Ancient Egypt KIDS

DISCOVER

Teacher’s Guide A Palace

of Mud
A Highway
of Water
A Hall
of Two Truths

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WOMEN
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Ancient Egypt
Dear Educator,
ncient Egypt is more than mum- PAGES W H AT ’ S I N ANCIENT EGYPT

A mies, pharaohs, and pyramids!

Explore the Egyptians’ achieve-
ments in architecture, engineering,
writing, and more with KIDS DISCOV-
ER. While reading Ancient Egypt, stu-
dents will learn about the topics at right.
This Teacher’s Guide is filled with
activity ideas and blackline masters
to help your students enjoy and learn
more from Ancient Egypt. Select or
adapt the activities that suit your stu-
dents’ needs best.
Thank you for making KIDS DISCOVER
a part of your classroom.
Sincerely,
KIDS DISCOVER
P.S. We would love to hear from you!
E-mail your comments and ideas to
teachers@kidsdiscover.com
2–3 The Gift of the Nile
A time line, map, and illustrations of the ancient Egyptian
civilizations
4–5 Mighty Pharaoh
Kings and pharaohs of Egyptian dynasties
6–7 Daily Life
What was life like for the royal family and the poor? Plus, the
social pyramid!
8–9 Gods, Priests, and Temples
Worshipping the many Egyptian gods and goddesses
10–11 Cliff Carvings
A bold photo of Ramses II’s Great Temple
12–13 Leaving their Mark
Hieroglyphs, papyrus, the Rosetta Stone, and other achieve-
ments of the ancient Egyptians
14–15 Pyramid Builders
How did the Egyptians build the pyramids?
16–17 Mummy Makers and the Afterlife
Preserving bodies for life after death
18–19 Student Activities
Make four recipes with barley, plus an acrostic, matching,
and resources

• IN THIS TEACHER’S GUIDE •

Meeting the Standards
✔ World History: Era 2 Early
Civilizations and the Emergence of
Pastoral Peoples, 4000-1000 BCE
– National Standards for History
2 Prereading Activities
3 Get Set to Read (Anticipation Guide)
4 Discussion and Writing Questions

5–6 It’s in the Reading (Reading Comprehension)

✔ Visit www.kidsdiscover.com/standards 7 Everything Visual (Graphic Skills)
to find out more about how KIDS
DISCOVER meets state and national 8 Cross-Curricular Extensions
standards. 9–12 Answer Keys to Blackline Masters

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© KIDS DISCOVER ANCIENT EGYPT 1
 Ancient Egypt
A Palace
KIDS
DISCOVER

of Mud
A Highway

PREREADING ACTIVITIES
of Water
A Hall
of Two Truths

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efore distributing KIDS DISCOVER Ancient Egypt activate

B students’ prior knowledge and set a purpose for reading with
these activities.
,
WOMEN
RULE!

Discussion Get Set to Read

T o get students thinking about how this topic
relates to their interests and lives, ask:
✔ Why do you think people are fascinated by ancient
Egypt?
✔ What do you want to learn about ancient Egypt?
Concept map
(Anticipation Guide)
C opy and distribute the Get Set to Read black-
line master (page 3 of this Teacher’s Guide).
Explain to students that this Anticipation Guide will
help them find out what they know and what
misconceptions they have about the topic. Get Set
to Read is a list of statements—some true, some
false. Ask students to write whether they think

E xplain to students that

they will be reading
Ancient Egypt. Ask: What are
each statement is true or false in the Before
Reading column. Be sure to tell students that it is
not a test and they will not be graded on their
some words that are related to answers. The activity can be completed in a vari-
Ancient Egypt? List students’ ety of ways for differentiated instruction:
responses on the board. (See
◆ Have students work on their own or in small
box below for some terms
groups to complete the entire page.
they may suggest.) After cre-
ating a list, ask students to group the words into cat- ◆ Assign pairs of students to focus on two state-
egories, such as People or Places. Create a concept ments and to become “experts” on these topics.
map by writing Ancient Egypt on the board and cir-
◆ Ask students to complete the Before Reading col-
cling it. Write the categories around the circle and
umn on their own, and then tabulate the class’s
draw lines between the ideas to show connections.
answers on the chalkboard, on an overhead
Then write the words from the list around the
transparency, or on your classroom computer.
appropriate categories. Encourage students to add
more words to the concept map as they read Ancient ◆ Review the statements orally with the entire class.
Egypt.
If you predict that students will need assistance
finding the answers, complete the Page Number
KEY TERMS column before copying Get Set to Read.
✔ Tutankhamen ✔ papyrus
✔ Queen Hatshepsut ✔ pyramid Preview
✔
✔
Ramses II
Cleopatra
✔
✔
Nile
Rosetta Stone
D istribute Ancient Egypt and model how to pre-
view it. Examine titles, headings, words in bold-
face type, pictures, charts, and captions. Then have
✔ pharaoh ✔ Giza students add new information to the Concept Map.
✔ hieroglyphs ✔ mummy If students will only be reading a few pages at one
sitting, preview only the selected pages.

BE WORD WISE WITH POWER VOCABULARY!

◆

Y
ou have exclusive access to additional resources including Power Vocabulary cards
Vocabulary blackline masters for every available KIDS DISCOVER ◆ Crossword puzzle
title! These activities introduce students to 15 specialized and
◆ Word find
general-use vocabulary words from each KiDS DISCOVER title. Working
with both types of words helps students develop vocabulary, improve ◆ Matching
comprehension, and read fluently. Follow the links from your Teacher’s ◆ Cloze sentences
Toolbox CD-ROM and find your title to access these valuable resources: ◆ Dictionary list

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KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030
© KIDS DISCOVER ANCIENT EGYPT 2
 Ancient Egypt
A Palace
KIDS
DISCOVER

of Mud
A Highway
of Water
A Hall
of Two Truths

HELPI
HOOVNG
ES
Fres
Your Fachen
e with
Animal Fat

Name ____________________________________________ Date _________________ WOMEN

RULE!

Get Set to Read

Ancient Egypt was an advanced civilization. What do you know about ancient Egypt? In Before
Reading, write true if you think the statement is true. Write false if you think the statement is not
true. Then read KIDS DISCOVER Ancient Egypt. Check back to find out if you were correct. Write
the correct answer and the page number where you found it.

CHALLENGE: Rewrite each false sentence in a way that makes it true.

Before Reading After Reading Page Number

_____________ 1. The Egyptian civilization began on _____________ _____________

the banks of the Euphrates River.
_____________ 2. Pharaohs ruled ancient Egypt. _____________ _____________
_____________ 3. Rice was the main food in the _____________ _____________
ancient Egyptian diet.
_____________ 4. All ancient Egyptians worshiped _____________ _____________
inside the temple.
_____________ 5. A pharaoh ordered carvings in the _____________ _____________
sandstone cliffs of Abu Simbel.
_____________ 6. No one has been able to decode the _____________ _____________
Egyptian hieroglyphs.
_____________ 7. Workers built the pyramids as tombs _____________ _____________
for the pharoahs.
_____________ 8. Egyptians in every class were made _____________ _____________
into mummies after death.

© KIDS DISCOVER ANCIENT EGYPT 3

 Ancient Egypt
A Palace
KIDS
DISCOVER

of Mud
A Highway

DISCUSSION & WRITING QUESTIONS

of Water
A Hall
of Two Truths

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se the following questions as oral discussion starters or for

U journaling. For additional in-class discussion and writing
questions, adapt the questions on the reading comprehension
WOMEN
RULE!

blackline masters on pages 5 and 6.

Cover Pages 8–9
✔ Do you know to whom or to what each blurb on the Several Egyptian gods are shown and described
cover refers? Which blurb do you think is most on pages 8-9. Some of these gods had more that one
interesting? Why? form and several jobs. Ask:
All pages ✔ Do any of the various combinations of forms or
✔ Have you ever been to Egypt? If so, what did you jobs of the gods surprise you? Which ones?
see there? What towns and cities did you visit? In
✔ If you are familiar with any of the ancient Greek
what ways is life there different from life where you
gods, what are some similarities between the
live?
Egyptian and Greek gods? What are some differ-
Pages 2–3 ences?
People in ancient Egypt lived near the Nile River.
Pages 10–11
Ask:
✔ If someone were to Add KIDS
✔ What are the advantages and disadvantages of liv- carve four different DISCOVER
ing on the banks of a river? Would you like to live versions of you, issues and
near a river? What kinds of things would the river what would you a class set of
enable you to do? want these different blackline masters
versions to look like? to your substitute
Pages 4–5
An ancient Egyptian pharaoh named Akhenaten Pages 12–13 teacher folder for
required all Egyptians to worship only one god. Ask: ✔ Which of the inven- when you are
tions mentioned on absent.
✔ Do you think a leader should decide who or what
pages 12–13 do you
people can worship? Explain.
think is most amaz-
Pages 4–5 ing? Why?
In ancient Egypt, there were many dynasties. A
Pages 14–15
dynasty is a series of rulers all from the same family.
✔ How is the building of the pyramids different from
Ask:
how they would be built today using modern tech-
✔ Do you think it’s a good idea to have successive nology and tools?
rulers of a country come from the same family?
✔ Has your view of the pyramids changed now that
What advantages and disadvantages do you see in
you understand the labor that was involved in
this kind of arrangement?
building them? If so, how has it changed?
Pages 6–7
Pages 16–17
The Egyptian social pyramid is shown on page 6.
✔ In your opinion, what is the most interesting part of
Ask:
the mummification process or preparing the dead?
✔ Do you think there is a social Did any of the steps surprise you? Which ones?
pyramid in America? If so,
All pages
how does the Egyptian social
After students read the issue, ask:
pyramid differ from the
American social pyramid? ✔ Would you like to have lived in ancient Egypt? Why
or why not?
Pages 6–7
Several foods and drinks are ✔ What is the most fascinating thing you learned
mentioned on page 7. Ask: about ancient Egypt? Why is it fascinating to you?
✔ Which of these foods have you
eaten? Do you like these foods?
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KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030
© KIDS DISCOVER ANCIENT EGYPT 4
 Ancient Egypt
A Palace
KIDS
DISCOVER

of Mud
A Highway
of Water
A Hall
of Two Truths

HELPI
HOOVNG
ES
Fres
Your Fachen
e with
Animal Fat

Name ____________________________________________ Date _________________ WOMEN

RULE!

It’s in the Reading

After reading KIDS DISCOVER Ancient Egypt, choose the best answer for each question.
Fill in the circle.

Find your answers on the pages shown in the book icon next to each question.

1. How did the yearly flooding of the Nile help farmers?

❍ A. by watering crops
❍ B. by leaving behind rich soil 2 3
❍ C. by drowning pests
❍ D. by spreading seeds

2. How did ordinary ancient Egyptians change their view of their rulers?
❍ A. They began thinking of the rulers as links between gods and the
people rather than as gods themselves. 4 5
❍ B. They began worshiping the rulers as the major god of the world.
❍ C. They stopped believing that the rulers had any connection to the gods.
❍ D. They began thinking that the rulers were signs that the gods did not
approve of the Egyptian way of life.
3. How does the average life span of ancient Egyptians compare to that of
present-day Americans?
❍ A. The life spans of present-day Americans and ancient Egyptians are 6 7
about equal.
❍ B. The average life span of ancient Egyptians was much longer than that
of modern Americans
❍ C. The average life span of modern Americans is much longer than that
of ancient Egyptians.
❍ D. The average life span of modern Americans is much shorter than that
of ancient Egyptians.
4. What can you conclude by knowing that Egyptians slept on headrests to
prevent snakes and scorpions from crawling on their heads?
❍ A. Egyptians did not care if snakes and scorpions crawled on the rest of 6 7
their bodies.
❍ B. Egyptians slept outside.
❍ C. Snakes and scorpions could get into Egyptian homes.
❍ D. Egyptian homes did not have doors and windows that could be closed.
5. Why did ordinary Egyptians only see the statues of the gods during
religious festivals?
❍ A. Statues were destroyed after each religious festival. 8 9
❍ B. Ordinary people had to cover their eyes when they passed the statues
at other times.
❍ C. The statues were kept in the homes of priests and priestesses where
ordinary people could not visit.
❍ D. Ordinary people were not allowed in the temples where the statues
were kept.
© KIDS DISCOVER ANCIENT EGYPT 5
 It’s in the Reading (continued)

6. Which god or goddess would an ancient Egyptian farmer be most likely

to ask for favors?
❍ A. Horus 8 9
❍ B. Osiris
❍ C. Amun-Re
❍ D. Troth

7. About how old is the facade of the Great Temple?

❍ A. about 850 years old
❍ B. about 1,250 years old 10 11
❍ C. about 2,000 years old
❍ D. about 3,200 years old

8. Without being able to read hieroglyphs, how would a person be able to

tell whether a hieroglyph referred to a member of the royal family?
❍ A. The hieroglyph would include crowns. 12 13
❍ B. Some hieroglyphs would be encircled by a frame.
❍ C. The hieroglyphs would be stamped by the royal seal.
❍ D. The hieroglyph would be written on gold.

9. Which of these simple tools was not used to build the pyramids?
❍ A. lever
❍ B. wedge 14 15
❍ C. wheel
❍ D. ramp, or inclined plane

10. Why did embalmers leave the heart in a mummy?

❍ A. The heart was needed to get into the next life.
❍ B. Removing the heart would require cutting into the mummy. 16 17
❍ C. The embalmer did not know where the heart was.
❍ D. The heart was considered the least important organ.

11. What do you think was the greatest accomplishment of the ancient
Egyptians? Explain.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
© KIDS DISCOVER ANCIENT EGYPT 6
 Ancient Egypt
A Palace
KIDS
DISCOVER

of Mud
A Highway
of Water
A Hall
of Two Truths

HELPI
HOOVNG
ES
Fres
Your Fachen
e with
Animal Fat

Name ____________________________________________ Date _________________ WOMEN

RULE!

Everything Visual
What happened first? This is a question a time line can answer. A time line places events in the
order that they happen. Dates, pictures, and words on them help outline history. Look at the time
line on pages 2–7. Then answer the questions.

1. Many dates on the time line are preceded by the abbreviation c. The abbreviation stands for
circa, which means “about” or “approximately.” Why is the abbreviation used with the dates?
______________________________________________________________________________

______________________________________________________________________________

2. The black line of the time line names different periods of ancient Egyptian history. How many
periods are identified over the pages? What was the last period?

______________________________________________________________________________

______________________________________________________________________________

3. Why does the time line show events that did not take place in ancient Egypt?
______________________________________________________________________________

______________________________________________________________________________

4. What happened between c. 2130 and 1980 B.C.?

______________________________________________________________________________

______________________________________________________________________________

5. Why are so many events from Greece shown during the Third Intermediate and Late periods?
______________________________________________________________________________

______________________________________________________________________________

6. What North American culture is shown on the time line?

______________________________________________________________________________

______________________________________________________________________________

© KIDS DISCOVER ANCIENT EGYPT 7

 Ancient Egypt
A Palace
KIDS
DISCOVER

of Mud
A Highway

CROSS-CURRICULAR EXTENSIONS
of Water
A Hall
of Two Truths

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H aa vned si nt ut edreenstts itnr ya nt hcei esnet aEcgtyi vpitt.i e s t o e x p a n d t h e i r k n o w l e d g e WOMEN

RULE!

Math, History Art, Language Arts

In the time line that runs along the bottom of
pages 2–7, students learn about Egyptian events
from 4500 B.C. to 31 B.C. Have students make up
math problems using the dates in the time line. For
example: How many years are there between when
the first semi-permanent villages appeared in Egypt
and when the Assyrians conquered Egypt? How
many years ago did Alexander the Great conquer
Egypt? Then, draw students’ attention to a few
dates on the time line that do not directly deal with
Egypt, such as the year the first Olympic Games
were held in Greece in 776 B.C. Ask students to
locate these places on a world map. Then students
can do some research about other events that
occurred in world history from 4500 B.C. to 31 B.C.
They can add these events to the time line by writ-
ing the events and dates on sticky notes and stick-
ing them on the approximate places along the time
line in the issue.
Language Arts
Have students write a short story in which a
mummy is one of the characters. The story can take
place in the present, or it can take place in ancient
Egypt. Students can decide to tell the story in the
first person, from the mummy’s point of view, or
with an omniscient narrator.
On pages 8 and 9, students see various ancient
Egyptian gods in some of their many forms. Have
students “design” images to represent the god or
goddess of beauty, the moon, the sun, love, the sky,
or another part of life. Students should draw two
different versions of the god or goddess—one in
ancient Egyptian form and dress, and the other as a
modern representation of the god or goddess.
Students should write a brief description of what the
god or goddess protected or represents, why they
chose to represent it in the form that they did, and
how their ancient and modern versions are alike
and different. Display the artwork and writings on a
bulletin board.
Give
students
opportuni-
ties to earn extra
credit by reading
and summarizing a
KIDS DISCOVER
issue.

G e o g r a p h y, M a t h
The Nile River is the longest river in the world.
Have students do some research and find the next
four longest rivers in the world. Create a chart on
the board with the names of the rivers along the
side. Along the top, write questions that students
have about the rivers, such as “In what country or
state does the river begin?” “What is the end point
of the river?” and “How long is the river?” Ask stu-
dents questions that require them to use the chart,
such as “How much longer is the Nile River than
the Amazon River?”

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© KIDS DISCOVER ANCIENT EGYPT 8
 Ancient Egypt
A Palace
KIDS
DISCOVER

of Mud
A Highway
of Water
A Hall
of Two Truths

HELPI
HOOVNG
ES
Fres
Your Fachen
e with

ANSWER KEY
Animal Fat

Name ____________________________________________ Date _________________ WOMEN

RULE!

Get Set to Read

Ancient Egypt was an advanced civilization. What do you know about ancient Egypt? In Before
Reading, write true if you think the statement is true. Write false if you think the statement is not
true. Then read KIDS DISCOVER Ancient Egypt. Check back to find out if you were correct. Write
the correct answer and the page number and where you found it.

CHALLENGE: Rewrite each false sentence in a way that makes it true.

Before Reading After Reading Page Number

1. The Egyptian civilization began on False p. 2

the banks of the Euphrates Nile River.
2. Pharaohs, or kings, ruled ancient True p. 4
Egypt.
3. Rice Bread made from barley was False p. 6
the main food in the ancient
Egyptian diet.
4. All ancient Egyptians worshiped False p. 8
Almost no one other than the
pharaoh and high priests and
priestesses were allowed to worship
inside the temple.
5. Ramses II ordered carvings in the True p. 10
sandstone cliffs of Abu Simbel.
6. No one has Because of the Rosetta False p. 12
Stone, people have been able to
decode the Egyptian hieroglyphs.
7. Workers built the pyramids as tombs True p. 14
for the pharaohs.
8. Egyptians in every class Usually False p. 16
only pharaohs and people in the
highest social classes were made into
mummies after death.

© KIDS DISCOVER ANCIENT EGYPT 9

 Ancient Egypt
A Palace
KIDS
DISCOVER

of Mud
A Highway
of Water
A Hall
of Two Truths

HELPI
HOOVNG
ES
Fres
Your Fachen
e with
Animal Fat

ANSWER KEY
Name ____________________________________________ Date _________________ WOMEN
RULE!

It’s in the Reading

After reading KIDS DISCOVER Ancient Egypt, choose the best answer for each question.
Fill in the circle.

Find your answers on the pages shown in the book icon next to each question.

1. How did the yearly flooding of the Nile help farmers?

❍ A. by watering crops
● B. by leaving behind rich soil (inference) 2 3
❍ C. by drowning pests
❍ D. by spreading seeds

2. How did ordinary ancient Egyptians change their view of their rulers?
● A. They began thinking of the rulers as links between gods and the
people rather than as gods themselves. (main idea and details) 4 5
❍ B. They began worshiping the rulers as the major god of the world.
❍ C. They stopped believing that the rulers had any connection to the gods.
❍ D. They began thinking that the rulers were signs that the gods did not
approve of the Egyptian way of life.

3. How does the average life span of ancient Egyptians compare to that of
present-day Americans?
❍ A. The life spans of present-day Americans and ancient Egyptians are 6 7
about equal.
❍ B. The average life span of ancient Egyptians was much longer than that
of modern Americans
● C. The average life span of modern Americans is much longer than that
of ancient Egyptians. (comparison and contrast)
❍ D. The average life span of modern Americans is much shorter than that
of ancient Egyptians.

4. What can you conclude by knowing that Egyptians slept on headrests to

prevent snakes and scorpions from crawling on their heads?
❍ A. Egyptians did not care if snakes and scorpions crawled on the rest of 6 7
their bodies.
❍ B. Egyptians slept outside.
● C. Snakes and scorpions could get into Egyptian homes. (draw conclusions)
❍ D. Egyptian homes did not have doors and windows that could be closed.
5. Why did ordinary Egyptians only see the statues of the gods during
religious festivals?
❍ A. Statues were destroyed after each religious festival. 8 9
❍ B. Ordinary people had to cover their eyes when they passed the statues
at other times.
❍ C. The statues were kept in the homes of priests and priestesses where
ordinary people could not visit.
● D. Ordinary people were not allowed in the temples where the statues
were kept. (cause and effect)
© KIDS DISCOVER ANCIENT EGYPT 10
 It’s in the Reading (continued)

6. Which god or goddess would an ancient Egyptian farmer be most likely

to ask for favors?
❍ A. Horus 8 9
● B. Osiris (draw conclusions)
❍ C. Amun-Re
❍ D. Troth

7. About how old is the facade of the Great Temple?

❍ A. about 850 years old
❍ B. about 1,250 years old 10 11
❍ C. about 2,000 years old
● D. about 3,200 years old (synthesis)

8. Without being able to read hieroglyphs, how would a person be able to tell
whether a hieroglyph referred to a member of the royal family?
❍ A. The hieroglyph would include crowns. 12 13
● B. Some hieroglyphs would be encircled by a frame. (main idea and details)
❍ C. The hieroglyphs would be stamped by the royal seal.
❍ D. The hieroglyph would be written on gold.

9. Which of these simple tools was not used to build the pyramids?
❍ A. lever
❍ B. wedge 14 15
● C. wheel (details)
❍ D. ramp, or inclined plane

10. Why did embalmers leave the heart in a mummy?

● A. The heart was needed to get into the next life. (cause and effect)
❍ B. Removing the heart would require cutting into the mummy. 16 17
❍ C. The embalmer did not know where the heart was.
❍ D. The heart was considered the least important organ.

11. What do you think was the greatest accomplishment of the ancient
Egyptians? Explain.
Answers will vary, but students should provide reasons for their opinion.

© KIDS DISCOVER ANCIENT EGYPT 11

 Ancient Egypt
A Palace
KIDS
DISCOVER

of Mud
A Highway
of Water
A Hall
of Two Truths

HELPI
HOOVNG
ES
Fres
Your Fachen

ANSWER KEY
e with
Animal Fat

Name ____________________________________________ Date _________________ WOMEN

RULE!

Everything Visual
What happened first? This is a question a time line can answer. A time line places events in the
order that they happen. Dates, pictures, and words on them help outline history. Look at the time
line on pages 2–7. Then answer the questions.

1. Many dates on the time line are preceded by the abbreviation c. The abbreviation stands for
circa, which means “about” or “approximately.” Why is the abbreviation used with the dates?
The actual dates are not known. The dates given are estimates of when the events took place.

2. The black line of the time line names different periods of ancient Egyptian history. How many
periods are identified over the pages? What was the last period?
Eight periods are shown. The last one is the Late Period.

3. Why does the time line show events that did not take place in ancient Egypt?
By providing events that took place in other parts of the world, the time line helps place
Egyptian events in context of the larger world.

4. What happened between c. 2130 and 1980 B.C.?

The Egyptian central government collapsed.

5. Why are so many events from Greece shown during the Third Intermediate and Late periods?
The Greek civilization was advancing rapidly and during the Late Period Alexander the Great
conquered Egypt and made it part of the Greek empire.

6. What North American culture is shown on the time line?

The Olmec civilization of Mexico is shown on the time line.

© KIDS DISCOVER ANCIENT EGYPT 12