Download - Chapter 2: Ancient Egypt and Kush - Mr. · PDF fileSphinx and pyramid in Giza, Egypt Ancient Egypt and Kush c. 3100 B.C. Narmer unites Egypt c. 2540 B.C. Great Pyramid at Giza built

Sphinx and pyramidin Giza, Egypt

Ancient Egyptand Kush

c. 3100 B.C.NarmerunitesEgypt

c. 2540 B.C.GreatPyramid atGiza built

c. 1500 B.C.QueenHatshepsutreigns

728 B.C.Piye of KushdefeatsEgyptians

3500 B.C. 2500 B.C. 1500 B.C. 500 B.C.3500 B.C. 2500 B.C. 1500 B.C. 500 B.C.

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The Nile ValleyPhysical geography plays a role in how civilizations develop and

decline. The fertile land along the great Nile River supported theEgyptian civilization.

Egypt’s Old KingdomReligion shapes how culture develops, just as culture shapes how

religion develops. During the Old Kingdom period, Egypt built astrong kingdom in which religion was deeply woven into Egyptianculture.

The Egyptian EmpireAll civilizations depend upon leadership for survival. Many changes

occurred during Egypt’s Middle and New Kingdoms. When strongleaders ruled the country, it expanded into a great empire as arts,literature, and architecture blossomed.

The Civilization of KushAs different societies interact, they often bring about change in each

other. South of Egypt a new civilization arose called Kush. Kushitesadopted Egyptian ways and eventually conquered Egypt itself.

View the Chapter 2 video in the Glencoe Video Program.

Chapter Overview Visitca.hss.glencoe.com for a preview of Chapter 2.

CHAPTER 2 • Ancient Egypt and Kush 153

Summarizing Information Make this foldable to help you summarize the keyevents and ideas from ancient Egypt and Kush.

Reading and WritingAs you read the chapter,take notes under theappropriate tabs. Writemain ideas and key termsunder the “what” tab.

Step 1 Stacktwo sheets ofpaper so thatthe front sheetis one inchhigher than theback sheet.

Step 2 Fold down the top edges of the paper toform four tabs. Align the edges so that all of thelayers or tabs are the same distance apart.

Step 3 Crease the paper to hold the tabs inplace, then staple them together. Cut the topthree thicknesses to create a layered book.

Step 4 Label the booklet as shown and take notes on the inside.

This makes allthe tabs thesame size.

Kushwhere?when?what?

Egyptwhere?when?what?

Stapletogether along

the fold.

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http://ca.hss.glencoe.com

Summarizing

154

As you read and summa-

rize in your own words,

try not to change the

author's original mean-

ings or ideas.

Good readers naturally summarize while they read to makesure they understand the text. Summarizing helps you organ-ize information and focus on main ideas. By restating theimportant facts in a short summary, you can reduce theamount of information to remember.

A summary of a longer selection may be a short sentenceor paragraph, which includes the main ideas. When summariz-ing, be brief and do not include many supporting details. Tryto restate the text in a way that makes sense to you and willhelp you remember. Read the passage in Section 1 labeledEgypt's Social Classes on pages 163–164. Then look at themain ideas below from that passage and read the summary.

Summary: Egyptiansociety was divided intosocial groups based onwealth and power.

Main Idea: Farmers were thelargest group of early Egyptians,while many of Egypt’s citydwellers were unskilled laborers.

Main Idea: Egypt’s middle classincluded traders, merchants, arti-sans, and makers of goods.

Main Idea: Egypt’s upper classwas made up of nobles, priests,and other rich Egyptians whoworked as the government officials.

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155

Read about The Middle Kingdom on pages 179–180. With apartner, summarize the main points. One person should summarizewhat he or she read while the other listens. Then the second personshould summarize again, adding details that the partner may haveleft out.

After reading Section2, write a paragraphthat summarizes whatyou remember aboutEgyptian leaders,religion, and way oflife in the OldKingdom.

Read to Write

As you read this chapter, practicesummarizing. Stop after each sectionand write a brief summary.

When you are finished read-ing, look at the following listto see if you included all theimportant ideas.

• The Middle Kingdomwas a golden age of peaceand prosperity in Egypt.

• During the MiddleKingdom, Egyptexpanded its territorywith new lands.

• During the MiddleKingdom, the arts, litera-ture, and architecturethrived.

• The Hyksos took controlof Egypt for 150 years,ending the MiddleKingdom, until Ahmoseled an uprising that drovethem out.

Tutankhamen’sgold mask

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The

Nile Valley

Looking Back, Looking AheadIn Chapter 1, you learned about

early civilizations in Mesopotamia. Atabout the same time, anothercivilization was forming near the NileRiver. We call this civilization ancientEgypt.

Focusing on the • The Egyptian civilization began in

the fertile Nile River valley, wherenatural barriers discouragedinvasions. (page 157)

• The Egyptians depended on the Nile’sfloods to grow their crops. (page 159)

• Around 3100 B.C., Egypt’s two majorkingdoms, Upper Egypt and LowerEgypt, were combined into one.(page 161)

• Egyptian society was divided intosocial groups based on wealth andpower. (page 163)

Locating PlacesEgypt (EE• jihpt)Nile River (NYL)Sahara (suh•HAR•uh)

Content Vocabularycataract (KA•tuh•RAKT)delta (DEHL•tuh)papyrus (puh•PY•ruhs)hieroglyphics (HY•ruh•GLIH• fihks)dynasty (DY•nuh•stee)

Academic Vocabularyfeature (FEE•chuhr)technology (tehk•NAH• luh• jee)labor (LAY•buhr)

Reading StrategyOrganizing Information Create a diagram to describe Egyptianirrigation systems.

c. 5000 B.C.Agriculturebegins alongNile River

c. 4000 B.C.Egypt is made up of twokingdoms

c. 3100 B.C.NarmerunitesEgypt

Nile

R.

Memphis

5000 B.C. 4000 B.C. 3000 B.C.5000 B.C. 4000 B.C. 3000 B.C.

156 CHAPTER 2 • Ancient Egypt and Kush

Irrigation

HistorySocial ScienceStandardsWH6.2 Studentsanalyze the geographic,political, economic,religious, and socialstructures of the earlycivilizations ofMesopotamia, Egypt, andKush.

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WH6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia,Egypt, and Kush.

WH6.2.1 Locate and describe the major river systems and discuss the physical settings that supported permanent settlement andearly civilizations.

Settling the NileThe Egyptian civilization began in the

fertile Nile River valley, where natural barriers dis-couraged invasions.

Reading Connection Did you know that the Nile

River is longer than the Amazon, the Mississippi, and

every other river in the world? Read on to learn when

ancient peoples first moved to its fertile banks.

Between 6000 B.C. and 5000 B.C., huntersand food gatherers moved into the greenNile River valley from less fertile areas ofAfrica and southwest Asia. They settleddown, farmed the land, and created severaldozen villages along the riverbanks. Thesepeople became the earliest Egyptians.

A Mighty River Although Egypt (EE• jihpt)was warm and sunny, the land received littlerainfall. For water, the Egyptians had to relyon the Nile River (NYL). They drank from it,bathed in it, and used it for farming, cook-ing, and cleaning. The river provided fishand supported plants and animals. To theEgyptians, the Nile was a precious gift. Theypraised it in a song: “Hail O Nile, who comesfrom the earth, who comes to give life to thepeople of Egypt.”

Even today, the Nile inspires awe. It isthe world’s longest river, flowing north frommountains in the heart of Africa to theMediterranean Sea. This is a distance ofsome 4,000 miles (6,437 km). Traveling thelength of the Nile would be like going fromGeorgia to California, and then back again.

The Nile begins as two separaterivers. One river, the Blue Nile, has itssource in the mountains of easternAfrica. The other, the White Nile,starts in marshes in central Africa.The two rivers meet and form theNile just south of Egypt. There, nar-row cliffs and boulders in the Nile

form wild rapids called cataracts (KA • tuh •RAKTS). Because of the cataracts, large shipscan use the Nile only for its last 650 miles(1,046 km), where it flows through Egypt.

A Sheltered Land In Egypt, the Nile runsthrough a narrow, green valley. Look at themap below. You can see that the Nile lookslike the long stem of a flower. Shortly beforethe Nile reaches the Mediterranean Sea, itdivides into different branches that looklike the flower’s blossom. These branchesfan out over an area of fertile soil called adelta (DEHL• tuh).

100 km0Azimuthal Equidistant projection

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20°N

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Mediterranean Sea

Red

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Nile

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Great Pyramidand Sphinx

First Cataract

Second Cataract

ARABIANDESERT

WESTERNDESERT

EASTERNDESERT

NILE DELTA

LOWER EGYPT

UPPER EGYPT

NUBIA

Giza

Memphis

Thebes

Ancient Egypt c. 3100 B.C.

1. Place What physical features border the NileRiver to the east and west?

2. Human/Environment Interaction How mightthese features have influenced how ancientEgyptians viewed the Nile?

Find NGS online map resources @ www.nationalgeographic.com/maps

157

Nile ValleyKEY

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http://www.nationalgeographic.com/maps

On both sides of the Nile Valley and itsdelta, deserts unfold as far as the eye cansee. To the west is a vast desert that formspart of the Sahara (suh •HAR •uh), the largestdesert in the world. To the east, stretching tothe Red Sea, is the Eastern Desert. In someplaces, the change from green land to bar-ren sand is so abrupt that a person canstand with one foot in each.

The ancient Egyptians called the deserts“the Red Land” because of their burningheat. Although these vast expanses couldnot support farming or human life, theydid serve a useful purpose: they kept out-side armies away from Egypt’s territory.

Other geographic features also pro-tected the Egyptians. To the far south, theNile’s dangerous cataracts blocked enemyboats from reaching Egypt. In the north, thedelta marshes offered no harbors forinvaders approaching from the sea. In thisregard, the Egyptians were luckier than the

people of Mesopotamia. In that region, fewnatural barriers protected the cities. TheMesopotamians constantly had to fight offattackers, but Egypt rarely faced threats. Asa result, Egyptian civilization was able togrow and prosper.

Despite their isolation, the Egyptianswere not completely closed to the outsideworld. The Mediterranean Sea borderedEgypt to the north, and the Red Sea laybeyond the desert to the east. These bodiesof water gave the Egyptians a way to tradewith people outside Egypt.

Within Egypt, people used the Nile fortrade and transportation. Winds from thenorth pushed sailboats south. The flow ofthe Nile carried them north. Egyptian vil-lages thus had frequent, friendly contactwith one another, unlike the hostile relationsbetween the Mesopotamian city-states.

Summarize Describe thephysical environment in Egypt.

Today, the Nile River valley makes up only about 3 percent of Egypt’sland, yet most Egyptians live and work in the area. How did Egypt’sphysical setting support settlements and early civilization?

158 CHAPTER 2 • Ancient Egypt and KushJohn Lawrence/Getty Images

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WH6.2.1 Locate and describe the major river systems and discuss the physical settings that supported permanent settlement andearly civilizations. WH6.2.2 Trace the development of agricultural techniques that permitted the production of economic surplus andthe emergence of cities as centers of culture and power. WH6.2.9 Trace the evolution of language and its written forms.

The River PeopleThe Egyptians depended on the Nile’s

floods to grow their crops.

Reading Connection When you hear about floods,

do you picture terrible damage and loss of life? Read on

to learn why the Egyptians welcomed, rather than

feared, the flooding of the Nile.

In Chapter 1, you learned that the peo-ple of Mesopotamia had to tame the floodsof the Tigris and Euphrates Rivers in orderto farm. They learned to do so, but theunpredictable rivers remained a constantthreat.

Regular Flooding Like the Mesopotamians,the Egyptians also had to cope with riverfloods. However, the Nile floods weremuch more consistent and gentle than thoseof the Tigris and the Euphrates. As a result,the Egyptians were able to farm and livesecurely. They did not worry that sudden,heavy overflows would destroy theirhomes and crops, or that too little floodingwould leave their fields parched.

Every spring, heavy rains from centralAfrica and melting snows from the high-lands of East Africa added to the waters ofthe Nile as it flowed north. From July toOctober, the Nile spilled over its banks.When the waters went down, they leftbehind a layer of dark, fertile silt, or mud.Because of these deposits, the Egyptianscalled their land Kemet (KEH • meht), “theBlack Land.”

How Did the Egyptians Use the Nile? TheEgyptians took advantage of the Nile’sfloods to become successful farmers. Theyplanted wheat, barley, and flax seeds in thewet, rich soil. Over time, they grew morethan enough food to feed themselves andthe animals they raised.

One reason for their success was thewise use of irrigation. Egyptian farmersfirst dug basins, or bowl-shaped holes, inthe earth to trap the floodwaters. The farm-ers then dug canals to carry water from thebasins to fields beyond the river’s reach.The Egyptians also built dikes, or earthenbanks, to strengthen the basin walls.

In time, Egyptian farmers developedother technology to help them in their work.For example, they used a shadoof (shuh •DOOF), a bucket attached to a long pole, to liftwater from the Nile to the basins. ManyEgyptian farmers still use this device today.

“Hymn to the Nile”

This passage is part of a hymn written around2100 B.C. It shows how important the NileRiver was to the people of ancient Egypt.“You create the grain, you bring forth the barley,assuring perpetuity [survival] to the temples. Ifyou cease your toil and your work, then all thatexists is in anguish.”

—author unknown, “Hymn to the Nile”

How does this hymn show that the ancientEgyptians thought of the Nile as sacred?

A shadoof

CHAPTER 2 • Ancient Egypt and Kush 159Erich Lessing/Art Resource, NY

156-164 Ch2 S1-868874 7/8/05 7:24 PM Page 159

From Farming to Food Harvesting wheat andturning it into bread was vital to the ancientEgyptians. Some people were full-time farmers,but many others were drafted by the governmentto help during busy seasons.

Tomb painting showing wheatbeing harvested

Tomb painting showing Egyptian manand woman plowing and planting

160

women gathered it into bundles. Animals trampled thewheat to separate the kernels from the husks. The grain wasthen thrown into the air so the wind would carry away thelightweight seed coverings. Finally, the grain was stored insilos for later use.

The process began asmen cut the wheat withwooden sickles and

Early Egyptians also developed geome-try to survey, or measure, land. Whenfloods washed away boundary markersdividing one field from the next, theEgyptians surveyed the fields again to seewhere one began and the other ended.

Egyptians used papyrus (puh•PY• ruhs), areed plant that grew along the Nile, to makebaskets, sandals, and river rafts. Later, theyused papyrus for papermaking. They didthis by cutting strips from the stalks of theplant. Then they soaked them in water,pounded them flat, dried them, and thenjoined them together to make paper.

What Were Hieroglyphics? The Egyptiansused their papyrus rolls as writing paper.Like the people of Mesopotamia, theEgyptians developed their own system ofwriting. Originally, it was made up of thou-sands of picture symbols. Some symbols

stood for objects and ideas. To communicatethe idea of a boat, for example, a scribewould draw a boat. Later, Egyptians createdsymbols that stood for sounds, just as the let-ters of our alphabet do. Combining both pic-ture symbols and sound symbols created acomplex writing system that was later calledhieroglyphics (HY • ruh•GLIH• fihks).

In ancient Egypt, few people could readand write. Some Egyptian men, however,went to special schools located at Egyptiantemples to study reading and writing andlearn to become scribes. Scribes keptrecords and worked for the rulers, priests,and traders. Scribes also painstakinglycarved hieroglyphics onto stone walls andmonuments. For everyday purposes,scribes invented a simpler script and wroteor painted on papyrus.

Explain How did living onthe banks of the Nile help farmers?

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156-164 Ch2 S1-868874 8/23/05 10:03 AM Page 160

WH6.2.2 Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.

WH6.2.6 Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.

A United EgyptAround 3100 B.C., Egypt’s two major

kingdoms, Upper Egypt and Lower Egypt, were com-bined into one.

Reading Connection What types of services does

your local government provide? Read on to find out

about the government in ancient Egypt.

In Egypt, as in Mesopotamia, skillfulfarming led to surpluses—extra amounts—of food. This freed some people to work asartisans instead of farmers. They wovecloth, made pottery, carved statues, orshaped copper into weapons and tools.

As more goods became available,Egyptians traded with each other. Beforelong, Egyptian traders were carrying goodsbeyond Egypt’s borders to Mesopotamia.There they may have picked up ideas aboutwriting and government.

The Rise of Government The advances infarming, crafts, and trade created a need forgovernment in Egypt. Irrigation systemshad to be built and maintained, and surplusgrain had to be stored and passed out intimes of need. In addition, disputes overland ownership had to be settled. Gradually,government emerged to plan and to directsuch activities.

The earliest rulers were village chiefs.Over time, a few strong chiefs unitedgroups of villages into small kingdoms. Thestrongest of these kingdoms eventuallyoverpowered the weaker ones. By 4000 B.C.,Egypt was made up of two large kingdoms.In the Nile delta was Lower Egypt. To thesouth, upriver, lay Upper Egypt. About3100 B.C., Narmer (NAR • muhr), the king ofUpper Egypt, led his armies north and tookcontrol of Lower Egypt. The two kingdomsbecame unified.

Connecting to the Past1. How did the government ensure that enough people were

available to harvest the wheat?

2. Why do you think seeds, fruit, and other additives werereserved for the wealthy?

Turning grain into bread was a long process. Womenground the grain into flour, then men pounded it untilit became very fine. For the wealthy, seeds, honey, fruit,nuts, and herbs were added to the dough for flavor.Unfortunately, it was almost impossible to keep smallstones and sand out of the flour. As a result, manyEgyptians developed tooth decay as these particleswore down their tooth enamel.

A replica of an ancientEgyptian bakery

Wheat beingharvested today

161

Baking bread in pots

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Egypt’s Ruling Families Narmer ruledfrom Memphis, a city he built on the borderbetween the two kingdoms. Memphisdeveloped into a center of culture andpower along the Nile.

To symbolize the kingdom’s unity,Narmer wore a double crown. The helmet-like white crown represented Upper Egypt,and the open red crown represented LowerEgypt.

Natural Defenses Flat mud plains; few natural defenses

Unpredictable, and a constant threat to the people

Rivers

Floods

Economy

Tigris and Euphrates Rivers

Farming and trade

Many defenses: Nile delta, Sahara, Eastern Desert, and cataracts

Dependable and regular; not feared

Nile River

Farming and trade

Government City-state led by kings and priests; eventually empires formed

Villages led by chiefs, then united into kingdoms; kingdoms later united and ruled by pharaohs

Work of Artisans Metal products, pottery, cloth Metal products, pottery, cloth

Advances • Cuneiform writing• Number system based on 60• 12-month calendar• Wagon wheel, plow, sailboat

• Hieroglyphic writing• 365-day calendar• Number system based on 10, and fractions• Medicine and first medical books

Mesopotamia Egypt

Comparing Mesopotamia to EgyptComparing Mesopotamia to Egypt

Narmer’s united kingdom held togetherlong after his death. Members of his familypassed the ruling power from father to sonto grandson. Such a line of rulers from onefamily is called a dynasty (DY • nuh • stee).When one dynasty lost control of the king-dom, another took its place.

Over time, ancient Egypt would beruled by 31 dynasties, which together lastedan estimated 2,800 years. Historians groupEgypt’s dynasties into three main time peri-ods called kingdoms. The earliest period,the Old Kingdom, was followed by theMiddle Kingdom and then the NewKingdom. Each marked a long period ofstrong leadership and stability.

Explain How were the king-doms of Upper and Lower Egypt combined?

The civilizations of both Mesopotamia andEgypt depended on rivers for fertile lands andirrigation.1. Which civilization had greater natural

defenses? Explain.2. Compare Use the chart to compare the

governments of the two civilizations.

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WH6.2.3 Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.

Early Egyptian LifeEgyptian society was divided into

social groups based on wealth and power.

Reading Connection Did you play with dolls or

balls when you were young? Egyptian children did

too. Keep reading for more details about the

Egyptians’ daily life.

If you made a diagram of the differentsocial groups or classes in ancient Egypt, youwould find that they make a pyramid shape.At the top was the king and his family.Beneath that level was a small upper class ofpriests, army commanders, and nobles. Nextcame a larger base of skilled middle-classpeople, such as scribes, traders, and artisans.At the bottom was the largest group—unskilled workers and farmers.

Egypt’s Social Classes Egypt’s upper classwas made up of nobles, priests, and otherwealthy Egyptians who worked as the government officials. They lived in cities andon large estates along the Nile River. Theyhad elegant homes made of wood and mudbricks, with beautiful gardens and poolsfilled with fish and water lilies. Wealthy fam-ilies had servants to wait on them and to per-form household tasks. The men and womendressed in white linen clothes and woreheavy eye makeup and jewelry.

Egypt’s middle class included peoplewho ran businesses or produced goods.They lived in much smaller homes anddressed more simply. Artisans formed animportant group within the middle class.They produced linen cloth, jewelry, pottery,and metal goods.


Pharaoh

Farmers andherders

Unskilledworkers

Priests andnobles

Traders, artisans, shopkeepers, andscribes

Ancient Egyptian society was highly structured. At the top was the pharaoh and his family.At the bottom was the group with the least wealth—unskilledworkers. What group was justbelow the pharaoh in Egyptiansociety?

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Study Central Need help understanding therise of Egyptian civilization? Visitca.hss.glencoe.com and click on Study Central.


Farmers were part of the largest group ofearly Egyptians. Some rented their land fromtheir ruler, paying him with a large portionof their crops. Most worked the land ofwealthy nobles. They lived in villages alongthe Nile, in one-room huts with roofs madeof palm leaves. They had a simple diet ofbread, beer, vegetables, and fruit.

Many of Egypt’s city dwellers wereunskilled workers who did physical labor.Some unloaded cargo from boats and car-ried it to markets. Others made and stackedmud bricks for buildings. Workers lived incrowded city neighborhoods. They hadsmall mud-brick homes with hard-packeddirt floors and a courtyard for the family’sanimals. On the flat rooftops, familiestalked, played games, and slept. Womenworked on the rooftops, drying fruit, mak-ing bread, and weaving cloth.

Family Life In ancient Egypt, the fatherheaded the family. However, Egyptianwomen had more rights than females inmost other early civilizations. In Egypt,women could own and pass on property.They could buy and sell goods, make wills,and obtain divorces. Upper-class womenwere in charge of temples and could per-form religious ceremonies.

Few Egyptians sent their children toschool. Mothers taught their daughters tosew, cook, and run a household. Boyslearned farming or skilled trades fromtheir fathers. Egyptian children had timefor fun, as well. They played with boardgames, dolls, spinning tops, and stuffedleather balls.

Identify How was Egyptiansociety organized?

1. What is papyrus and how didthe Egyptians use it?

2. What rights did women have inancient Egypt?

Critical Thinking3. Cause and Effect Draw a

diagram to show three thingsthat led to the growth of gov-ernment in ancient Egypt.

4. How did thegeography of the Nile Rivervalley lead to the growth of acivilization there?

5. Draw Conclusions How doEgyptian hieroglyphics help uslearn about their society andculture?

6. Analyze What was the signif-icance of Narmer’s doublecrown?

7. SummarizingUsing what you have learned inthis section, summarize theyearly cycle of the Nile River.Be sure to describe how thiscycle affected farmers inancient Egypt. CA 6RC2.4

CA HI1.

CA HR4.

CA CS1.

Growth of Government in Ancient Egypt

CA HI2.

What Did You Learn?Reading SummaryReview the • The deserts on either side of the

Nile Valley, along with the Nilecataracts and delta marshes, pro-tected Egypt from invaders.

• The Egyptians became successfulfarmers using the Nile River’sfloods and irrigation.

• About 3100 B.C., Narmer unitedLower Egypt and Upper Egypt.

• Egypt’s society was divided intoupper-class priests and nobles,middle-class artisans and mer-chants, and lower-class workersand farmers.

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Egypt’s OldKingdom

HistorySocial ScienceStandardsWH6.2 Studentsanalyze the geographic,political, economic,religious, and socialstructures of the earlycivilizations of Meso-potamia, Egypt, andKush.

Looking Back, Looking AheadIn Section 1, you learned that

Egyptian dynasties are divided intothe Old Kingdom, Middle Kingdom,and New Kingdom. In Section 2,you will learn about the Egyptians’leaders, religion, and way of life inthe Old Kingdom.

Focusing on the • Egypt was ruled by all-powerful

pharaohs. (page 166)

• The Egyptians believed in many godsand goddesses and in life after deathfor the pharaohs. (page 167)

• The Egyptians of the Old Kingdombuilt huge stone pyramids as tombsfor their pharaohs. (page 168)

Locating PlacesGiza (GEE • zuh)

Meeting PeopleKing Khufu (KOO • foo)

Content Vocabularypharaoh (FEHR •oh)deity (DEE •uh • tee)embalming (ihm •BAHM • ihng)mummy (MUH •mee)pyramid (PIHR •uh • MIHD)

Academic Vocabularyperiod (PIHR •ee •uhd)welfare (WEHL • FAR)structure (STRUHK •chuhr)principle (PRIHN • suh •puhl)

Reading StrategyOrganizing Information Use agraphic organizer like the one below to identify the different beliefs inEgypt’s religion.

Egyptian beliefs

c. 2600 B.C.Old Kingdomperiod begins

c. 2540 B.C.Great Pyramidat Giza built

c. 2300 B.C.Old Kingdomdeclines

Nile

R.

MemphisGiza

2600 B.C. 2400 B.C. 2200 B.C.2600 B.C. 2400 B.C. 2200 B.C.


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Old Kingdom RulersEgypt was ruled by all-powerful

pharaohs.

Reading Connection Would you want your student

body president or your sports team captain to have

unlimited power? Think what it would be like to have such

a leader as you read about the rulers of ancient Egypt.

Around 2600 B.C., the period known asthe Old Kingdom began in Egypt. The OldKingdom lasted until about 2300 B.C. Duringthose years, Egypt grew and prospered. TheEgyptians built cities, expanded trade, andestablished a strong government.

The Egyptian kings, or pharaohs (FEHR•ohs) as they were called, lived with their fami-lies in grand palaces. In fact, the word pharaohoriginally meant “great house.” The pharaohwas an all-powerful ruler who guided Egypt’severy activity. His word was law, and it had tobe obeyed without question.

Pharaohs appointed many officials tocarry out their wishes. These officials saw toit that irrigation canals and grain store-houses were built and repaired. They made

sure that crops were planted as the pharaohdirected. They also controlled trade and col-lected tax payments of grain from farmers.

Why did Egyptians willingly serve thepharaoh? One reason was that they believedthe unity of the kingdom depended on astrong leader. Another was that they consid-ered the pharaoh to be the son of Re (RAY), theEgyptian sun god. As a result, his subjectspaid him the greatest respect. Whenever heappeared in public, people played music onflutes and cymbals. Bystanders along theroad had to bow down and “smell the earth,”or touch their heads to the ground.

The Egyptians thought their pharaohwas a god on earth who controlled Egypt’swelfare. He carried out certain rituals thatwere thought to benefit the kingdom. Forexample, he drove a sacred bull aroundMemphis, the capital city. The Egyptiansbelieved this ceremony would keep the soilrich and ensure good crops. The pharaohwas also the first to cut ripe grain. Egyptiansbelieved this would bring a good harvest.

Analyze Why did thepharaohs hold so much power?

The Great Sphinx, a huge statue with the head of a man (perhaps a pharaoh) and the body of a lion, stands guard outside the tomb of a pharaoh. What did the word pharaoh mean, and why was it used for Egypt’s rulers?

165-170 Ch2 S2-868874 12/30/04 12:58 PM Page 166

Egypt’s ReligionThe Egyptians believed in many gods

and goddesses and in life after death for thepharaohs.

Reading Connection Have you seen mummies in

horror movies? Maybe you’ve even wrapped yourself in

strips of cloth to be a mummy for a costume party. Keep

reading to find out how the ancient Egyptians made

mummies, and why.

Religion was deeply woven intoEgyptian culture. Like the people ofMesopotamia, the ancient Egyptians wor-shiped many deities (DEE •uh • teez), or godsand goddesses. The Egyptians believedthese deities controlled the forces of natureand human activities.

The main Egyptian god was the sun godRe. This was probably because of Egypt’shot, sunny climate and the importance ofthe sun for good harvests. Another majorgod was Hapi (HAH • pee), who ruled theNile River. The most important goddess wasIsis (EYE • suhs). She represented the loyalwife and mother, and she ruled over thedead with her husband Osiris (oh •SY • ruhs).

Life After Death Unlike the Mesopota-mians, who imagined a gloomy life afterdeath, the Egyptians took a hopeful view.They believed that life in the next worldwould be even better than life on Earth.Following a long journey, the dead wouldreach a place of peace and plenty.

One of the most important manuscriptswritten in ancient Egypt was the Book of theDead. This was a collection of spells andprayers that Egyptians studied to obtain lifeafter death. They believed that the god Osiriswould meet newcomers at the entrance to thenext world. If they had led good lives andknew the magic spells, Osiris would grantthem life after death.

For centuries, Egyptians believed thatonly the pharaohs and a special few peoplecould enjoy the afterlife. They also believedthat the pharaoh’s spirit needed a body tomake the journey to the afterlife. If thepharaoh’s body decayed after death, hisspirit would be forced to wander forever. Itwas vital that a pharaoh’s spirit reach thenext world. There, the pharaoh would con-tinue to care for Egypt.

To protect the pharaoh’s body, theEgyptians developed a process calledembalming (ihm •BAHM • ihng). First, priestsremoved the body’s organs. A special kind ofsalt was then applied to the body, and it wasstored for a number of days to dry. After this,the body was filled with spices and per-fumes, then stitched closed. Next, it wascleaned with oils and tightly wrapped with

CHAPTER 2 • Ancient Egypt 167

During the embalming process, the pharaoh’sbody was placed on a special table. The chiefembalmer was dressed as Anubis, the god ofmummification. Why did the Egyptiansembalm the pharaoh’s body?



WH6.2.5 Discuss the main features of Egyptian art and architecture.

Egypt’s ReligionEgypt’s Religion

long strips of linen. The wrapped body wasknown as a mummy (MUH•mee). It was putin several wooden coffins, one fitting insidethe other. The pharaoh was then ready forburial in a tomb.

Egyptian Medicine In the course ofembalming the dead, the Egyptians learnedmuch about the human body. Egyptian doc-tors used herbs and drugs to treat many dif-ferent illnesses. They grew skilled at sewingup cuts and setting broken bones.

Some doctors focused on treating par-ticular parts of the body, becoming thefirst specialists in medicine. Egyptiansalso wrote the world’s first medical booksusing scrolls of papyrus.

Identify Who were someof the Egyptians’ main gods and goddesses?

The PyramidsThe Egyptians of the Old Kingdom built

huge stone pyramids as tombs for their pharaohs.

Reading Connection Do you think the Statue of

Liberty or the White House will still be standing in

4,000 years? The giant pyramids of Egypt have stood

for about that long. Read to find out how and why they

were built.

No ordinary tomb would do for apharaoh of Egypt. Instead, the Egyptiansbuilt mountainlike pyramids (PIHR • uh •MIHDS) entirely of stone. These gigantic structures, the size of several city blocks, pro-tected the bodies of dead pharaohs fromfloods, wild animals, and grave robbers. Thepyramids also held supplies that the pharaohmight need in the spirit world, includingclothing, furniture, jewelry, and food.

In this painting, the god Osiris (seated at right) watchesas other animal-headed gods weigh a dead man’s souland record the results. The scales have balanced, so thedead man may enter the underworld. What was theBook of the Dead?


Osiris

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How Was a Pyramid Built? It took thou-sands of people and years of backbreakinglabor to build a pyramid. Most of the workwas done by farmers during the Nile floods,when they could not tend their fields. Inaddition, surveyors, engineers, carpenters,and stonecutters lent their skills.

Each pyramid sat on a square base, withthe entrance facing north. To determinetrue north, the Egyptians studied the heav-ens and developed principles of astron-omy. With this knowledge, they invented a365-day calendar with 12 months groupedinto 3 seasons. This calendar became thebasis for our modern calendar.

To determine the amount of stone neededfor a pyramid, as well as the angles necessary

for the walls, the Egyptians made advancesin mathematics. They invented a system ofwritten numbers based on 10. They also cre-ated fractions, using them with whole num-bers to add, subtract, and divide.

After the pyramid site was chosen,workers went wherever they could findstone—sometimes hundreds of miles away.Skilled artisans used copper tools to cut thestone into huge blocks. Other workers tiedthe blocks to wooden sleds and pulledthem to the Nile over a path “paved” withlogs. Next, they loaded the stones ontobarges that transported them to the build-ing site. There, workers unloaded theblocks and dragged or pushed them upramps to be set in place.

Ancient Egyptians buried their kings within large stone buildings called pyramids.

Air Shaft

King’s Burial Chamber The king’s mummified body was placed in a room at the pyramid’s center.

Grand Gallery This tall, sloping hall held large granite blocks that sealed the tomb.

Queen’s Burial Chamber This chamber held a statue of the king, not the queen’s body.

Entrance

Underground Burial Chamber Sometimes kings were buried here instead.

Queen’s Pyramids These smaller pyramids are believed to be tombs for the king’s wives.

Mastaba These tombs surrounding the pyramids held royal family members and other nobles.

Valley Temple This temple may have been used for rituals before the king was buried.

Inside a PyramidInside a Pyramid

11

22

33

44

55

66

77

88

99

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The pyramid shown above is that of KingKhafre, son of Khufu. Although it is smaller thanthe Great Pyramid, Khafre’s pyramid was builton higher ground so as to appear taller. Abouthow tall is the Great Pyramid?

Study Central Need help with the OldKingdom in Egypt? Visit ca.hss.glencoe.com andclick on Study Central.

Reading SummaryReview the • The all-powerful rulers of Egypt,

called pharaohs, were believed tobe related to Egypt’s main god.

• The Egyptians believed in manygods and goddesses. They alsobelieved in life after death for thepharaoh, whose body would bemummified before burial.

• The pyramids, built as huge stonetombs for the pharaohs, requiredmany years and thousands ofworkers to construct.

1. How was stone for a pyramidtransported to the building site?

2. What did Egyptians learn fromembalming bodies?

Critical Thinking3. Organize Information Draw

a diagram like the one below.Fill in details about thepharaohs of the Old Kingdomand their duties.

4. Math Connection How didthe building of the pyramidslead to advances in science andmathematics?

5. How did theEgyptians’ religious beliefscompare to those of theMesopotamians?

6. Persuasive Writing Supposeyou are an Egyptian pharaohwho wants a pyramid built tohouse your tomb. Write a letterto the farmers and workers inyour kingdom explaining why itis their duty to build the pyra-mid for you. CA 6WA2.5

CA 6RC2.3

CA HI2.

CA 6RC2.4

What Did You Learn?

Pharaohs

The Great Pyramid About 2540 B.C., theEgyptians built the largest and grandest ofthe pyramids known as the Great Pyramid.It is located about 10 miles from the mod-ern city of Cairo. This pyramid, built forKing Khufu (KOO • foo), is one of three stillstanding in Giza (GEE • zuh) on the west bankof the Nile. It rises nearly 500 feet (153 m)above the desert, covers an area about thesize of nine football fields, and containsmore than 2 million stone blocks. Each blockweighs an average of 2.5 tons.

The Great Pyramid was the tallest struc-ture in the world for more than 4,000 years.It is equal to the size of a 48-story buildingand is the largest of about 80 pyramidsfound in Egypt. The Great Pyramid is truly a marvelous structure because theEgyptians built it without using beasts ofburden, special tools, or even the wheel.

Explain What was the pur-pose of pyramids?


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171

Have you ever feltunappreciated or ignored? In thisstory, a girl who is normallytaken for granted learns toovercome the bad way otherstreat her.

Before You ReadThe Scene: This story takes place in ancient Egypt, along the Nile River. Itoccurs during the time of the Pharaoh Amasis, about 550 B.C.

The Characters: Rhodopis is a Greek girl who is enslaved by an Egyptianman. There are three servant girls who work with her. Amasis is the pharaohof Egypt.

The Plot: The Pharaoh announces that he will hold court for all of hissubjects. The rest of the servant girls get to go, but Rhodopis is left behind.

Vocabulary Previewsnatched: to grab somethingquicklybidding: an ordergilded: covered with or containinggoldsash: a band of fabric worn aroundthe waist or over the shoulder

tunic: a knee-length piece of cloth-ing that is usually tied up with abeltdin: a loud, confused mixture ofnoiserushes: plants that are found in ornear water

By Shirley Climo

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º

As You ReadMany different areas of the world have their own version of the Cinderellastory. This tale from ancient Egypt uses the main ideas of the story andcombines them with Egyptian history. Many of the characters in this talewere based on real people who lived in Egypt thousands of years ago.How does this version of the story differ from the one you know?

Long ago in the land of Egypt where the green Nile River widens tomeet the blue sea, there lived a maiden called Rhodopis. When shewas still a small child, Rhodopis had been stolen by pirates. She wassnatched from her home in Greece, taken across the sea to Egypt andthere sold as a slave.

Like the Egyptian servant girls, Rhodopis went to the water’s edgeeach day to wash clothes or to gather the reeds that grew along theriverbank. But Rhodopis looked different from the Egyptian girls. Theireyes were brown and hers were green. Their hair hung straight to theirshoulders, while the breeze blew hers into tangles. Their skin glowedlike copper, but her pale skin burned red beneath the sun. That was howshe got her name, for Rhodopis meant “rosy-cheeked” in Greek. . . .

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Although her master was kind, he wasold and liked to doze beneath a fig tree.He seldom heard the servant girls teaseRhodopis. He never saw them orderingher about. . . .

Rhodopis found friends among theanimals instead. Birds ate crumbs fromher hands. She coaxed a monkey to situpon her shoulder and charmed ahippopotamus with her songs. It wouldraise its huge head from the muddy waterand prick its small ears to listen.

Sometimes, when her chores weredone and the day had cooled, Rhodopiswould dance for her animal companions.She twirled so lightly that her tiny bare feetscarcely touched the ground. One eveningher master awakened to see her dance.

“No goddess is more nimble!” he calledout. “Such a gift deserves reward.” Hetugged his chin whiskers, thinking, and thendeclared, “You shall go barefoot no longer.”

Her master ordered a pair of daintyslippers made especially for Rhodopis.The soles were of real leather, and thetoes were gilded with rose-red gold. Nowwhen Rhodopis danced, her feet sparkledlike fireflies.

The rose-red slippers set Rhodopismore apart than ever. The Egyptianservant girls were jealous, for they woreclumsy sandals woven from papyrus.1

Out of spite they found new tasks for herto do, keeping Rhodopis so busy that shewas too tired to dance at night.

One evening, Kipa, who was chiefamong the servant girls, announced,“Tomorrow we sail for Memphis to seethe Pharaoh. His Majesty is going to holdcourt for all his subjects.”

“There will be musicians anddancing,” said another servant girl, eyeingthe rose-red slippers.

1papyrus: a plant that grows by the Nile River

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“There will be feasting,” added a third.“Poor Rhodopis! You must stay

behind,” Kipa jeered. “You have linen towash and grain to grind and the garden toweed.”

The next morning, just as Ra2 the Sunwas climbing into the sky, Rhodopisfollowed the servant girls to the riverbank.. . . Perhaps they will let me come alongto see the Pharaoh after all, she thought.But the three servant girls poled their raftaround the bend in the river withoutgiving Rhodopis a backward glance.

Rhodopis sighed, and turned to thebasket piled high with dirty clothes. “Washthe linen, weed the garden, grind thegrain.” She slapped the wooden paddleagainst the cloth in time to her song.

The hippopotamus, tired of so dull atune, pushed out of the reeds andsplashed into the river.

“Shame!” cried Rhodopis, shaking herpaddle. “You splattered mud on mybeautiful slippers!”

She polished the shoes on the hem ofher tunic until the rosy gold glittered inthe sun. Then she carefully put them onthe bank behind her.

“Wash the linen, weed the garden . . . ”Rhodopis began again, when suddenly ashadow fell on the water. Rhodopisjumped up. A great falcon, the symbol ofthe god Horus,3 circled in the sky withwings spread so wide that they blottedout the sun.

“Greetings to you, Proud Horus,”Rhodopis murmured. She bowed her headand felt a rush of air on the back of herneck.

When Rhodopis dared to lift her eyes,she saw the falcon soar away. Danglingfrom his talons was one of her beautifulslippers. “Stop!” she pleaded. “Come back!”

But the bird did not heed her. He flewtoward the sun until he was no more thana dark speck against the gold. . . .

After Rhodopis had lost sight of thefalcon, the mighty bird followed thecourse of the Nile to the city of Memphis,to the square where the Pharaoh was

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2Ra: the ancient Egyptian sun god, also known as Re.

3Horus: the falcon-headed god of ancient Egypt

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holding court. There the falcon watchedand waited.

The Pharaoh’s name was Amasis.4 Onhis head he wore the red-and-white crownof the Two Egypts.5 The double crownwas heavy and pinched his ears. Hepreferred driving his chariot fast as thewind to sitting on the throne. Amasisyawned.

At that very moment, the falcondropped the rose-red slipper into his lap.

The slipper was so bright that Amasisthought it was a scrap of the sun. Thenhe saw the falcon wheeling overhead.

“The god Horus sends me a sign!”exclaimed the Pharaoh. He picked up therose-red slipper. “Every maiden in Egyptmust try this shoe! She whose foot it fitsshall be my queen. That is the will of thegods.”

Amasis dismissed the court, called for his chariot, and began his search atonce. . . .

The Pharaoh journeyed to distantcities, he tracked the desert wherepyramids tower over the sand, and heclimbed the steep cliffs where falcons nest.The rose-red slipper was always in hishand. Wherever he went, women and girls,rich or poor, flocked to try on this slipper.But none could fit into so small a shoe.

The longer Amasis searched, themore determined he became to marry themaiden who had lost the tiny slipper. He

summoned his royal barge and vowed tovisit every landing along the Nile. Thebarge was hung with sails of silk.Trumpets blared and oarsmen rowed tothe beat of gongs. The din was sodreadful that when the barge rounded thebed in the river, Rhodopis fled in alarm.But the servant girls ran to the water’sedge. . . .

Amasis held up the rose-red slipper.“Whoever can wear this shoe shall be myqueen.”

The servant girls knew that shoe, andknew its owner, too. Yet they clappedtheir hands over their mouths and saidnothing. If one of them could wear it . . .

First Kipa, then the others, tried to puton the slipper. Each cramped her foot andcurled her toes and squeezed until tearsran down her cheeks. Still her heel hungover.

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4Amasis: pharaoh of Egypt from 570–526 B.C.5red-and-white crown of the Two Egypts: acrown worn to symbolize Egypt’s unity

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176

“Enough!” said Amasis wearily. Hewould have set sail again had he notchanced to see Rhodopis peering throughthe rushes.

“Come!” he commanded. “You musttry this rose-red slipper.”

The servant girls gawkedopenmouthed as the Pharaoh kneeledbefore Rhodopis. He slipped the tiny shoeon her foot with ease. Then Rhodopispulled its mate from the folds of her tunic.

“Behold!” cried Amasis. “In all this landthere is none so fit to be queen!”

“But Rhodopis is a slave!” protestedone of the servant girls.

Kipa sniffed. “She is not evenEgyptian.”

“She is the most Egyptian of all,” thePharaoh declared. “For her eyes are asgreen as the Nile, her hair as feathery aspapyrus, and her skin the pink of a lotusflower.”

The Pharaoh led Rhodopis to the royal barge, and with every step, her rose-red slipperswinked and sparkled in the sun.

º

1. What does Rhodopis receive as a gift from her master?

2. Which god does Amasis think is sending him a sign?

3. Drawing Conclusions In what ways does the fact thatRhodopis is actually a Greek affect the story? Why do youthink this is so?

4. Analyze How does the author use the setting to advance theaction of the story?

5. Read to Write Pretend that you are Rhodopis. What mightyou have done if it had been your slipper that was taken?Write two to three paragraphs explaining what you wouldhave done to get the slipper back. CA 6WS1.2

CA 6RL3.3

CA 6RL3.2

Responding to the Literature

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Are you interested in the story of early humans, the exciting world of ancient Egypt, or the history of the Israelites?

If so, check out these other great books.

Nonfiction

Stone Age Farmers Beside the Sea by Caroline Arnold introduces the prehistoricvillage of Skara Brae in northern Scotland. This book describes the daily livesand experiences of people who lived over five thousand years ago. The contentof this book is related to History–Social Science Standard WH6.1.

Fiction

Boy of the Painted Cave by Justin F. Denzel tells the story of a young cave boynamed Tao. Tao wants to be a cave painter but it is forbidden by his clan. Thebook tells of his struggle against those around him. The content of this book isrelated to History–Social Science Standard WH6.1.

Biography

Seeker of Knowledge by James Rumford describes the life and events of Jean-François Champollion, the man who first deciphered Egyptian hieroglyphs. Thebook explains how Jean-François was able to learn to read the hieroglyphs. Thecontent of this book is related to History–Social Science Standard WH6.2.

Biography

Herod the Great by Robert Green tells the story of the life and reign of KingHerod. The book describes the major successes and failures of the king ofJudaea. The content of this book is related to History–Social Science StandardWH6.3.

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Egyptian Empire

The

Looking Back, Looking AheadDuring the Old Kingdom,

Egyptians established their civilization.During the Middle Kingdom and theNew Kingdom, Egypt’s powerfulpharaohs expanded the empire byconquering other lands.

Focusing on the • The Middle Kingdom was a golden age

of peace, prosperity, and advances inthe arts and architecture. (page 179)

• During the New Kingdom, Egyptacquired new territory and reachedthe height of its power. (page 180)

• Akhenaton tried to change Egypt’sreligion, while Tutankhamen isfamous for the treasures buried withhim in his tomb. (page 183)

• Under Ramses II, Egypt regainedterritory and built great temples, butthe empire fell by 1150 B.C. (page 184)

Locating PlacesThebes (THEEBZ)

Meeting PeopleAhmose (AHM•OHS)Hatshepsut (hat•SHEHP•soot)Thutmose III (thoot•MOH•suh)Akhenaton (AHK•NAH•tuhn)Tutankhamen

(TOO•TANG•KAH•muhn)Ramses II (RAM•SEEZ)

Content Vocabularytribute (TRIH•byoot)

Academic Vocabularyrestore (rih•STOHR)maintain (mayn•TAYN)construct (kuhn•STRUHKT)

Reading StrategyCategorizing Information Create a diagram to show the majoraccomplishments of Ramses II.

Ramses

c. 2050 B.C.Middle Kingdombegins

c. 1500 B.C.Queen Hatshepsut reigns

c. 1279 B.C.Ramses II takesthe throne

Nile

R.

Memphis

Thebes

2400 B.C. 1600 B.C. 800 B.C.2400 B.C. 1600 B.C. 800 B.C.


HistorySocial ScienceStandardsWH6.2 Studentsanalyze the geographic,political, economic,religious, and socialstructures of the early civilizations ofMesopotamia, Egypt,and Kush.

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WH6.2.5 Discuss the main features of Egyptian art and architecture.


The Middle KingdomThe Middle Kingdom was a golden age

of peace, prosperity, and advances in the arts andarchitecture.

Reading Connection Have you heard older people

talk about enjoying their “golden years”? Countries can

also experience such happy, productive times. In the

following paragraphs, you’ll learn why the Middle

Kingdom was a golden age for Egypt.

About 2300 B.C., the pharaohs lost con-trol of Egypt as nobles battled one anotherfor power. Almost 200 years of confusionfollowed. Finally, a new dynasty ofpharaohs came to power. They moved theircapital south from Memphis to a city calledThebes (THEEBZ). There they restored orderand stability, ushering in a new periodcalled the Middle Kingdom.

The Middle Kingdom lasted from about2050 B.C. to 1670 B.C. During this interval,Egyptians enjoyed a golden age of stability,prosperity, and achievement.

The Drive for More Land During theMiddle Kingdom, Egypt took control ofnew lands. Soldiers captured Nubia to thesouth and attacked what is now Syria. Theconquered peoples sent tribute (TRIH •byoot), or forced payments, to the Egyptianpharaoh, enriching the kingdom.

Within Egypt, the pharaohs added morewaterways and dams. They increased theamount of land being farmed and built acanal between the Nile River and the Red Sea.

The Arts Blossom During the MiddleKingdom, arts, literature, and architecturethrived. Painters covered the walls of tombsand temples with colorful scenes of thedeities and daily life. Sculptors created largewall carvings and statues of the pharaohs,showing them as ordinary people ratherthan godlike figures. Poets wrote lovesongs and tributes to the pharaohs.

A new form of architecture was also created. Instead of building pyramids,pharaohs had their tombs cut into cliffswest of the Nile River. This area becameknown as the Valley of the Kings.

Who Were the Hyksos? The MiddleKingdom came to an end in 1670 B.C.Nobles were again plotting to take powerfrom the pharaohs. This time, however,Egypt also faced a serious threat from out-side. A people known as the Hyksos (HIHK •SAHS), from western Asia, attacked Egypt.

This artwork with gold inlay from the MiddleKingdom period shows a funeral boat. How didarchitecture change during the Middle Kingdom?

Web Activity Visit ca.hss.glencoe.comand click on Chapter 2—Student Web Activity tolearn more about ancient Egypt.

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WH6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia,Egypt, and Kush. WH6.2.6 Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley. WH6.2.7 Understandthe significance of Queen Hatshepsut and Ramses the Great.

The Hyksos were mighty warriors. Theycrossed the desert in horse-drawn chariotsand used weapons made of bronze andiron. Egyptians had always fought on footwith copper and stone weapons. They wereno match for the invaders.

The Hyksos ruled Egypt for about 120years. Then, around 1550 B.C., an Egyptianprince named Ahmose (AHM • OHS) led anuprising that drove the Hyksos out ofEgypt.

Explain What advances inart were made during the Middle Kingdom?

The New KingdomDuring the New Kingdom, Egypt acquired

new territory and reached the height of its power.

Reading Connection Do you know the names of any

women who hold political office? In ancient civiliza-

tions, women rarely held positions of power. Read to

learn how a woman became ruler of Egypt.

Ahmose’s reign in Egypt began a periodknown as the New Kingdom. During thistime, from about 1550 B.C. to 1080 B.C., Egyptbecame even richer and more powerful.

Today, millions of peopleuse computer icons as symbols forwords and even emotions in e-mails

and other electronic communication.These icons are pictures—such as flags

or paper clips—that represent otherthings. In what way are hieroglyphs and

computer icons similar?

Hieroglyphs andComputer IconsThe ancient Egyptian system of writing was

made up of hundreds of different characters calledhieroglyphs. Each hieroglyph was a picture thatrepresented a word. For example, a largecircle with a smaller circle drawn in itscenter meant “sun.” Egyptian scribescarved hieroglyphic symbols onmonuments and used them for everydaycommunication.

Hieroglyphs

Computer icons

180 CHAPTER 2 • Ancient Egypt and KushGianni Dagli Orti/CORBIS

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300 km

300 mi.0

0Lambert AzimuthalEqual-Area projection

N

S

W E

40°E

40°E

30°E

30°N

20°N

TROPIC OF CANCER

Red

Sea

Mediterranean Sea

Nile

R.

LOWEREGYPT

UPPEREGYPT

SYRIA

NILE DELTA

ARABIANPENINSULA

Cyprus

Giza

Memphis

Thebes


A Woman Ruler About 1473 B.C., a queennamed Hatshepsut (hat •SHEHP • soot) cameto power in Egypt. She ruled first with herhusband and then, after his death, on behalfof her young nephew. Finally she made herself pharaoh. Hatshepsut became one ofthe few women to rule Egypt.

Hatshepsut was more interested intrade than conquest. During her reign,Egyptian traders sailed across the easternMediterranean and south along the eastcoast of Africa. One product Egyptianswanted to find was wood. The Nile Valleyhad few trees, and the Egyptians neededwood for boats and for wood cabinets thatthe upper class liked to have in their homes.

The search for wood took Egyptiantraders to the east coast of the MediterraneanSea where the country of Lebanon is locatedtoday. The area had many trees, and the peo-ple in the region, called the Phoenicians,were famous for their crafts. They madebeautiful wooden furniture and were amongthe first people to learn how to make glass.

The Egyptians traded wheat as well aspaper, gold, copper, and tools for Phoenicianwood and furniture. The Phoenicians thentraded Egyptian goods to other people. Inthis way, Egyptian food and goods spreadacross the Middle East. Egypt’s trade in theeastern Mediterranean helped make thekingdom wealthier.

Expanding the Empire When Hatshepsutdied, her nephew, Thutmose III (thoot•MOH•suh), became pharaoh. Thutmose’s armiesexpanded Egypt’s borders north to theEuphrates River in Mesopotamia. Histroops also moved south and regainedcontrol of Nubia, which had broken freefrom Egypt earlier.

Thutmose’s empire grew rich from tradeand tribute. In addition to claiming gold,copper, ivory, and other valuable goods

from conquered peoples, Egypt enslavedmany prisoners of war. These unfortunatecaptives were put to work rebuildingThebes. They filled the city with beautifulpalaces, temples, and monuments.

Slavery had not been widespread inEgypt before. During the New Kingdom,however, it became common. Enslaved peo-ple did have some rights. They could ownland, marry, and eventually be grantedtheir freedom.

Summarize DescribeEgyptian trade during the rule of Hatshepsut.

Egyptian Kingdoms

1. Movement Which kingdom included landsacross the Mediterranean Sea?

2. Place What physical feature makes up muchof the eastern border of the Middle Kingdom?

Old KingdomLand added during Middle KingdomLand added during New KingdomPyramids

KEY

(l)Smithsonian Institution, (r)file photo

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6.4.6. Compare and contrast life in Athensand Sparta, with emphasis on their rules inthe Persian and Peloponnesian Wars.

HATSHEPSUTReigned 1473–1458 B.C.Hatshepsut was the daughter of King Thutmose I and

Queen Aahmes. Even as a young princess, she was confident,describing herself as “exceedingly good to look upon . . . abeautiful maiden” who was “serene [peaceful] of nature.”During her marriage to King Thutmose II, Hatshepsutinfluenced her husband’s decisions and hoped to somedayhave more power. She saw an opportunity when Thutmosedied and declared herself pharaoh.

Because the position of pharaoh was usually passed fromfather to son, Hatshepsut had to prove that she was a goodleader. She often wore men’s clothing to convince the peoplethat she could handle what had always been a man’s job.Unlike other pharaohs, Hatshepsut avoided militaryconquests. She focused her attention instead on expandingEgypt’s economy. She restored Egypt’s wealth through tradewith Africa, Asia, and throughout the eastern Mediterranean.Returning home from trading expeditions, cargo ships wereloaded with wood, ebony, furniture, ivory, incense, andmyrrh. During her reign, Hatshepsut also rebuilt many ofEgypt’s great temples, including the temple at Karnak. In hertemple at Deir el Bahri, the reliefs on the walls recorded themajor events of Hatshepsut’s reign.

182

Hatshepsut’s temple at Deir el-Bahri

Make a list of Hatshepsut’s strengths as a leader.Then choose a present-day female leader andlist her leadership strengths.Write a paragraphcomparing their similarities and differences.

WH6.2.7 Understand the significance ofQueen Hatshepsut and Ramses the Great.

Hatshepsut

“A dictator excellentof plans”

—Egyptian scribe quoted inBarbarian Tides

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Legacies of Two PharaohsAkhenaton tried to change Egypt’s

religion, while Tutankhamen is famous for thetreasures buried with him in his tomb.

Reading Connection If you ask people to name an

Egyptian pharaoh, the answer you’re likely to get is

“King Tut.” Read on to find out more about him and

his predecessor.

About 1370 B.C., Amenhotep IV (AH •muhn • HOH • TEHP) came to the throne. Withthe help of his wife, Nefertiti (NEHF • uhr •TEET • ee), Amenhotep tried to lead Egyptin a new direction.

A Religious Reformer Amenhotep realizedthat Egypt’s priests were gaining power atthe expense of the pharaohs. In an attempt tomaintain his own power, Amenhotep intro-duced a new religion that swept away theold gods and goddesses. Instead, only onegod, called Aton (AH•tuhn), was to be wor-shiped.

When Egypt’s priests resisted thesechanges, Amenhotep removed many fromtheir positions, seized their lands, and closedtemples. He then changed his name toAkhenaton (AHK •NAH • tuhn), which means“Spirit of Aton.” He began ruling Egypt froma new city far from Thebes.

To most Egyptians, Akhenaton’sattacks on the gods seemed to be an attackon Egypt itself. They refused to acceptAton as the only god.

Meanwhile, Akhenaton became sodevoted to his new religion that he neg-lected his duties as pharaoh. The adminis-trators he appointed were not asexperienced as the priests they replaced,and Akhenaton took no action when theHittites, enemies from what is now Turkey,attacked Egypt. As a result, Egypt lostmost of its lands in western Asia, greatlyshrinking the empire.

Cats in Ancient Egypt In ancientEgypt, cats were loved and evenworshiped. Egyptians valued the abilityof wild cats to protect villages’ grainsupplies from mice and rats. Overseveral hundred years, cats becametame, and their role developed fromvalued hunter to adored family pet togoddess.

In ancient Egyptian tombs,archaeologists have found many wallpaintings, carvings, and statues of cats.Often the statues were adorned withbeautiful jewelry, such as silver or goldearrings, nose rings, and collars. Whenan Egyptian family’s cat died, its ownersshaved their eyebrows toshow their grief and had thecat’s body mummified.

Egyptians worshiped cats because they associatedthem with the goddessBastet. She representedmotherhood, grace, andbeauty, and often appears in paintings and statues as a woman with the head of a cat.

Connecting to the Past1. Why did ancient Egyptians first value cats?

2. With what goddess did the ancientEgyptians associate cats?

Egyptiangoddessdepicted as a cat

Metropolitan Museum of Art, Rogers Fund and Edward S. Harkness Gift,1929 (29.3.3)

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WH6.2.7 Understand the significance of Queen Hatshepsut and Ramses the Great.

The Boy King When Akhenaton died, hisson-in-law inherited the throne. The newpharaoh, Tutankhamen (TOO • TANG • KAH •muhn), was a boy about 10 years old. Herelied on help from palace officials andpriests, who convinced him to restore theold religion. After ruling for only nineyears, Tutankhamen died unexpectedly. Hemay have suffered a fall or been murdered;no one is sure.

What is certain is that “King Tut,” as he isnicknamed, played only a small role inEgypt’s history. Why, then, is he the mostfamous of all pharaohs? The boy king cap-tured people’s imaginations after a Britisharchaeologist, Howard Carter, found histomb in A.D. 1922.

The tomb contained the king’s mummyand incredible treasures, including a brilliantgold mask of the young pharaoh’s face.Carter’s find was a thrilling discovery,because most royal tombs in Egypt werelooted by robbers long ago.

Evaluate Why was the dis-covery of Tutankhamen’s tomb so important?

The End of the New KingdomUnder Ramses II, Egypt regained terri-

tory and built great temples, but the empire fell by1150 B.C.

Reading Connection Egypt remained mighty for

thousands of years, but it finally fell to outsiders. Read

to learn about Egypt’s last great pharaoh and the

empire’s decline.

During the 1200s B.C., pharaohsworked to make Egypt great again. Themost effective of these pharaohs wasRamses II (RAM • SEEZ). He reigned for aremarkable 66 years, from 1279 B.C. to 1213B.C. During this time, Egyptian armiesregained lands in western Asia and rebuiltthe empire. Ramses also launched anambitious building program, constructingseveral major new temples.

Tutankhamen’s gold mask

Temple of Karnak


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6.4.6. Compare and contrast life in Athensand Sparta, with emphasis on their rules in

RAMSES IIReigned 1279–1213 B.C.Ramses II began his military training at a very young age.

Ramses’ father, Seti I, allowed his 10-year-old son to serve asa captain in his army. Seti also made his son co-ruler of Egypt.By the time Ramses was crowned pharaoh of Egypt, he was agreat warrior and an experienced leader. Nine kings who ruledafter Ramses II named themselves in his honor. Manycenturies later, archaeologists nicknamed the pharaoh“Ramses the Great” because of his fame on the battlefield, hisconstruction and restoration of buildings and monuments,and his popularity among the Egyptian people. His subjectsfondly called him “Sese,” an abbreviation of Ramses.

Ramses continued in his father’s footsteps by trying torestore Egyptian power in Asia. Like many New Kingdompharaohs, Ramses did this through warfare. He securedEgypt’s control of the nearby region of Canaan, an area wherethe ancient Israelites later lived. In the early years of his reign,Ramses defeated forces in southern Syria and continuouslybattled Egypt’s longtime enemy, the Hittites. Details about one costly battle with the Hittites were carved on temple walls,showing the Egyptians succeeding against great odds.

During his 66-year reign, Ramses II undertook a large-scale building program. He could afford such an expensiveplan because Egypt was very prosperous during his reign. Herestored the damaged Sphinx, completed the Temple ofKarnak, and built himself a city with four temples as well asbeautiful gardens and orchards. He is famous for the templebuilt at Abu Simbel. It was carved out of a solid rock cliff andfeatured four huge statues of Ramses II, two on each side ofthe doorway.

185

Use the Internet and your local library to learnabout Mount Rushmore, a monument in SouthDakota. Describe Mount Rushmore, and thencompare it to the temple of Ramses at Abu Simbel.

WH6.2.7 Understand the significance ofQueen Hatshepsut and Ramses the Great.

Statue of Ramses II holding an offeringtable

“They all came bowingdown to him, to hispalace of life and satisfaction.”

—hieroglyphic translation by James B. Pritchard,

Ancient Near Eastern Texts

Coffin of Ramses II

(t)Egyptian National Museum, Cairo/SuperStock, (b)Gavin Hellier/Getty Images

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Why Were Temples Built? Under RamsesII and other New Kingdom rulers, scores ofnew temples rose throughout Egypt. Manywere built by enslaved people captured inwar. The most magnificent was Karnak atThebes. Its huge columned hall decoratedwith colorful paintings still impresses visi-tors today.

Unlike modern churches, temples, andmosques, Egyptian temples did not holdregular religious services. Instead, mostEgyptians prayed at home. They consideredthe temples as houses for the gods and god-desses. Priests and priestesses, however, per-formed daily temple rituals, washing statuesof the deities and bringing them food.

The temples also served as banks.Egyptians used them to store valuableitems, such as gold jewelry, sweet-smellingoils, and finely woven cloth.

Egypt’s Decline and Fall After Ramses II,Egypt’s power began to fade. Later pharaohshad trouble keeping neighboring countriesunder Egyptian control. Groups from theeastern Mediterranean attacked Egypt by sea,using strong iron weapons. The Egyptianshad similar arms, but they paid dearly forthem because Egypt lacked iron ore.

By 1150 B.C., the Egyptians had lost theirempire and controlled only the Nile delta.Beginning in the 900s B.C., Egypt cameunder the rule of one outside group afteranother. The first conquerors were theLibyans from the west. Then, about 750 B.C.,the people of Kush, a land to the south,began to conquer Egypt. Finally, in 670 B.C.,Egypt was taken over by the Assyrians, apowerful society from the north.

Analyze Why did Egyptianrulers lose control of their empire?

Middle Kingdom New Kingdom

Study Central Need help with the reigns ofHatshepsut and Ramses the Great? Visit ca.hss.glencoe.com and click on Study Central.

Reading SummaryReview the • During the Middle Kingdom, Egypt

expanded its borders, and the artsflourished.

• Under New Kingdom rulers,Egypt built a strong empire andexpanded trade.

• Akhenaton failed in his attemptto create a new religion.Tutankhamen ruled briefly butgained fame because of treasuresfound buried with him.

• Ramses II was Egypt’s last greatpharaoh. In the 900s B.C., Egyptlost power to outside invaders.

1. What improvements did theMiddle Kingdom rulers make?

2. What purposes did templesserve in Egypt?

Critical Thinking3. Organizing Information

Create a chart like the onebelow. Fill in details aboutEgypt’s Middle Kingdom andEgypt’s New Kingdom.

4. Evaluate Why was the reignof Hatshepsut consideredunusual?

5. How didAkhenaton upset the tradi-tional order in Egypt?

6. Compare and ContrastDescribe the similarities anddifferences between the rule ofHatshepsut and Ramses II.

7. Expository Writing Which Egyptian ruler do you think hadthe greatest effect uponEgyptian history? Write a shortessay to explain your answer.

CA 6WA2.2

CA 6WS1.3

CA HI2.

CA 6RC2.6

CA 6RC2.4

What Did You Learn?

(t)Michael Holford, (b)O. Louis Mazzatenta/National Geographic Society Image Collection

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Civilization Kush

The

of

Looking Back, Looking AheadIn Sections 1, 2, and 3, you learned

about the rise and fall of civilizationsin ancient Egypt. Another civilizationin early Africa was Kush. It waslocated near Egypt and was verysimilar.

Focusing on the • To the south of Egypt, the Nubians

settled in farming villages and becamestrong warriors. (page 188)

• The people of Kush devotedthemselves to ironworking and grewwealthy from trade. (page 189)

Locating PlacesNubia (NOO•bee•uh)Kush (KUHSH)Kerma (KAR•muh)Napata (NA•puh•tuh)Meroë (MEHR•oh•ee)

Meeting PeopleKashta (KAHSH•tuh)Piye (PY)

Content Vocabularysavanna (suh•VA•nuh)

Academic Vocabularycollapse (kuh•LAPS)decline (dih•KLYN)

Reading StrategyCompare and Contrast Use a Venndiagram like the one below to show thesimilarities and differences betweenNapata and Meroë.

HistorySocial ScienceStandardsWH6.2 Studentsanalyze the geographic,political, economic,religious, and socialstructures of the earlycivilizations ofMesopotamia, Egypt,and Kush.

Napata Meroë

c. 750 B.C.Kashta of Kush conquerspart of Egypt

N

ileR

.

Napata

Mero¨e

800 B.C. 700 B.C. 600 B.C. 500 B.C.800 B.C. 700 B.C. 600 B.C. 500 B.C.


728 B.C.Piye of Kushdefeats Egyptians

c. 540 B.C.Kush movescapital to Meroë

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WH6.2.8 Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.

WH6.2.9 Trace the evolution of language and its written forms.


In this wall painting, four Nubian princes offer rings and gold to an Egyptian ruler.What kingdom was formed when more powerful Nubian villages took over weaker ones?

NubiaTo the south of Egypt, the Nubians set-

tled in farming villages and became strong warriors.

Reading Connection Are you on good terms with your

neighbors? It’s not always easy—for individuals or coun-

tries. Read on to find out about the Egyptians’ neighbors

to the south and the ways the two civilizations mixed.

The Egyptians were not alone in settlingalong the Nile River. Farther south, in present-day Sudan, another strong civiliza-tion arose. This was in a region calledNubia (NOO •bee •uh), later known as Kush(KUHSH).

Historians do not know exactly whenpeople arrived in Nubia. Evidence suggeststhat cattle herders arrived in about 2000 B.C.They grazed their herds on the savannas(suh •VA •nuhs), or grassy plains, that stretchacross Africa south of the Sahara. Later, peo-ple settled in farming villages in Nubia. They

grew crops, but they were also excellenthunters, skilled at using the bow and arrow.Soon the Nubians began forming armiesknown for their fighting skills.

The Kingdom of Kerma The more pow-erful Nubian villages gradually took overthe weaker ones and created the kingdomof Kerma (KAR • muh). Kerma developedclose ties with Egypt to the north. TheEgyptians were happy to trade for Kerma’scattle, gold, ivory, and enslaved people.They also admired Nubian skills in warfareand hired Nubian warriors to fight in theirarmies.

Kerma became a wealthy kingdom. Itsartisans made fine pottery, jewelry, and metalgoods. Like Egyptian pharaohs, the kings ofKerma were buried in tombs that held pre-cious stones, gold, jewelry, and pottery. Theseitems were as splendid as those found inEgypt during the same period.

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WH6.2.6 Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.

WH6.2.8 Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.

Why Did Egypt Invade Nubia? As youlearned earlier, the Egyptian pharaohThutmose III sent his armies into Nubia inthe 1400s B.C. After a 50-year war, the king-dom of Kerma collapsed, and the Egyptianstook control of much of Nubia. They ruledthe Nubians for the next 700 years.

During this time, the people of Nubiaadopted many Egyptian ways. They beganto worship Egyptian gods and goddessesalong with their own. They learned how to work copper and bronze and changedEgyptian hieroglyphs to fit their own lan-guage. As people and goods continued topass between Nubia and Egypt, the twocultures mixed.

Identify Where was Kushlocated in relation to Egypt?

The Rise of KushThe people of Kush devoted them-

selves to ironworking and grew wealthy from trade.

Reading Connection Do you and your friends ever

trade video games or CDs? Trading may be a casual

activity for you, but it was essential to ancient peoples.

Read to find how Kush took advantage of its location

along an important trade route.

As Egypt declined at the end of theNew Kingdom, Nubians saw their chanceto break away. By 850 B.C., a Nubian grouphad formed the independent kingdom ofKush. For the next few centuries, powerfulKushite kings ruled from the city of Napata(NA •puh • tuh).

Napata was in a favorable location. Itstood along the upper Nile where trade caravans crossed the river. Caravans sooncarried gold, ivory, valuable woods, andother goods from Kush to Egypt.


300 km

300 mi.0

0Lambert AzimuthalEqual-Area projection

N

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Nile

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Memphis

Napata

Mero¨e

These Kushite pyramidswere much smaller andhad more steeply slopedsides than Egyptianpyramids. How else wasMeroë rebuilt to looklike an Egyptian city?

Kush Kingdom c. 250 B.C.

KushKEY

1. Location Which of Kush’s capital cities wasclosest to Egypt?

2. Human/Environment Interaction Based on itslocation, where might trade that passed throughKush have come from?

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In time, Kush became rich enough andstrong enough to take control of Egypt.About 750 B.C., a Kushite king namedKashta (KAHSH • tuh) headed north with apowerful army. His soldiers began the conquest of Egypt that his son Piye (PY)completed in 728 B.C. Piye founded theTwenty-fifth Dynasty that ruled both Egyptand Kush from Napata.

The kings of Kush greatly admiredEgyptian culture. In Napata they builtwhite sandstone temples and monumentssimilar to those of the Egyptians. TheKushites also built small pyramids in which

to bury their kings. The ruins of these pyra-mids can still be seen today.

The Importance of Iron Kush’s rule inEgypt did not last long. During the 600s B.C.,the Assyrians invaded Egypt. Armed withiron weapons, they drove the Kushites backto their homeland in the south.

Despite their losses, the Kushites gainedsomething from the Assyrians—the secretof making iron. The Kushites became thefirst Africans to devote themselves to iron-working. Soon, farmers in Kush were usingiron for their hoes and plows instead ofcopper or stone. With these superior tools,they were able to grow large amounts ofgrain and other crops.

Kush’s warriors also began using ironspears and swords, increasing their militarypower. Meanwhile, traders from Kushtransported iron products and enslavedpeople as far away as Arabia, India, andChina. In return, they brought back cotton,textiles, and other goods.

A New Capital About 540 B.C., Kush’s rulersleft Napata and moved farther south to beout of the Assyrians’ reach. In the city ofMeroë (MEHR • oh • ee), they set up a royalcourt. Like Napata, the new capital hadaccess to the Nile River for trade and trans-portation. The rocky desert east of Meroë,however, contained rich deposits of ironore. As a result, Meroë became not only atrading city but also a center for makingiron.

With their growing wealth, Kush’skings rebuilt Meroë to look like anEgyptian city. Small pyramids stood in theroyal graveyard. A huge temple sat at theend of a grand avenue lined with sculp-tures of rams. Sandstone palaces and red-brick houses had walls decorated withpaintings or blue and yellow tiles.

Selecting a New King

When their king died, the Kushites askedthe god Amon-Re to appoint a new leader.“[The Kushite officials said] ‘We have come toyou, O Amon-Re . . . that you might give to usa lord. . . . That beneficent office [helpful task]

is in your hands—mayyou give it to your sonwhom you love!’

Then they offered theking’s brothers beforethis god, but he did nottake one of them. For asecond time there wasoffered the king’sbrother . . . Aspalta . . .

[Amon-Re said] ‘He isyour king.’”

—author unknown,c. 600 B.C.,

“The Selection of Aspaltaas King of Kush”

Do you think Aspalta was qualified to beking? Why or why not?

Lion statue in honor ofKing Aspalta

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Reading SummaryReview the • In the Nile Valley to the south of

Egypt, the Nubians founded thekingdom of Kerma and tradedwith the Egyptians.

• The Kushites set up a capital atMeroë that became a center forironmaking and the base of ahuge trading network.

1. Who were the Nubians?

2. What were the Kushites’ mostimportant economic activities?

Critical Thinking3. Sequencing Draw a diagram

to show events that led up tothe Kushite conquest of Egypt.

4. Geography Skills Why was Napata’s location beneficial?

5. How did Egypt’sculture affect Kush?

6. Compare How were Kush andEgypt similar?

7. PosingQuestions If you wanted tolearn more about Kush, whatquestions would you ask?Write three questions andexchange them with a class-mate. Research each other’squestions and write a summaryof your findings. CA HR1.

CA 6RC2.2

CA 6RC2.0

CA CS3.

CA 6RC2.4

What Did You Learn?


Building a Profitable Trade Meroë becamethe core, or center of a huge trading networkthat stretched north to Egypt’s border andsouth into central Africa. Kush’s tradersreceived leopard skins and valuable woodsfrom the interior of Africa. They tradedthese goods, along with enslaved workersand iron products, to people throughout theMediterranean and the Indian Ocean area.

Kush remained a great trading powerfor some 600 years. By the A.D. 200s, though,the kingdom began to weaken. As Kushdeclined, another kingdom rose to take itsplace. The kingdom is called Axum andwas located in what is today the country ofEthiopia. Around A.D. 350, the armies ofAxum burned Meroë to the ground. Youwill read more about the kingdom of Axumwhen you study Africa.

Explain How did Kushbecome a wealthy kingdom?

Kush Conquest of Egypt

The Kushite king Taharqa was one of the most powerful leaders in Nubian history. During his reign, the kingdom grew and prospered.He built many large temples in and around Egypt and Kush. What kingdom replaced Kush?

Kushite KingKushite King

Kushite king Taharqa

Study Central Need help with the kingdom of Kush? Visit ca.hss.glencoe.com and click on Study Central.

187-191 Ch2 S4-868874 7/8/05 10:02 PM Page 191


Ramses II Rebuilds

R amses II, one of the great pharaohs ofEgypt, ruled from 1279–1213 B.C. Ramses IIundertook a large-scale building project. Thefollowing passage comes from an inscriptiondescribing his order to finish building hisfather’s tomb.

“I came forth from Re, although ye say,from [Seti I], who brought me up. . . . Whenmy father appeared to the public, . . . [h]esaid concerning me: ‘Crown him as king,that I may see his beauty while I live withhim.’ . . . My mighty deeds for my father asa child, I will now complete, being Lord ofthe Two Lands; I will construct them in the

proper way . . . I will lay the walls in thetemple of him that begat me. . . . I willcover its house, I will erect its columns, Iwill set stones in the places of the lowerfoundation, making monument upon mon-uments.” . . .

Then spake the royal companions, andthey answered the Good God: “Thou artRe, thy body is his body. There has been noruler like thee, (for) thou art unique, likethe son of Osiris, thou hast achieved thelike of his designs.”

—Anonymous, “Ramses II Finds the Necropolis Buildings in Ruins”

The Mighty PharaohsIn Egypt and Kush, rulers were greatly respected. The Egyptians believed

that their pharaohs were the sons of the sun god, Re. Because of these beliefs,the pharaoh had enormous power. His word had to be followed without ques-tion.

Read the passages and study the image that follows. Then answer the questions on page 193.

Re (RAY): god of sunbegat (bih•GAT): fatheredspake: spokeOsiris (oh•SY•ruhs): a god, king of the

Afterworld

stele (STEE•lee): a vertical, engravedstone slab

remnant (REHM•nuhnt): remainderAmon (A•muhn): god of Thebes; impor-

tant Egyptian god

Reader’s Dictionary


Tutankhamen’s gold mask

WH6.2.7 Understand the significanceof Queen Hatshepsut and Ramses theGreat. WH6.2.8 Identify the locationof the Kush civilization and describe itspolitical, commercial, and culturalrelations with Egypt.

192-195 CH2 CRA-868874 7/8/05 10:13 PM Page 192

A Kushite Warrior-King

Around 728 B.C., the Kushite king Piye finishedhis conquest of Egypt. He was angry to discoverthat some of the enemy had not been destroyed.The following description appears on Piye’s vic-tory stele.

Then his majesty was enraged thereat like a panther (saying): “Have they allowed a remnant of the army of the Northland toremain? . . . Not causing their death, in order todestroy the last of them? I swear: as Re lovesme! As my father Amon favors me! I willmyself go northward, that I may destroy thatwhich he has done, that I may make him turnback from fighting, forever.”

—Anonymous, “The Nubian Invasion”

A Sphinx of Kush

The people of Kush adopted many Egyptianways, especially while they ruled Egypt. Thisgranite sphinx is of the daughter of King Piyefrom about 660 B.C. Egyptians believed thatsphinx statues had magical powers to guard tombs and temples.


Ramses II Rebuilds

1. Who does Ramses say is his father?

2. Why does Ramses want to finish Seti’s tomb?

3. Ramses’s royal companions say that he is Re,the sun god. Why do you think they say this?

A Kushite Warrior-King

4. Why is Piye so angry?

5. According to Piye, what is his relationshipwith the Egyptian gods Re and Amon? Why isthis relationship important?

A Sphinx of Kush

6. The Egyptians were known for creatingsphinxes, yet this sphinx was made for adaughter of a king of Kush. Why do you thinkthis is so?

7. Compare this sphinx to the images of theGreat Sphinx on pages 152 and 166. How arethey alike? How are they different?

Read to Write

8. Reread the two passages, as well as theinformation about the sphinx. What do theseprimary sources tell you about the role ofreligion in the lives of Egyptian rulers? Howdo they demonstrate the power of pharaohs?

CA HR3.

This sphinx has the face of King Piye’sdaughter. It guards a sacred offering vessel.The vessel was filled with gifts to the godAmon. These offerings were protected by thesphinx, which held the vessel in its hands sono one could steal it.

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N

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First Cataract

ARABIANDESERT

WESTERNDESERT

EASTERNDESERT

NILE DELTA

LOWER EGYPT

UPPER EGYPT

Giza

Memphis

Thebes

Critical Thinking16. Describe Identify the four social groups

in ancient Egypt, and explain whobelonged to each group.

17. Synthesize How do you think religiousleaders reacted to Akhenaton’s changes?

18. Analyze Do you agree that Egyptian civi-lization can be called “the Gift of theNile”? Explain.

19. Compare In what ways did Meroë looklike an Egyptian city?

Geography SkillsStudy the map below and answer the followingquestions.20. Location The Nile River delta empties

into what body of water? 21. Movement Why would ancient Egyptians

find it easier to travel north and south thanto travel east and west?

22. Human/Environment Interaction Why isEgyptian farming along the Nile? CA CS3.

CA CS3.

CA CS3.

CA 6RC2.2

CA HR2.

CA HI2.

CA 6RC2.4

Review Content VocabularyMatch the definitions in the second column tothe terms in the first column. Write the letter ofeach definition.

___ 1. savanna a. area of fertile soil atthe end of a river

___ 2. tribute b. reed plant used tomake baskets, rafts,and paper

___ 3. cataract c. grassy plain

___ 4. delta d. rapids

___ 5. hieroglyphics e. Egyptian writing system

___ 6. pharaoh f. forced payments

___ 7. papyrus g. title for Egyptianleaders

Review the Section 1 • The Nile Valley

8. What natural barriers protected Egyptfrom invasion?

9. What two areas of Egypt were unitedaround 3100 B.C.?

Section 2 • Egypt’s Old Kingdom10. What were the Egyptians’ religious beliefs?11. Where did Egyptians of the Old Kingdom

bury their pharaohs?

Section 3 • The Egyptian Empire12. During what period did Egypt reach the

height of its power?13. Why are Akhenaton and Tutankhamen

well-known?

Section 4 • The Civilization of Kush14. Where did the Nubians live? 15. What made the Kushites wealthy?


Standard WH6.2

Ancient Egypt

Nile ValleyKEY

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Read to Write23. Expository Writing Imagine

that you are an Egyptian pharaoh. Howwould you make sure that your empire isstable and strong? Use real-life pharaohsto help you determine what kinds ofthings you would do. Write an essaydescribing your policies and what youhope to achieve through them.

24. Using Your Use your foldable towrite a description of one of the civilizationsin this chapter. Include such things as reli-gious life, family life, and contributions.When you are finished, discuss similaritiesand differences among the civilizations witha classmate.

Using Academic VocabularyUse the terms below to fill in the blanks in thefollowing sentences.

a. feature e. structureb. technology f. principlec. labor g. restored. welfare h. construct

25. An important ____ of Egyptian pyramidsis the shape.

26. The shadoof is an example of Egyptian____.

27. A pyramid is a large ____ made of stoneblocks.

28. Pharaohs were in charge of providing forthe ____ of their people.

29. Egyptian pharaohs used farmers to help____ their pyramids.

Reviewing Skills30. Summarizing Using infor-

mation from the text, create a short storyabout Hatshepsut. Use this writing exer-cise to summarize life in ancient Egyptduring her reign. The story should com-pare Hatshepsut to other Egyptian rulersand explain the differences in her policies.The events of the story should also showthe different social classes in Egypt andexplain the problems Hatshepsut faced asa woman pharaoh. CA 6WA2.1

CA 6WS1.3

CA 6WS1.2

Self-Check Quiz To help prepare for theChapter Test, visit ca.hss.glencoe.com

31. Building a Time Line Take alook back through the chapter. As you go,make a list of each important leader inancient Egypt. Create a time line of theseleaders, placing them in chronologicalorder. For each entry, include a short sum-mary of their reign. Describe their signifi-cant accomplishments or mistakes, andhow these actions affected Egypt.

CA CS2.

Use the map below to answerthe following question.

Which area on the map was thehome of the Kushite kingdom?

A JB KC LD M

32

Early Civilizations

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Download - Chapter 2: Ancient Egypt and Kush - Mr. · PDF fileSphinx and pyramid in Giza, Egypt Ancient Egypt and Kush c. 3100 B.C. Narmer unites Egypt c. 2540 B.C. Great Pyramid at Giza built

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