Vocabulary PreviewDirections: Match each word on the left with its definition on the right. Write theletter of the definition on the line beside each word. You may use your textbook.

1. delta

2. silt

3. papyrus

4. cataract

5. unify

6. pharaoh

7. hieroglyphics

8. pyramid

9. mummy

10. economy

11. independent

Directions: Choose three of the vocabulary words from this chapter and includethem in an original sentence. Write your sentence on the lines below.

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Workbook Vocabulary Preview 17

Vocabulary Preview

Use with Chapter 3.

Name Date

Notes for Home: Your child learned the vocabulary terms for Chapter 3.Home Activity: Make your own hieroglyphics. Help your child make up a hieroglyphic to represent eachvocabulary word. Encourage him or her to base each drawing on the meaning of the specific word.

a. waterfall

b. to unite

c. form of writing based on pictures

d. free

e. title given to a king meaning “great house”

f. a mixture of soil and small rocks

g. preserved Egyptian body

h. the way people use and manage resources

i. a triangular-shaped area of soil at the mouth of ariver that looks like fingers

j. valuable crop used to make paper

k. stone building that housed the dead

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18 Lesson Review Workbook

Name Date Lesson Review

Use with Pages 78–81.

Lesson 1: The Lifeline of the NileDirections: Complete the following questions and statements about the Nile River.You may use your textbook.

Notes for Home: Your child learned how important the Nile River was to the ancient Egyptians.Home Activity: With your child, examine how the dates are arranged in a calendar. Then have your childfind the months when the Egyptians predicted the Nile would flood. Ask what season those monthscorrespond with in the Northern Hemisphere.

1. Why was the Nile so important to the ancient Egyptians?

2. The dry desert land not far from the banks of the Nile is called

.

3. Egyptians used papyrus stems to make

.

4. What made it difficult for the ancient Egyptians to transport goods southward down theNile?

5. What often happened when heavy rains caused the Nile to overflow?

6. How did the Egyptians prepare for times when the Nile did not flood enough and cropscould not grow?

7. What technology did the Egyptians use to move water from the Nile to their crops?

8. The Egyptians’ main god, , was represented by the sun.

9. Why did the Egyptians put together a calendar?

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Workbook Map and Globe Skills 19

Map and Globe Skills

Use with Pages 82–83.

Name Date

Notes for Home: Your child learned how to read maps with different scales.Home Activity: Pretend you are planning a trip with your child beginning in Egypt. Pick various spots inEgypt and then end in Chad or Sudan. Ask your child to calculate how many miles you would travel.

Compare Maps at Different ScalesDirections: Look at the maps of Egypt below. Then use complete sentences toanswer the questions that follow. You may use your textbook.

1. When might the large-scale map be most useful?

2. When might the small-scale map be most useful?

3. Using the map scale, about how many miles is it from Cairo, Egypt, to N’Djamena, Chad?

Which map did you use? Why?

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20 Lesson Review Workbook

Name Date Lesson Review

Use with Pages 84–90.

Lesson 2: Life in EgyptDirections: Unscramble the words below to make each sentence true. You may useyour textbook.

1. According to legend, King (seenm) , wearing the double crown,

led his army north.

2. (sheimmp) was made the capital of Egypt during the first dynasty.

3. Historians know little about life in Egypt before the third dynasty, when (teaonhm)

began to keep records.

4. Hieroglyphics could not be read until the (storate) Stone was decoded.

5. The ancient Egyptians buried each (ahorpah) in a pyramid with a

variety of his possessions.

6. To preserve their pharaohs’ bodies for the afterlife, the Egyptians used a process called

(oumiiatmmfcin) .

7. King (sreoz) hired an architect to build a step pyramid.

8. The (targe dipayrm) was the tallest human-made structure in the

world until the 1800s.

9. A new middle class of artisans and scribes emerged during the (dlmedi gmondki)

.

10. The Hyksos of western Asia brought new technology to Egypt, including the (traihoc)

.

11. Sobeknefru and Hatshepsut were powerful (mnowe) rulers in Egypt.

Notes for Home: Your child learned about the traditions and daily lives of the ancient Egyptians.Home Activity: Have your child draw the social pyramid of the Middle Kingdom. Discuss with him or herdifferences between that social pyramid and the social structure of our society today.

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Workbook Lesson Review 21

Lesson Review

Use with Pages 92–95.

Name Date

Lesson 3: Nubia and EgyptDirections: Write T (True) or F (False) on the line beside each statement. On the linesprovided, rewrite each false statement to make it true. You may use your textbook.

1. Nubia was a kingdom to the south of Egypt.

2. Meroitic was the Nubian written language.

3. Just like hieroglyphics, Meroitic was translated using the Rosetta Stone.

4. The Nubians worshipped only one god.

5. The Nubians invaded Egypt in search of resources.

6. Egypt cut blocks of granite from Nubia’s northern cliffs.

7. Egypt built trading centers and forts in Nubia.

8. Nubia expanded its borders into northern Egypt during the 1800s B.C.

9. Kush became free under the rule of the Hyksos.

10. After the 1400s B.C., Egypt became so weak that Kush won its independence.

11. Meroë became a great trade center in A.D. 350.

Notes for Home: Your child learned about the relationship between Nubia and Egypt.Home Activity: Quiz your child about Nubia and Egypt by reading key sentences from the book withimportant words left out. Ask your child to supply the missing words or ideas.

Vocabulary ReviewDirections: Use the vocabulary words from Chapter 3 to complete the crossword puzzle.

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22 Vocabulary Review Workbook

Name Date Vocabulary Review

Use with Chapter 3.

Notes for Home: Your child learned the vocabulary words for Chapter 3.Home Activity: With your child, make two sets of vocabulary cards. On one set, write all 11 vocabularywords. On the other set, write the definitions. Shuffle the cards and place them all face down. Then taketurns looking for matches.

Across

1. mixture of soil and small rocks

3. looks like spread-out fingers

4. “great house”

7. house for the dead

8. waterfall

9. a preserved Egyptian body

11. unite

Down

2. free

5. “sacred carvings”

6. the way people use and manage resources

10. used to make paper

1 2

3

4

11

109

6

8

5

7