Tips

1. Assess students’ ability to skim for boldfaced words.

2. Document informal observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

©2011 Benchmark Education Company, LLC 3

Meeting Individual Needs

For students who struggle with skimming for boldfaced words, model by locating the boldfaced word in Chapter 3 and finding its definition in the glossary.

Have students preview the map on page 2. Then display a world map or globe and have students point out the area covered in the text. Ask them to find and name the present-day countries where ancient Egypt, Nubia, and Kush were located.

Write the word civilization on the board. Ask students to define it in their own words and share the word for civilization in their native languages. Encourage students to name and describe other ancient civilizations they have studied.

Tell students to study the pictures of art and artifacts that appear throughout the book. Have them choose their favorite picture and give a brief oral description of it.

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Ancient Egypt

Nile River Pharaohs Pyramids

Before ReadingMonitor-Reading Strategy: Stop/Think/Write• Say: Good readers think while they read and stop to write details

or main ideas about the text they’re reading. Doing this helps them remember more information.

• Use a real-life example of stopping to think and write.

Say: I recently read an article about a museum exhibit of artifacts from ancient Egypt. The article contained many details that I want-ed to remember. As I read the article, I stopped to write down details about each artifact that was described. By stopping to think and write, I knew I would better remember the information from the article.

• Read pages 2–3 aloud while students follow along. Anticipate words and ideas in the text that might cause students to stop and think. Stop and think as you read, and share your thought process aloud. Write your ideas on self-stick notes and place them in the book as students observe.

Say: The introduction tells me the dates when the Nile River was settled, when the Egyptian civilization began, and when Nubia was settled. The first was around 5500 B.C., the second was 4000 B.C., and the third was 2000 B.C. I want to remember these details, so I will stop and write them on a self-stick note. I’ll place this note on the page where I found the information.

During Reading Set a Purpose for Reading• Ask students to read pages 4–6 silently. Have them practice

stopping to think and write as they read. Tell them to write any details they want to remember or main points from the reading in their reading journal or on self-stick notes.

4 ©2011 Benchmark Education Company, LLC

ABOUT THE STRATEGY Stop/Think/Write

What? Good readers stop and think about what they are reading as they are reading. Then they write down their thoughts. Because this strategy is so simple, many readers forget to use it. Remind students that stopping, thinking, and writing are the beginning steps to using all other monitoring strategies.

Why? When readers stop and think, they are able to make connections, ask questions, visualize, make inferences, determine what is important and what is not, and synthesize information. When readers write down their thoughts or write about their thoughts and how those thoughts apply to them, they clarify their thinking and keep track of their thoughts.

When? Good readers stop, think, and write about what they are reading during and after reading.

How? Good readers stop and think about the text. They keep track of their thoughts in a journal or on self-stick notes. After reading, they reflect on their thoughts and synthesize informa-tion.

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading• Have students share the notes they took while reading. Ask

them to give examples of details or main points from Chapter 1 that they wrote down during reading.

• Discuss with students how the practice of stopping to think and write can help them remember information from the text.

• Ask students to recall the details about ancient Egypt that they brainstormed before reading. Discuss the details they learned about the Nile River in Chapter 1.

Ask: What were two ways in which the Nile River improved the lives of the ancient Egyptians? (It provided fertile farmland; it provided a trade route.)

• For text-dependent comprehension practice, ask the ques-tions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Comprehension Strategy: Identify Cause and Effect• Say: One way authors explain information is to tell why certain

events happen. When you read about an event in history, such as the development of the ancient Egyptian civilization, and why it occurs, you are reading about a cause-and-effect relationship. As I read this chapter, I paid attention to what happened, and I looked for an explanation telling why it happened. Identifying the event as the effect and the reason for it as the cause helped me under-stand the information in the chapter.

• Pass out the graphic organizer “Identify Cause and Effect” (blackline master, page 14). You may want to make a chart-size copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first four rows together. They will complete the last three rows in pairs or independently.


1. Watch students as they write notes on self-stick notes or in their journals.

2. In a folder or notebook, write down what you see each student doing.

3. Students should be stopping to take notes on main ideas and details as they read. Document students who are and who are not using this Monitor-Reading strategy.



For students who struggle with this activity, model the strategy again and remind them that stopping to think and make notes on main ideas and impor-tant details as they read will help them better understand the material.

Rapid readers can share their notes with a partner and add notes suggested by their partner that they may have overlooked.

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Introduction–Chapter 1 (continued)


Comprehension Strategy: Identify Cause and Effect (continued)

• Have students follow along as you model how to find cause-and-effect relationships in the Introduction and Chapter 1. Write the information on the graphic organizer as you find it.

• Read page 3 and say: Authors may provide clue words such as because of, due to, or if to help readers find cause-and-effect relationships. Other times, a cause-and-effect relationship is implied. The first sentence in the third paragraph on page 3 states that we know less about Nubia than about Egypt. The next sentence explains why: Nubians invented written language later than Egyptians. Write this cause and effect on the chart. I can ask, “What happened?” to check my answer in the Effect column and “Why did it happen?” to check my answer in the Cause column.

• Reread page 9 and say: The first paragraph explains why sailing both directions on the Nile was possible in ancient Egypt: the winds blew north to south, so people could sail up the river using its flow and down the river using sails. The second paragraph states that traveling the Nile was hard in ancient Nubia. As I read this fact, I ask why. The next sentence tells why: The river had six cataracts and was winding. Write this cause and effect in the chart as shown in the graphic organizer on this page.

• Tell students they will continue looking for cause-and-effect relationships as they continue reading the book.

Use Context Clues to Determine Word Meaning: Descriptions

• Tell students that it is often possible to figure out what a word means from the words and sentences around it. This is called the word’s context. Have students find the word archaeologists on page 3. Point out that the author does not define this word but does describe it.

• Say: The sentence says that archaeologists went to work. The next sentence says that they dug up ancient towns and learned about the past. This description helps me define the word archaeologist: “a scientist who studies the past through things people left behind.”

• Have students find the word irrigate on page 6. Ask them to identify the descriptions that help define the word. (The farm-ers needed a way to collect water and get it to the farmland, so they invented the shadoof.) Point out that irrigate means “to supply with water by artificial means.”

• Tell students they will practice this strategy again later.

Reader Response

Which invention or development by the ancient Egyptians described in this chapter was most important in improving their way of life? Why? Write a response in your journal and share your thoughts with a group member.

Nubians invented written language much later than Egyptians did.

We know less about Nubia than about Egypt.

Page Cause Effect

In Egypt the winds blew from north to south; people could sail up the river with its flow and the other way with sails. In Nubia, the river had six cataracts and was winding.

Traveling the Nile was easy in Egypt but hard in Nubia.

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Before ReadingMonitor-Reading Strategy: Stop/Think/Write

• Have students review the notes they took for Chapter 1. Ask for examples of details they recorded from the first chapter.

• Tell students they will continue to practice the strategy of stopping to think and write as they read Chapters 2–3.

Say: When we stop to think and write during reading, we pause to record important details from the text. Think about what you want to remember about these chapters as you read, and stop to write on your self-stick notes or in your journal.

• Read pages 10–11 aloud as students follow along.

Ask: What are these pages about? (the government, economy, and social classes of ancient Egypt)

Encourage students to write down the important facts about ancient Egyptian government, economy, and social classes on self-stick notes or in their journals before they continue read-ing.

During ReadingSet a Purpose for Reading

• Tell students to read pages 12–19 silently. Remind them to stop, think, and write as they read. Point out that section heads provide clues about the topics of sections and are a good guide for key ideas.

After ReadingDiscuss the Reading

• Have students provide examples of the notes they took while reading. Ask them to explain why they thought particular details were important to remember.

• Ask students to share notes they made on religion in early Egypt.

Ask: What did the ancient Egyptians believe about the pharaoh and the afterlife? (They believed that the pharaoh would travel to the next world after death; it would be a long journey and he would need servants, clothing, and jewelry in his burial place.)

• For text-dependent comprehension practice, ask the ques-tions for Chapters 2–3 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Carefully watch ELL students as they complete the assignment. If they are not taking notes, it may be because they do not understand the text. If they are writing notes, make sure the notes apply to the text.


For students who struggle with this strategy, model it again. Then have stu-dents read one page at a time and make one note per page. Have them explain why they chose that main idea or detail to write as a note.

Rapid readers can find one fact or detail in their notes that they would like to learn more about. Have them make a plan for research or, if time allows, carry out the research.

Guide Strategies: Chapters 2–3

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Chapters 2–3 (continued)

Reader Response

Suppose you could put several of your most valued objects in a pyramid as the pharaohs did. What objects would you choose? Why? Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Identify Cause and Effect • Review the first two rows of the “Identify Cause and Effect”

graphic organizer. Remind students that when they identify causes and effects, they look for clue words and other clues to figure out cause-and-effect relationships.

• Have students find a cause-and-effect relationship on page 15. Ask: Why did ancient Egyptians build pyramids?

(because the pharaoh needed a place to be buried with the things he would need in the afterlife)

Where do you write this information? (in the Cause box)

What event goes in the Effect box? (The ancient Egyptians built pyramids.)

• Work with students to answer the following question on page 17: Why did every family have to help build pyramids? Use the information on the graphic organizer on this page.

Use Context Clues to Determine Word Meaning: Descriptions• Remind students that they can use words and descriptions

from the text to figure out the meanings of unfamiliar words. Have students find the word scribe on page 14. Point out that the author does not define this word but does describe it.

• Say: The author says scribes traveled throughout the kingdom to keep records of the harvest, taxes, and marriages. By reading this description, I know that a scribe was a man who could read and write and who kept records of official business.

• Have students find the word tombs on page 16. Read the para-graph aloud and reread the second sentence. Help students define tomb: “a burial place.”

• For additional practice, have students complete the blackline master on page 16.

1. anthropology Clues: We can understand more about human culture by study-ing objects people left behind. Definition: the study of human culture

2. archaeological Clues: places where valuable objects may be found site Definition: a place where scientists search for objects left behind

by ancient peoples3. excavation Clues: Workers dig for buried objects with picks, shovels, and

tractors. Definition: the process of digging

4. Egyptologist Clues: An Egyptologist may find a mummy or a pharaoh’s neck-lace in a pyramid. Definition: a person who studies ancient Egypt

5. potsherds Clues: these bits of pottery Definition: fragments of pottery

6. radiocarbon Clues: discovering the age of an artifact; which gives a more accurate dating age estimate Definition: a scientific method of determining the age of an object

The Egyptians believed that their pharaohs would need many things in the afterlife.

The ancient Egyptians built pyramids.

Page Cause Effect

Pyramid builders did not have modern tools or machines; it took thousands of workers to build pyramids.

Every family had to help build pyramids.

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Apply Strategies: Chapter 4–Conclusion

Before ReadingMonitor-Reading Strategy: Stop/Think/Write• Have students look at their self-stick notes or in their journals

to review the notes they took yesterday. Remind them that stopping to think and write during reading is one way to remember important details from the text.

• Read pages 20–21 aloud as students follow along. Say: By 2160 B.C., early Egyptian civilization was declining. Let’s

stop and write a few details about why it became less powerful and how the kingdom of Kush developed.

• Remind students that when authors put words in boldfaced, or dark, print, these words indicate key ideas. Remind students to stop, think, and write notes about boldfaced words in Chapter 4.

During ReadingSet a Purpose for Reading• Have students continue reading Chapter 4 and the Conclusion

silently. Tell them to place their self-stick notes in the text at the places where they decided to stop and write a detail they wanted to remember from the text.

• Encourage students to stop and think about the questions posed in the conclusion. Encourage them to write notes about each question on their self-stick notes or in their journal.

After ReadingDiscuss the Reading• Have students share their notes for each chapter with the group.

Ask them to explain why they chose to record particular details.• Discuss the rise of the New Kingdom with students. Ask: How did the kingdom of Egypt become powerful again after

the Hyksos had gained control of lower Egypt? (The pharaoh Ahmose adopted the mission of making Egypt the world’s strongest military power; the Egyptians became great traders and gained control of Nubia and Kush.)

• Have students locate the checkpoint on page 23. Remind them that rereading will help them make sure they understand the text. Have them complete the prompt in their journal.

• Have students locate the checkpoint on page 27. Remind them that reading more about a topic is a good way to understand and remember facts. Have them complete the activity in pairs.

• For text-dependent comprehension practice, ask the questions for Chapter 4 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, have stu-dents remove the self-stick notes from their books and place the notes in their journals on a page titled “Stop/Think/Write.” Use this page to review the practice of stopping to think and write throughout the year.

Comprehension Strategy: Identify Cause and Effect

• Review the graphic organizer that students have been complet-ing. Explain that they will provide the causes and effects in Chapter 4 in pairs or independently. They should find causes and effects on pages 20, 22, and 25.

• Ask if students have any questions before they begin. Monitor their work and help them with any difficulty. Discuss students’ responses together.

• For more practice with identifying cause and effect, have stu-dents complete the blackline master “Identify Cause and Effect” on page 15.

Use Text Features to Locate Information: Primary Source Documents

• Have students turn to the Primary Source feature on page 21. Read the text aloud. Explain that objects left behind by people can tell experts many things about the people.

• Ask: Do you think the people of Kerma were religious? Why or why not? (Yes; they built large buildings as temples and left many valuable possessions as offerings.)

How could experts tell from the objects that the people of Kerma were in contact with Egyptian culture? (Some of the objects were Egyptian statues of pharaohs and nobles.)

What advantages and disadvantages would objects such as statues have compared to written materials in teaching historians about an ancient culture? (Possible answer: They could teach more concretely than texts about materials the people had, their artistic techniques, what they valued, and how they saw the world. On the other hand, they might be harder to understand and interpret than written texts.)

Chapter 4–Conclusion (continued)



1. Watch students as they identify cause-and-effect relationships. Ask yourself: How have students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Write down your thoughts in your folder or notebook. For students who struggle with identifying cause and effect, review the strategy using the Comprehension Strategy Poster: Identify Cause and Effect.

Reader Response

Suppose you could view any ancient Egyptian structure or work of art. What would you most like to see? Why? Write a response in your journal and share your thoughts with a group member.

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Cause: Akhenaton changed the Egyptians’ religion.Cause: Akhenaton worshiped the god Aton.Cause: Horemheb wanted to destroy the reminders of all who had worshiped Aton.Cause: Horemheb tore down monu-ments to Tutankhamen.Cause: Tutankhamen’s tomb was hidden for thousands of years.Cause: The world learned much about ancient Egypt from the objects in Tutankhamen’s tomb.

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Effect: Egyptians were upset. Effect: Akhenaton changed his name to a word meaning “Aton is satis-fied.”Effect: Horemheb tore down monu-ments to Tutankhamen.

Effect: Little was known about Tutankhamen.Effect: The tomb was in excellent condition.Effect: Tutankhamen is perhaps the best-known Egyptian pharaoh.

After 2566 B.C., the pharaoh collected more taxes to build pyramids; it rained less; local leaders became more powerful than the pharaoh.

Life in Egypt grew more difficult.

Page Cause Effect

Around 1985 B.C., a new pharaoh set up a strong central government, and trade grew.Ahmose was a successful pharaoh, sending soldiers as far north as pres-ent-day Israel and gaining control of Nubia and Kush.

Ancient Egypt had renewed growth and wealth.Egypt became an empire.

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Administer Ongoing Comprehension Assessment• Have students take Ongoing Assessment #15 on pages 60–61 in

the Comprehension Strategy Assessment Handbook (Grade 6).

Summarize Information• Remind students that nonfiction material often contains many

facts to read and remember. Writing a summary is one way to remember key ideas from the text.

• Have students review the notes they made while reading. Tell them to organize their notes so they can use them to write a summary of one chapter. You may want to group students, and assign each group one chapter to summarize.

Say: When we write a summary, we write the key ideas in our own words. You will use the notes you took during reading to write a sum-mary of one chapter.

• Model the process of summarizing information by picking out the key ideas from Chapter 1 with students. Explain that this is the first step to writing a good summary.

Say: This chapter describes the Nile River. What were the key ideas you wrote down from this chapter? (The river carries rich black soil, making the land fertile; the ancient Egyptians built mud walls to prevent floods and canals to carry water; the Nile also provided a valuable trade route.)

• Encourage students to share their notes with group members and work together to choose key ideas from their notes and use them to write a summary. When students are finished, have one member from each group read aloud the group’s summary.

• If students struggle with this activity, review summarizing infor-mation using the Summarize Information Comprehension Strategy Posters for Grades 3 and 6.



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, dis-cuss responses with individual stu-dents.

4. If needed, reteach this strategy and administer the second ongoing assessment #16 on pages 62–63 in the Comprehension Strategy Assessment Handbook (Grade 6).

5. Use ongoing assessments to docu-ment growth over time, for parent/teacher conferences, or for your own records.

Scaffold the graphic organizer activi-ty by having volunteers share their notes from one chapter. Write the notes on the board. Then model how to make the list of key ideas into a summary. Encourage students to participate in the process as much as possible.

Synthesize Information

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Write a Personal ResponseInvite students to respond to the book in a way that is meaning-ful to them. The prompts below provide a variety of alternatives.

• What aspects of life in ancient Egypt, Nubia, and Kush are similar to aspects of your own life? (text-to-self)

• Compare this book about ancient civilizations to other texts about ancient civilizations you have read. (text-to-text/compare)

• What contributions did the ancient Egyptian, Nubian, and Kush civilizations make to the world? (text-to-world)

• What parts of this book confused you? (self-monitor)

• What did you feel as you read this book? Why did you feel that way? (personal response)

• What personal connections or text-to-text connections did you make as you were reading this book? (make connections)

• What main ideas were discussed in this book? (synthesize information)

• Would you recommend this book to a friend? Why or why not? (evaluate)

Write to a Text PromptUse the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer personal response prompts to a piece of large chart paper and hang it in the room. Students can refer to the list throughout the year.

Why is it important for people of today to learn about the ancient civilizations of Egypt, Nubia, and Kush? Use informa-tion from the book to support your answer.

Look at the picture on page 17. What hardships did the people who built the pyramids suffer? Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.


The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.

The prompt is somewhat devel-oped. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

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©2011 Benchmark Education Company, LLC

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Directions: Use this worksheet to talk about the book.

Word Study:Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Daniels, Harvey. 1994. Literature Circles. Portland, ME: Stenhouse Publishing Co.

Rules for a Good Discussion:1. Be prepared.

2. Pay attention to the person who is talking and do not interrupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Fountas, I.C., and Pinnell,

G. S. 2001. Guiding Readers and Writers.

Portsmouth, NH: Heinemann Publishing

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Ways to Make ConnectionsText-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s happening right now in . . .

Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .

Small-Group Discussion Guide


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Identify Cause and Effect

Directions: Identify causes and effects in the passage. Complete the graphic organizer with six sets of causes and effects. Some causes may have more than one effect.

A Very Young King

Tutankhamen had a short reign as pharaoh of Egypt. Few important events occurred during his reign. Why, then, is Tutankhamen one of the most famous pharaohs?

The story begins with Akhenaton, a previous pharaoh, who had upset the Egyptians by changing their religion. He replaced their chief sun god, Amon, with Aton. (Thus he changed his name to Akhenaton, meaning “Aton is satisfied.”)

Tutankhamen became pharaoh in 1347 B.C. when he was nine. At first, he accepted Aton as god. Then he went back to the worship of Amon. Tutankhamen died at eighteen and was buried in the Valley of the Kings. A few years later, the pharaoh Horemheb tore down all monuments to Tutankhamen. He wanted to destroy reminders of all who had worshiped Aton. Therefore, little was known about Tutankhamen. However, in 1922, an archaeologist, Howard Carter, found Tutankhamen’s tomb. It had been well hidden, so it was in excellent condition. Carter found more than 5,000 valuable and beautiful objects in the tomb. The world learned much about ancient Egypt from them. This is why Tutankhamen is perhaps the best-known Egyptian pharaoh.

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Use Context Clues to Determine Word Meaning: Descriptions

Directions: Read the passage. Write the clues that tell you what each boldfaced word means. Then write a definition for each word. Use a dictionary if necessary.

An Archaeologist’s WorkWe know much about ancient Egypt because of the work of archaeologists.

Archaeology is a branch of anthropology. We can understand more about human culture by studying the objects left by ancient peoples. How do archaeologists find the features and artifacts that give this information? First, archaeologists must find archaeological sites. They locate places where valuable objects may be found in several different ways. Some sites, such as pyramids, are visible. Others are described in old records. Still others are found accidentally.

Once a site is found, excavation begins. Workers carefully dig for buried objects with picks, shovels, and even tractors. If they are lucky, they find objects such as tools, sculptures, and dishes. An Egyptologist may find a mummy or a pharaoh’s gold necklace in a pyramid. However, archaeologists more often discover potsherds. They carefully bag and label these bits of pottery. Then they analyze them in their labs. One of the most important facts to discover is the age of an artifact. They may do this by comparing it to other objects or by radiocarbon dating, which gives a more accurate age estimate.

1. anthropology Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

2. archaeological Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ site Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

3. excavation Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

4. Egyptologist Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

5. potsherds Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

6. radiocarbon Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ dating Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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Transcript of Level X/60 Egypt, Nubia, and Kush - Amazon S3€¦ · Benchmark education company Theme: Early...