1
Name: KEY
Period:
Date:
World History – Mrs. Schenck
28
Egypt Unit Final
Directions: Answer each question completely in the space provided.
A. Geography: How does geography influence how people live, move, and define
regions? see #12 key
The following is a primary source poem from ancient Egypt. Use the
information in the poem to complete the missing ICER parts below. (5 pts)
"Praise to you, O Nile, that issues from the earth,
and comes to nourish Egypt ...
That waters the meadows, that Re has created to nourish all cattle.
That delivers water to the desert places, which are far from water;
it is his dew that falls from heaven ...
lord of fish, that makes the waterfowl to go upstream ...
that makes barley and creates wheat,
so that he may cause the temples to keep festivals."
EXAMPLE – many possible answers
I
“intro”
After reading the poem, it is evident that the Nile brought
many blessings to the ancient Egyptians.
First, one blessing the Nile provided to ancient Egyptians was
C
“claim”
3-4
sentences
water for crops. Without the Nile, Egypt is a barren desert
where few plants and animals can survive. The waters of the
Nile allow farmers to irrigate their crops and supply enough
food for the people of Egypt to survive in the harsh climate.
Without this blessing of water, the people of Egypt would
starve.
E
“evidence/
example”
The blessing of water for crops is supported by the text when it
states, “that makes barley and creates wheat.”
B. Religion: What is the role of religion in ancient civilizations? see #15 key
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1. Describe one similarity AND one difference between the Egyptian and
Mesopotamian creation stories. (2 pts)
SIMILARITY: gods deal with nature, polytheistic, the gods created humans, etc.
DIFFERENCE: purpose of humans (Egypt – protect Earth, children of gods ; Mes –
slaves of the gods), creation of humans (Egypt – tears of Atum ; Mes – clay from
rivers), physical appearance of gods (Egypt – animal heads ; Mes – humanlike),
etc.
2. What insights do the mummification and tomb building procedures give us
into what was important to an ancient Egyptian? (2 pts)
MANY POSSIBLE ANSWERS: Based on the evidence that Egyptians wanted the
Book of the Dead written on the walls of their tomb, I inferred that Egyptians
believed that magic and spells were real and necessary to help get to the afterlife.
3. Below is the primary source painting “The Judgment of Osiris”. Use the
picture to help you answer the following question:
How would Egyptian afterlife views have influenced an ancient Egyptian’s
daily life? (4 pts.)
Egyptians believed you had to do good deeds while you were alive in order for your
heart to be lighter than a feather and enter the afterlife. Thus, this religious belief
would have influenced Egyptian culture by encouraging all Egyptians to behave
appropriately to reach the afterlife.
C. Government: How is power defined, used, and transferred? see #17 key
3
1. Describe the significance of the shape of the social class pyramid. (2 pts)
The pyramid represents the number of people and how much power each social class
had. The most power is at the top with the fewest people. The least power is at the
bottom with the most people.
2. List three characteristics that define social class. (3 pts)
a. wealth/money
b. family/heredity
gender, citizenship, job/occupation, etc.
c. education
Answer the following multiple choice questions with a CAPITAL letter. (5 pts)
_C or B (fix for next year)_ 3. How did the people of Egypt view the pharaoh?
A. as a king
B. as a god
C. all of the above
____B____ 4. Which of the following is NOT something a nobleman might have done?
A. held parties and banquets
B. housework and cleaning
C. had children who played with toys and board games
____B____ 5. Why did the scribes’ power make them important to the pharaoh?
A. They designed cities.
B. They wrote on the walls of the pharaoh’s tomb.
C. They built the king’s pyramid.
____C____ 6. How did the pharaoh use his power over the farmers?
A. By forcing them to pay taxes.
B. By treating them well to ensure a steady supply of food.
C. By using them to complete building projects for him.
____B____ 7. What kind of power did some slaves have in ancient Egypt?
A. service in a nobleman’s home
B. saving up money to buy freedom
C. working to build the pyramids
D. History: How do we use inferences and connections from reliable sources to
build understanding? see #16 key or watch video clips on website under
“Absent Center/Daily Logs”
4
Choose ONE of the top ten discoveries in Egypt video clips and explain what
essential question it helped answer and what we learned from the discovery to
answer the EQ. (5 pts)
EXAMPLE – many possible answers
Top Ten Discoveries: Circle the ONE you want to explain.
•
Pharaoh Khufu’s Boat
•
The Tomb of Pharaoh Seti
•
Unfinished Obelisk Quarry
•
The Lost Temple of Akhmim
•
Tombs of the Pyramid Workers
•
The Great Temple of Abu Simbel
•
Tutankhamen’s Treasure
•
Secret Mummy Cave
•
The Town of Tomb Builders
•
Valley of Golden Mummies
What essential question did this discovery help answer? Circle ONE.
•
Geography: How does geography influence how people live, move, and define
regions?
•
Religion: What is the role of religion in ancient civilizations?
•
History: How do we use inferences and connections from reliable sources to
build understanding?
•
Government: How is power defined, used, and transferred?
Explain one way this discovery helped answer the essential question you chose.
Use specifics and details!
In the “Secret Mummy Cave” archaeologists found a bunch of mummies that were
stolen by priests from their original tombs. The priests were struggling for power
with the pharaohs so they stole jewelry and artifacts from the tombs but saved the
mummies for the afterlife. Thus, the priests got their power from their religious
duties and used their power to steal from the pharaohs and increase their own
wealth and status in ancient Egypt.