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800-858-7339 • www.tcmpub.com Exploring Primary Sources Primary Exploring ANCIENT EGYPT

Teacher’s Guide Ancient Teacher’s Egypt Guide Table Contents of

Introduction Why Are Primary Sources Important? 4 Research on Using Primary Sources 6 Analyzing Primary Sources with Students 11 Components of This Resource 15 How to Use This Resource 18 Standards Correlation 23 Creating Strong Questions 28 Primary Source Card Activities Nile River Valley 31 Pyramids 35 Temple of Hatshepsut 39 Akhenaten 43 Obelisk of Ramses II 47 Mummification 51 Rosetta Stone 55 Relief on a Wall 59 Primary Source Reproduction Activities Papyrus Painting 63 Colossal Statue of a Pharaoh 69 Double Crown 75 Egyptian Deben 81 Old Kingdom Names 87 Ancient Egyptian Gods 93 Howard Carter’s Cards 99 Art on Papyrus 105 Culminating Activities Project-Based Learning Activity 111 Document-Based Questions 114 Making Connections Technology Connections 119 Young-Adult Literature Connections 122 Appendix References Cited 123 Answer Key 124 Digital Resources 128

“My Darling Sheik …”

So opens a letter dated August 31, 1927, from Catherine Borup to her paramour, Anthony DiLieto. A native of the Bronx, 24-year-old Borup was the daughter of Irish and Danish immigrants, while trolley-car driver DiLieto, aged 27 and also from New York, was a first‑generation American of Italian stock. Borup was away from her “Darling Sheik” and used pen and paper to express her feelings of loneliness at their separation.

The sentiment of the letter from Borup to DiLieto evokes a kind of vintage language from the time period. The reference to the “Sheik” refers to silent-screen star Rudolph Valentino, a popular young star of his day. There is a discussion about train schedules and a potential rendezvous. But so what? What’s the big deal about a letter between two anonymous lovers of the Roaring 20s? Well, they were my maternal grandparents, and upon the 1986 death of my grandfather, Anthony DiLieto, their letters were turned over to me for my care. Since then, I have occasionally shared these letters with my students when we are studying the 1920s. When I read the aforementioned letters to my students, I gently slip each one out of its original Rudolph Valentino envelope, complete with its two-cent stamp, and the 1920s speak to us across a chasm of almost 100 years.

Primary sources are powerful learning and teaching devices that provide students, teachers, and scholars with a window into the past unlike any other kind of resource. In some ways, just about everything around us can be deemed a primary source. A primary source is any documentation of an event from a person who actually participated in the event. Such sources give us firsthand views of the past.

With an array of primary sources at your disposal, you can help connect students to the past in ways that are unimaginable. William Faulkner once wrote, “The past is never dead. It’s not even past.” Teaching through the use of primary source materials will not only enrich your students’ understandings and give the past meaning; it will also enrich your repertoire of teaching tools by providing relevance. With primary sources at your side, you can easily answer the oft-heard query “So what?” that comes from those students chasing away the “I hate history” blues.

No matter how you use primary sources, you will find that they will invigorate your classroom, engage your students, and promote inquiry into the past. Effective use of primary sources can help you challenge your students to question their assumptions about the past. Primary sources breathe life into one of the most exciting disciplines of all—history—because they reflect individual human spirit through the ages.

4 123561—Exploring Primary Sources: Ancient Egypt © | Teacher Created Materials Introduction

Primary Source Introduction Activity

To get your students warmed up to the idea of using primary source materials, consider doing the following exercise with your class shortly after the school year begins.

1. As a homework assignment, have students, with the help of a family member or adult, look through souvenirs of their lives (e.g., photographs, letters, certificates, diaries, newspaper clippings, birth certificates, library cards, report cards). Have each student select a primary source to share with the class.

2. Before they bring their selected primary sources to class, have students think about the following questions: ■ What does the primary source have to do with them? ■ What does the item say about their life? ■ Where did the primary source come from?

3. During the follow-up class meeting, ask students to share their selected primary sources. As they present, have them share answers to the following questions: ■ What type of primary source is this? ■ How was the primary source saved, and who saved it? ■ Who created the primary source? ■ How does the primary source relate to the rest of the students in class?

4. As each student presents their primary source, have the rest of the class record responses to the following questions: ■ What does the primary source say about whoever created it? ■ What does the primary source say about whoever saved it? ■ What does the primary source say about life in this era?

Once you have prepared your students with this analysis strategy, you will be well on your way to introducing them to the work of historians as they make valid inquiries into the past.

With its authentically re-created primary source documents, captivating images, and easy‑to‑follow lessons, the Exploring Primary Sources series allows teachers and students to expand their study of history beyond the textbook and classroom. The components included in this series assist busy teachers in presenting innovative primary source lessons that meet social studies standards and the NCSS C3 Framework.

The robust lessons of this series provide teachers with all they need to teach with primary sources without additional research or planning. Teachers have print and digital primary sources at their fingertips and do not need to rush to find such resources. Activities are varied, flexible, challenging, and engaging. Teacher’s Guide

This Teacher’s Guide is divided into three sections: Primary Source Cards, Primary Source Reproductions, and Culminating Activities. The first two sections are arranged chronologically. The lessons may be taught in whichever order meets classroom needs. The culminating activities provide opportunities for students to share their learning in multiple ways.

By participating in the lessons provided in this kit, students will do the following:

■ articulate their observations ■ compare their assumptions against those of others ■ analyze what they see ■ expand their appreciation for other time ■ improve their content vocabularies periods ■ build literacy skills ■ collaborate creatively with classmates ■ strengthen critical-thinking skills ■ develop strong questions and research ■ study visual clues skills

By presenting the lessons in this book, teachers will do the following:

■ meet social studies curriculum standards

■ integrate literacy into social studies

■ develop critical-thinking skills in students

■ prepare students for document-based assessments

■ grow students’ twenty-first century skills

■ challenge students to question their assumptions

■ provide inquiry-based activities

■ encourage all students to succeed

Introduction Primary Source Cards and Reproductions

Students will study life and culture in ancient Egypt from around 2575 BC to 712 BC. From advancements in mathematics and engineering to art and literature, ancient Egypt left an enormous impact. Many of its most important religious and cultural elements are still recognizable today. Through primary source images, maps, and artwork, students will better understand and appreciate the history and legacy of ancient Egypt.

Primary Source Cards Primary Source Description Pages wood engraving of the Nile River Valley, showing banks Nile River Valley 31–34 and vegetation Pyramids the Pyramids of Giza 35–38 Temple of Hatshepsut Hatshepsut’s mortuary temple 39–42 Akhenaten stela of Akhenaten 43–46 Obelisk of Ramses II ancient Egyptian obelisk with artwork 47–50 Mummification unwrapped Egyptian mummy 51–54 Rosetta Stone the Rosetta Stone 55–58 Relief on a Wall relief artwork on a temple wall 59–62

Primary Source Reproductions Primary Source Description Pages Papyrus Painting painting of an Egyptian seagoing ship 63–68 Colossal Statue of a Pharaoh colossal seated statue of a pharaoh 69 –74 Double Crown statue of a pharaoh wearing a double crown 75–80 Egyptian Deben Egyptian deben 81–86 Old Kingdom Names old kingdom names carved into stone 87–92 Ancient Egyptian Gods painting of Anubis weighing the soul of the scribe, Ani 93–98 Howard Carter’s Cards Howard Carter’s notes on cards 99–104 Art on Papyrus colorful artwork on papyrus 105–110

16 123561—Exploring Primary Sources: Ancient Egypt © | Teacher Created Materials

Temple of Hatshepsut

About the Temple

Hatshepsut’s temple in the Valley of the Kings is a magnificent structure. It was built at Deir el Bahari in the city of Thebes. The style of the temple’s complex architecture was never repeated. This picture shows the type of buildings that followed the era of pyramid building. It also shows the impressive size of Hatshepsut’s temple.

Analyzing History

• Describe how Hatshepsut is Historical Writing shown in statues and explain the Fiction reasons why. Write a diary entry as Hatshepsut. • Compare and contrast Hatshepsut’s Tell about your day leading the temple to the burial place of another Egyptians. Describe how others Egyptian pharaoh. treated you and what you did during • Research and describe Hatshepsut’s the day. achievements during her reign. Nonfiction • Why do you think that Hatshepsut’s body was never found? Research and write an essay about a notable woman in politics today. Compare and contrast this woman to Hatshepsut.

Writing Challenge

Design and draw a statue that ancient Egyptians might have built to honor Hatshepsut. Write a description of the statue explaining why you designed it as you did.

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Guiding Questions Essential Question

■ ■ ■ ■ ■ 3. 2. 1. Materials Created Teacher Introducing the Primary the Source Introducing Materials

Learning Outcomes The FemaleThe Pharaoh Temple of Hatshepsut Temple

These key content words are included in both levels of the background information of this text at alower reading level is provided in the Digital Resources Have small groups of students read the background information, Hatshepsut the primary source, and respond thoughtfully to the questions Have students think about what they’ve learned throughout this lesson, carefully analyze sources are provided in the Digital Resources (pharaoh1 Distribute copies of Another Female Pharaoh to students Hatshepsut’s experiences as aleader to these leaders and the other circle Women Leaders in the 21st Century Draw alarge Venn diagram on chart paper or the board lists of how these women have led their countries Sanna Marin, and Erna Solberg Jacinda Ardern, Mette Frederiksen, Tsai Ing-wen, Katrín Jakobsdóttir, Angela Merkel, Place students into seven small groups card source primary Provide time for students to complete at least of two the activities from the back of the discuss the last guiding two questions After students have read the background information, revisit the essential question and . Hatshepsut of accomplishments highlighting the by underlining the factors in ancient Egypt that allowed awoman to become pharaoh and words with students as necessary ■ ■ ■ ■

plaintiffs divine defendants autonomy —of, from, or like agod Key Words Key —people who bring against cases others in acourt of law —freedom from external control external from —freedom —people accused or sued in acourt of law . . Have groups research their assigned leaders and create As students. As read, encourage them to annotate the text . . Assign each group one of the following leaders: (cont.) . . . Label one circle Hapshepsut . Have students compare . . Digital copies of the primary jpg and pharaoh2 . . ) Review the key © . jpg) . (A copy

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Teacher Created Materials .

Name______Date______

Hatshepsut Temple Hatshepsut of

In many ancient societies, women were Among her many great deeds, treated as inferior people. In some cases, Hatshepsut left an architectural legacy they were even treated like property. In known as the obelisk. An obelisk is ancient Egypt, on the other hand, women a massive stone structure that stands had rights equal to men’s. They were upright on a base. The largest of these treated with respect. A woman could own structures weighed tons. Historians are property in her own name. She could still trying to figure out how the Egyptians have her own profession and economic were able to make these huge structures autonomy. A wife was entitled to stand upright. one‑third of any property that she owned Hatshepsut’s temple in the Valley of the jointly with her husband. Upon her death, Kings is a magnificent structure. When she could will the portion she owned to she designed her temple at Deir el Bahari anyone she wished. in Thebes, she included reliefs of her Egyptian women were equal in the birth showing herself as the daughter of court system as well. They could act Amon, the Egyptian god of the gods. as witnesses, plaintiffs, or defendants. She claimed a divine birth to convince Women were accountable for crimes the people to follow her as their leader. they committed, and they had to answer The temple is a fine example of ancient accusations in court. If found guilty Egyptian architecture. It is also a massive of a crime, women suffered the same tribute to an important leader. Its style punishment that men would. was never repeated. Women could even be pharaohs. Hatshepsut disappeared in 1458 BC Hatshepsut was the fifth pharaoh of the when Thutmose III led a revolt against Eighteenth Dynasty of Egypt. She was her. After she disappeared, Thutmose had the second female pharaoh, and she many of her shrines, statues, and reliefs assumed the throne in 1478 BC. Many destroyed. Hatshepsut's temple remains to statues show her with more masculine remind modern generations of her legacy. features. She likely did not look that way. In carved sculptures, Hatshepsut is sometimes shown with a ceremonial beard. When she assumed the role of pharaoh, she often wore the royal male costume, perhaps as a political statement. Regardless of how she chose to dress—or how she looked— Hatshepsut successfully ruled over her nation for 20 years.

Hatshepsut Temple Hatshepsut of Women were treated as inferior to Hatshepsut had many great deeds. men in many ancient cities. They were One of her greatest was how she sometimes even treated like property. influenced architecture. The Egyptians But in ancient Egypt, women had rights created the obelisk during her reign. An equal to men’s. They were treated with obelisk is a huge stone structure that respect. A woman could own her own stands upright on a base. The largest property. She could have her own job. obelisks weighed tons. Historians still do She could have autonomy over her not know how the Egyptians were able to money. A wife could own one-third of make the huge structures stand upright. any property that she owned with her Hatshepsut’s temple in the Valley of husband. She could even leave that the Kings is an amazing structure. Her property to anyone she wanted when temple at Deir el Bahari in Thebes shows she died. images of herself as the daughter of Egyptian women were equal in the Amon. Amon was the Egyptian god of court system too. They could act as the gods. She claimed a divine birth witnesses in a trial. And, they could also to convince the people to follow her as be plaintiffs or defendants. That meant their leader. The temple is in a beautiful, that women were also tried for crimes. natural setting. It is a fine example of They were given the same punishment as ancient Egyptian architecture. It is also men if they were found guilty. a massive tribute to an important leader. Its style was never repeated. Women could even be pharaohs. Hatshepsut was the fifth pharaoh of the Hatshepsut disappeared in 1458 BC Eighteenth Dynasty of Egypt. She was when Thutmose III led a revolt against only the second female pharaoh. She her. After she disappeared, Thutmose became pharaoh in 1478 BC. Many had many of her statues destroyed. statues show her with more masculine Her temple remains to remind modern features. She likely did not look that generations of her legacy. way. Some sculptures of Hatshepsut even show her with a ceremonial beard. Hatshepsut often wore the royal male costume when she became pharaoh. This may have been done as a political statement. No matter what she chose to wear—or how she looked—Hatshepsut successfully ruled over her nation for 20 years.

Another Female Pharaoh

Directions: Cleopatra came to power in Egypt in 51 BC. She had a younger brother but was still able to become pharaoh. Both images are interpretations of Cleopatra. Study the images carefully. Then, answer the questions. Temple of HatshepsutTemple

eighteenth-century woodcut of Cleopatra Elizabeth Taylor as Cleopatra from a 20th-century movie

1. Compare and contrast the two images of Cleopatra. Which one do you think is the most accurate? Explain your answer.

2. Many images and films have been created about Cleopatra. Why has more historical attention been given to Cleopatra than Hatshepsut?

42 123561—Exploring Primary Sources: Ancient Egypt © | Teacher Created Materials 123575 PRIMARY SOURCE REPRODUCTION ACTIVITIES 87

? You . You . . to students and and students , to 123561—Exploring Primary Sources: Ancient Egypt Sources: Primary 123561—Exploring pdf) . . Ask them to identify other ways their communities have have communities their ways other identify to . Ask them Have their families changed in ways they feel comfortable sharing? Do their Do their sharing? comfortable feel they ways in changed families their . Have

Why do you think some kings’ names were not included in the list? the in included not were names kings’ some think you do Why What do you think the two people are doing? are two people the think you do What hands? their in have people the do What wall? stone the in carved are think you do names Whose What causes some civilizations to evolve faster than others? than faster evolve to civilizations some causes What

■ ■ ■ ■ ■ Introduce the essential question, and use the first two guiding questions to discuss the the discuss to questions two guiding first the use and question, essential the Introduce it on images and people the about significant be might what and carving changed opportunities or responsibilities have Do they activities? new any in participate families past? the in have not did they that now closely it analyze to students ask and reproduction, Names Kingdom Old the Share Ask students to identify any new buildings or parks in their communities that were not not were that communities their in parks or buildings new any identify to Ask students ago years a few just there Drawing of the List the of Drawing image, clearer the of copies distribute to choose may image the about have they questions or observations with it annotate them have (page 90); optional 90); (page List the of Drawing of copies (page Gods the to Offerings 91) of copies assessment document-based (page 92) Tribute Temple the of copies reproduction (kingdomnames reproduction Names Kingdom Old Come (page Kingdoms of copies 89) Students will understand how different civilizations change change civilizations different how understand will Students . over time economic, the explain and kingdoms Egyptian the identify to able be will Students each of influences environmental and political,

Essential Question Guiding Questions

■ ■ ■ ■ ■ ■ ■ 3. 2. 1. Materials Created Teacher Introducing the Primary the Source Introducing Materials

Learning Outcomes Abydos King List Abydos Old Kingdom Names

Abydos King List (cont.)

Analyzing the Primary Source

1. Have small groups of students read the background information, Kingdoms Come. (A copy of this text at a lower reading level is provided in the Digital Resources.) Review the key words with students as necessary. As students read, encourage them to annotate the text by underlining the most important aspect of each kingdom and each intermediate period.

2. After students have read the background information, revisit the essential question, and discuss the last two guiding questions to analyze the carving more thoroughly and discuss the kingdoms and periods of ancient Egypt.

3. Remind students that each intermediate period in Egyptian history had conflict that resulted from lack of leadership. Discuss what might happen in the United States without government leaders. You may also choose to ask students to cite historical examples.

4. Distribute copies of Offerings to the Gods, and allow students time to work in small groups to conduct research and rewrite the speech.

5. Ask each group to share its translation with the class. Discuss any discrepancies in the groups’ translations and further discuss how historians might resolve such discrepancies.

6. To learn more about the Egyptian kingdoms and intermediate periods, see page 120 for a technology-based extension activity.

Document-Based Assessment

■ Distribute copies of Temple Tribute to students. A digital copy of the primary source is provided in the Digital Resources (tribute.jpg). PRIMARY SOURCE REPRODUCTION ACTIVITIES ■ Have students think about what they’ve learned throughout this lesson, carefully analyze the primary source, and respond thoughtfully to the questions.

Key Words

These key content words are included in both levels of the background information.

■ artifacts—man-made objects that tell about culture or history

■ priority—of importance

Kingdoms Come Old Kingdom Names Kingdom Old

Archeologists have studied ancient The Second Intermediate Period Egypt for years. An archeologist is a lasted about 100 years. It spanned from person who studies human history by approximately 1652 to 1550 BC. It was uncovering artifacts from the past. The another era of conflict. Several kings artifacts have helped them identify three tried to take power, but they failed, and eras of ancient Egyptian history: the Old foreign rulers took control. Kingdom, the Middle Kingdom, and the The New Kingdom and Third New Kingdom. The three kingdoms Intermediate Period came next. were separated by periods of unrest. Together, they lasted over 800 years, The Old Kingdom lasted about from 1550 to 712 BC. They also made 500 years. It spanned from about 2575 up the “Egyptian Empire.” This period to 2150 BC. The first pyramids were covered the Eighteenth, Nineteenth, and built during this time, which is why the Twentieth Dynasties of Egypt. Egypt Old Kingdom is referred to as the Age became powerful and rich during this of Pyramids. During the Old Kingdom, time. Relationships between Egypt and people worshipped the sun and creator surrounding countries became a priority. god, Ra. Women were held in high Trading of goods also became more regard during this period. A man could important. More and more people could only become the next pharaoh if he read and write and communicate through married the current pharaoh’s daughter. letter writing. The First Intermediate Period followed Little was documented about the the collapse of the Old Kingdom. It 400-year Third Intermediate Period. lasted from about 2150 to 2055 BC. This What is known is that surrounding was an era of almost 100 years. It was countries invaded Egypt and took power. a time of great conflict. There was a Egyptian rulers were able to take back lack of leadership, leading to a civil war, power for two centuries, but eventually invasions, famine, and disease. Egypt became part of the Persian Empire. The Middle Kingdom followed. It lasted around 400 years. It stretched from about 2055 to 1652 BC. Pyramids were also built during this time. But they were not created with the same quality as before. Religion was important to the people, who had great fear of their gods and of death. Only priests knew how to write in the Old Kingdom. But by the Middle Kingdom, many Egyptians were able to write. They used writing to tell stories and record history.

Kingdoms Come Old Kingdom Names Kingdom Old

Archeologists have studied ancient The Second Intermediate Period lasted Egypt for years. An archeologist is a about 100 years. It was from the years person who studies human history by 1652 to 1550 BC. It was another era uncovering artifacts from the past. The of conflict. Several kings tried to take artifacts have helped them identify power, but all failed. Foreign rulers took three eras of ancient Egyptian history. control instead. They are the Old Kingdom, the Middle The New Kingdom and Third Kingdom, and the New Kingdom. The Intermediate Period came next. three kingdoms were separated by Together, they lasted over 800 years. periods of unrest. They were from 1550 to 712 BC. This The Old Kingdom lasted about time was also called the “Egyptian 500 years. It was from about 2575 Empire.” The period covered the to 2150 BC. The first pyramids were Eighteenth, Nineteenth, and Twentieth built during this time. This is why the Dynasties of Egypt. Egypt became Old Kingdom is known as the Age of powerful and rich during this time. Egypt Pyramids. During the Old Kingdom, had strong bonds with nearby countries. people worshipped the sun and creator The trading of goods became a priority. god, Ra. Women were held in high More and more people could read regard. A man could only become the and write. They often wrote letters to next pharaoh if he married the current communicate. pharaoh’s daughter. Little was recorded about the 400-year The First Intermediate Period followed Third Intermediate Period. But historians the fall of the Old Kingdom. It lasted do know that nearby countries invaded from about 2150 to 2055 BC. This was Egypt and took power. Egyptian rulers an era of just under 100 years. It was were able to take back power for two a time of conflict. There was a lack centuries. In the end, Egypt became of leadership. This led to a civil war, part of the Persian Empire. invasions, famine, and disease. The Middle Kingdom followed. It lasted around 400 years. It was from about 2055 to 1652 BC. Pyramids were also built during this time. But they were not created with the same quality as before. Religion was important to the people. They had great fear of their gods and of death. Many Egyptians in the Middle Kingdom were able to write and used writing to tell stories and record history.

Drawing of the List

Transcription of the speech: Words spoken by King Menmaatra. Bringing the god to his food offering, the making of offerings for the kings of Upper and Lower Egypt. Greetings to thee, Ptah Sokar, who is South-of-His Wall! Come, that I may

Old Kingdom Names make for thee these (things) which Horus made for his father Osiris.

Offerings to the Gods Old Kingdom Names Kingdom Old

About the List

The King List of Abydos is carved on the Mortuary Temple of Seti I. It lists the names of seventy-six pharaohs from ancient Egypt. This drawing of the wall is from the book, Notes for Travellers in Egypt, published in 1895. The carving shows Seti I (also called Sethos I) on the left. He holds an incense burner and points toward the names. Beside him is Prince Ramses II. The prince holds a papyrus with a speech written on it. The words of the speech are shown in the six columns above him.

Directions: Read the speech on Drawing of the List. Research King Menmaatra and Ptah-Sokar. Use the information you find to rewrite the speech in your own words.

Challenge Research the offerings ancient Egyptians made to their gods. Draw a collection of typical offerings. Include a written description of your drawing.

Temple Tribute

Directions: Examine the photograph closely. Then, answer the questions. Old Kingdom Names

Karnak Temple in modern-day Luxor, Egypt

1. What observations do you have about the temple?

2. How does the size of the temple communicate the importance of the gods and goddesses it was built to honor?

3. How does this temple compare to modern temples and church buildings in your community?