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Name: _____________________________________________________ Period:_____

Ancient Civilizations Egypt Summative Assessment


1. Using the map and knowledge you have from class explain why the Nile was
important and how it helped to form and influence power structures in Ancient Egypt.
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Hail flood! Emerging from the earth, arriving to bring Egypt to life, hidden of form, the
darkness in the day, the one whose followers sing to him, as he waters the plants,
created by Ra to make every herd live, who satisfies the desert hills removed from the
water, for it is his due that descends from the sky.
2. Use the above hymn to describe how the Nile influenced other aspects of Egyptian
civilization. (Dont focus just on geography, think about religion, economics, politics,etc.)
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1.1 Students will
understand the
relationship
between physical
geography and the
development of
ancient
civilizations.

4
Students will be able
to apply knowledge
of geographic
features to other
aspects of ancient
civilizations.

3
Students will be able
to relate knowledge
of geographic
features to the
settlement patterns
of ancient
civilizations.

2
Students will identify
some geographic
features and will
loosely relate it to
the settlement
patterns of ancient
civilizations.

1
Student needs more
help relating
geographic features
to the settlement
patterns of ancient
civilizations.

3. The pyramids took thousands of laborers and many years to build. How did a pharaoh use his
power to convince all of those laborers to build him a burial chamber for his death?

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4. Use the pictures below which depicts the burial of a pharaoh and an Egyptian pyramid to
answer:
What examples of symbols of power do you see? How did those symbols of power help
pharaohs gain AND keep their power?

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4
Students will be able to
apply their knowledge
of ancient politics to
how it shaped society in
new and different
situations.
4
I can analyze visual
representations to
recognize and apply
historical information.

1.2 Students will


understand the role that
politics plays in the
development of ancient
civilizations.
3.2 Students will
analyze visual
representations to
recognize historical
information.

3
Students will be able to
use their knowledge of
ancient politics to
explain how they
shaped society.

2
Students will be able to
identify concepts of
ancient politics and
partially explain how
they shaped society.

1
Student needs more
help identifying
concepts of ancient
politics and explaining
how it shapes society.

3
I can look at visual
representations to
recognize historical
information.

2
I can look at visual
representations to
partially identify
historical information.

1
I need more help using
visual representations
to identify historical
information.

6. Explain how the Egyptian idea of power to the modern world. Provide a definition of power,
an example, and an explanation as to why that symbol represents the idea of power TODAY.
Think about Central High School, U.S. government, etc

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2.2 Students will


connect the
contributions of
the Ancient
Egyptian
civilization to the
modern world.

4
I can compare and
contrast key
contributions over
time and
demonstrate what
it implies about
both societies.

3
I can define key
contributions, use
examples from two
eras to
demonstrate how
contributions have
changed

Make predictions,
make connections,
apply ancient
contributions today

Long-lasting empire,
afterlife, economics
of the river, etc.

2
I can identify key
contributions and
partially use them
to connect the
Ancient Egyptian
to the modern
world.

1
I need more help
identifying key
contributions of the
Ancient Egyptians
and connecting
them to the
modern world.

Excerpt #1
Hatshepsut never made a secret of her sex
in texts; her inscriptions frequently described
feminine endings. But in the early going, she
seemed to be looking for ways to blend the
images of queen and king, as if a visual
compromise might resolve the impossibility
of a female sovereign (ruler). In one seated
red granite statue, Hatshepsut is shown with
the unmistakable body of a woman but with
the striped nemes headdress and uraeus
cobra, symbols of a king. In some temple
reliefs, Hatshepsut is dressed in a traditional
tight ankle-length gown but with her feet wide
apart in the striding pose of the king.

Excerpt #2
As the years went on, she seems to have
decided it was easier to avoid the issue of
gender altogether. She had herself shown
only as a male king, in the pharaoh's
headdress, the pharaoh's shendyt kilt, and
the pharaoh's false beardwithout any
female traits. Many of her statues, images,
and texts seem part of a carefully regulated
media campaign to support the legitimacy of
her reign as kingand explain her
misbehavior.

7. Explain the differences between the two readings above. How do they relate to power?
(Keep in mind our discussions on how one obtains power and keeps power)
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8. Using your knowledge of GRAPES please list and explain either a similarity or difference
between Ancient Egypt and Mesopotamia for EACH GRAPE. (You will have 6 examples total)
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Religion______________________________________________________________________
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Art/Architecture________________________________________________________________
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Politics/Government____________________________________________________________

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Economics___________________________________________________________________
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Social Systems ________________________________________________________

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3.1 Students will


read to identify
main ideas and
point-of-view
from written
sources.

1.1 Understand
the elements of
culture - GRAPES
and the role they
play in the
development and
growth of
civilizations.

4
I can identify main
ideas, analyze
point-of-view, and
determine historical
significance of
written sources

Importance of
document,
precedence, original
interpretation

4
Students will be
able to apply
comprehensive
knowledge of
elements of culture
and how they
contributed to the
growth of the
civilization.
Students will apply
their knowledge of
GRAPES in a well
thought out,
concise, and
accurate way to
ancient Egypt.

3
I can identify main
ideas and point-ofview from written
sources.

Fact v conjecture,
evidence v
assertion, bias,
context

3
Students will
demonstrate
sufficient
knowledge of the
elements of culture
and how they
contributed to the
growth of the
civilization.
Students will apply
their knowledge of
most of GRAPES
in a well thought
out, concise, and
accurate way to
ancient Egypt.

2
I can partially
identify main ideas
and point-of-view
from written
sources.

1
I need more help
identifying main
ideas and point-ofview from written
source

2
Students will
identify some
elements of
culture and will
loosely relate it to
the growth of the
civilization.
Students will apply
their knowledge of
some of GRAPES
in a well thought
out, concise, and
accurate way to
ancient Egypt.

1
Student needs
more help
identifying and
demonstrating
elements of
culture to the
settlement
patterns of
ancient
civilizations.
Students make
few connections
to GRAPES and
ancient Egypt.