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Unifying Egypt (p. 85) Ancient Egypt was divided into two parts Upper Egypt and Lower Egypt. One famous legend tells of the king of Upper Egypt, whose name was Menes. He defeated the king of Lower Egypt and united the two lands. Unification allowed the two kingdoms of Egypt to work together, increase protection, share ideas, and share natural resources. Menes was the first to wear the double crown which symbolized the unification of Egypt. DIRECTIONS: Using the glossary, write down the definition for unify. Next, you will combine two major companies into one unified company similar to how Egypt unified their two kingdoms. Your unified company must have a new name and a new logo/symbol. It also must be colored! Refer to the example below or to page 85 of your textbook for an additional example. You may not use the example provided. EXAMPLE The original names of the companies were: AT&T and T-Mobile (phone companies) The new unified company name is: AT&T-Mobile Why do you think these two companies should unify? Unification will benefit these companies because they can now share their networks, thus increasing the coverage area for their customers. Their new logo looks like:

Egyptian Records (p. 86) Hieroglyphics is a form of writing based on pictures. Hieroglyphs stood for sounds, not letters. However, for this activity you will be using symbols as letters. Scholars generally believe that Egyptian hieroglyphs came into existence a little after Sumerian script (pictographs/cuneiform) which may have influenced it. The individual rulers of Ancient Egypt each had their own personal signatures in the form of cartouches. A royal cartouche consisted of the name of the ruler written in hieroglyphics enclosed in an oval ring. The different royal cartouches were invaluable to early scholars. By comparing these early cartouches, Champollion was able to crack the code on the Rosetta Stone, make a momentous breakthrough for understanding of this ancient written language. Words were written right to left, left to right, or top to bottom, and the characters always faced the beginning of the word. Additional Facts: The word hieroglyph is from the Greek, meaning sacred carving. Egyptians were the first to use papyrus writing paper. Egyptians believed hieroglyphics were magical and that writing was a sacred act. The Egyptian spoken language was related to the languages of southwestern Asia and to some in northern Africa. It was eventually replaced with Arabic. DIRECTIONS: Find hieroglyphics in the glossary of your textbook and write its definition on page 43 of your notebook. Use the oval ring to make your own cartouche. You will write your first name using the hieroglyphs located on the back of these directions. Use PENCIL first, making the figures as large as possible. Then outline them using a color of your choice. You may write your name left to right or right to left. Remember the characters should face the beginning of the word. Then color in the rest of your cartouche yellow to symbolize wealth. Once finished, answer the question located below your cartouche on page 43 of your notebook. EXAMPLE

Hieroglyphic Alphabet

Social Life (p. 89) DIRECTIONS: There are some new jobs available in ancient Egypt and they are looking for someone like you. You will need to read the Social Life chart below and the job descriptions from the Egyptian Times on the back side in order to complete page 44 of your notebook. After reading, decide which job you would like to apply for. On your application, be sure to use complete sentences and provide specific details that make you qualified for that position. Remember, the job of pharaoh has already been taken so you must select another position (vizier, overseer, nomarch, or scribe).

The Lifeline of the Nile Life in Egypt Nubia and Egypt DIRECTIONS: Please preview Chapter 3: Ancient Egypt and Nubia on pages 76-97 of your textbook. After you discover what each of the pictures above represent, color your cover page above. Then cut this page out. Once you have completed these steps, please wait for further directions from your teacher.

Chapter 3 Key Concepts LESSON 1: The Lifeline of the Nile Ancient Egyptian civilization dates from 3100 B.C. to about 395 A.D. The Egyptians depended on the Nile River, the longest river in the world, to survive for thousands of years. The papyrus plant, a type of reed, was cultivated in Egypt and was used to make papyrus paper. The many gifts of the Nile, such as irrigation and transportation, helped civilization develop in ancient Egypt. The Nile flooded causing people to lose their lives and crops to be destroyed. If it did not flood enough, crops wouldn t grow. Egyptians were polytheistic. Their main god, Amon-Ra, was represented by the sun. LESSON 2: Life in Egypt The first civilizations in ancient Egypt were great and complex. Ancient Egypt is divided into the Old, Middle, and New Kingdoms. Pyramids were burial places. The largest pyramid which took 20 years to build is located at Giza. Mummification was a religious practice that helped preserve a body after death. The process took 70 days. Hieroglyphs are a form of ancient Egyptian writing. The decoding of the Rosetta Stone helped scholars read hieroglyphs. Egyptian society was structured like a pyramid: King / nobles and priests / merchants, craftsmen, and scribes / farmers and unskilled workers / enslaved people LESSON 3: Nubia and Egypt Nubia was a kingdom to the south of Egypt that developed its own culture. The Egyptians and Nubians interacted with each other and with other peoples. Nubian pottery was often red and black. It was a valuable trade good. The Nubians had a written language called Meroitic. It is very similar to Egyptian hieroglyphs, but no one has been able to decode it. Thutmose III was the pharaoh of Egypt s 18 th and largest dynasty. He was a brilliant general who never lost a battle. A series of invasions led to Egypt s decline and to the rise in strength of the Nubian Kingdom of Kush. DIRECTIONS: Please cut this page out. Then glue this page directly on the back side of your Chapter 3 cover page. Once you have completed these steps, please wait for further directions from your teacher.

Ancient Egypt and Nubia Mediterranean Sea Giza Memphis Red Sea Thebes e maps located on pages 77 95 to complete 1-6 below. 1. Create a compass rose for your map above that includes the 4 cardinal directions. 2. Label Upper Egypt and Lower Egypt. The Nile River (blue) is the longest river in the world. Upper Egypt is higher in elevation than Lower Egypt. The Nile flows north and empties out into the Mediterranean Sea through a triangular shaped delta (brown). Six cataracts break up the flow of the river. Fertile soil (black) is found close to the banks of the river. The surrounding area is desert (red). r the Mediterranean and Red Seas PURPLE. DIRECTIONS: Use the maps located on pages 77 95 to complete steps 1-7 below. 1. Create a compass rose for your map above that includes the 4 cardinal directions. 2. Label Upper Egypt and Lower Egypt. Label Nubia. (Just write them on the map) 3. Color the Nile River BLUE. 4. Color the fertile regions on both sides of the Nile River BLACK (black land). They should only extend one finger s width on either side. 5. Color the Nile Delta BROWN. 6. Color the desert bordering the valley RED (red land). 7. Color the Mediterranean and Red Seas PURPLE.

The Lifeline of the Nile (use with textbook pages 78-81) DIRECTIONS: Please cut this page out. Then glue this page directly on the back side of your Lifeline of the Nile page 40. Once you have completed these steps, please wait for further directions from your teacher.

Unifying Egypt (use with textbook page 85) Unify: 1. The original names of the companies were: (*2 companies that share similar interests) 2. The new unified company name is: 3. Why do you think these two companies should unify? Unification will benefit these companies because 4. Their new logo looks like: DIRECTIONS: Please cut this page out. Then glue this page directly next to your Lesson 1 Review page 41. Once you have completed these steps, please read Over the handout provided by your teacher. The please wait for further directions from your teacher.

Egyptian Records (use with textbook page 86) Definition of Hieroglyphics: How is hieroglyphic writing similar and different from the writing in your textbook? Be specific. DIRECTIONS: Please cut this page out. Then glue this page directly on the back side of your Unifying Egypt page 42. Once you have completed these steps, please read over the handout provided by your teacher. The please wait for further directions from your teacher.

Social Life (use with textbook page 89) You will need to read the Social Life chart and the job descriptions from the Egyptian Times in order to complete this page. After reading, decide which job you would like to apply for. Remember, the job of pharaoh has already been taken so you must select another position (vizier, overseer, nomarch, or scribe). DIRECTIONS: Please cut this page out. Then glue this page directly next to your Egyptian Records page 43. Once you have completed these steps, please read Over the handout provided by your teacher. Then please wait for further directions from your teacher.

Life in Egypt (use with textbook pages 84-90) DIRECTIONS: Please cut this page out. Then glue this page directly on the back side of your Social Life page 44. Once you have completed these steps, please wait for further directions from your teacher.

Nubia and Egypt (use with textbook pages 92-95) DIRECTIONS: Write the detail in the correct part of the Venn diagram. located in the north located in the south believed in many gods (polytheism) built irrigation canals written language was Meroitic developed a form of writing called hieroglyphics used wooden sticks to cultivate crops had goods such as gold, ivory, cattle, ostrich feathers, and granite DIRECTIONS: Please cut this page out. Then glue this page directly next to your Life in Egypt page 45. Once you have completed these steps, please wait for further directions from your teacher.

Chapter 3 Reflection 1. What information did I learn that was new to me? Explain and be specific. 2. Was completing the folder activities easy or difficult for me? Explain and be specific. 3. Rate your effort at meeting the notebook expectations (circle one): Excellent Good Needs Improvement Unacceptable Enormous Effort Acceptable Effort Some Effort Little to No Effort I worked on this task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediate. I view difficulties that arose as opportunities to increase understanding I worked on this task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediate. I put some effort but I stopped working on the task when difficulties arose. I put very little effort into the task or did not attempt it. 4. What is your goal for our next chapter which focuses on ancient China? How are you going to achieve that goal? Explain and be specific. Teacher will complete the following: Chapter 3 Folder Activities Grade % Chapter 3 Test Grade % DIRECTIONS: Please cut this page out. Then glue this page directly on the back side of your Nubia and Egypt page 46. Once you have completed these steps, please answer questions 1-4 on the Reflection page. The teacher will fill in your grades once youhave taken the time to reflect.

The Lifeline of the Nile Lower Egypt Upper Egypt e maps located on pages 77 95 to complete 1-6 below. 1. Create a compass rose for your map above that includes the 4 cardinal directions. 2. Label Upper Egypt and Lower Egypt. The Nile River (blue) is the longest river in the world. Upper Egypt is higher in elevation than Lower Egypt. The Nile flows north and empties out into the Mediterranean Sea through a triangular shaped delta (brown). Six cataracts break up the flow of the river. Fertile soil (black) is found close to the banks of the river. The surrounding area is desert (red). r the Mediterranean and Red Seas PURPLE. DIRECTIONS: Please cut this page out. Then glue this page directly on the back side of your Chapter 3 cover page. Use the maps located on pages 77 95 to complete 1-7 below. 1. Create a compass rose for your map above that includes the 4 cardinal directions. 2. Label Upper Egypt and Lower Egypt. 3. Color the Nile River BLUE. 4. Color the fertile regions on both sides of the Nile River BLACK (black land). They should only extend one finger s width on either side. 5. Color the Nile Delta BROWN. 6. Color the desert bordering the valley RED (red land). 7. Color the Mediterranean and Red Seas PURPLE.

Lesson 1 Review (p. 78-81) The Nile flooded at about the same time every year. The Nile River originates in East Africa and flows from south to north through Egypt. At its mouth is a delta formed of silt carried by the Nile. The Egyptians created irrigation canals and devised a calendar to predict floods. The Nile was a giver by providing water for crops, transportation, and survival. It was a taker because overflooding could destroy crops, homes, and cause deaths. No their civilization would not have lasted very long without being able to predict floods. Predicting the flooding of the Nile was essential to farming schedules and the overall survival of the Egyptians. DIRECTIONS: Please cut this page out. Then glue this page directly next to your Lifeline of Egypt page 1. Once you have completed these steps, please wait for further directions from your teacher.

Unifying Egypt (p. 85) to unite, combine, or Unify: bring together AT&T 1. The original names of the companies were: (*2 companies that share similar interests) T-Mobile AT&T-Mobile 2. The new unified company name is: 3. Why do you think these two companies should unify? Unification will benefit these they can now share their networks, thus companies because increasing the coverage area for their customers. 4. Their new logo looks like: DIRECTIONS: Please cut this page out. Then glue this page directly on the back side of your Lesson 1 Review page 2. Once you have completed these steps, please wait for further directions from your teacher.

Egyptian Records (p. 86) Hieroglyphics: a form of writing developed by the Egyptians that was based on pictures; sacred carvings _ How is hieroglyphic writing similar and different from the writing in your textbook? Be specific. Hieroglyphics used 700 different signs or pictures. The textbook uses 26 letters of the English alphabet. Hieroglyphics were written from left to right, right to left, or top to bottom. The textbook is written only from left to right and top to bottom. DIRECTIONS: Please cut this page out. Then glue this page directly next to your Unifying Egypt page 3. Once you have completed these steps, please wait for further directions from your teacher.

Social Life (p. 89) You will need to read the Social Life chart and the job descriptions from the Egyptian Times in order to complete this page. After reading, decide which job you would like to apply for. Remember, the job of pharaoh has already been taken so you must select another position. DIRECTIONS: Please cut this page out. Then glue this page directly on the back side of your Egyptian Records page 4. Once you have completed these steps, please wait for further directions from your teacher.

Life in Egypt (p. 84-90) Menes hieroglyphics pharaoh Stone Hatschepsut Asia DIRECTIONS: Please cut this page out. Then glue this page directly next to your Social Life page 5. Once you have completed these steps, please wait for further directions from your teacher.

Nubia and Egypt (p. 92-95) DIRECTIONS: Write the detail in the correct part of the Venn diagram. located in the north located in the south believed in many gods (polytheism) built irrigation canals written language was Meroitic developed a form of writing called hieroglyphics used wooden sticks to cultivate crops had goods such as gold, ivory, cattle, ostrich feathers, and granite located in the south developed a form of writing called hieroglyphics used wooden sticks to cultivate crops believed in many gods built irrigation canals shared and borrowed from each other s culture located in the north written language was Meroitic had goods such as gold, ivory, cattle, ostrich feathers, and granite DIRECTIONS: Please cut this page out. Then glue this page directly on the back side of your Life in Egypt page 6. Once you have completed these steps, please wait for further directions from your teacher.