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The Standing on the Shoulders of Giants "Teach & Learn" Black History Curriculum​​

Specially designed for Parents, Teachers, Homeschool, or Independent Study, grades 5+

Where Black
History Lives!​

Unit 1: Ancient Africa - The Cradle of Civilation
(200,000 BC - 476 BC)

Unit 1: Class 11: Ancient Kemet (Egypt): The New Kingdom and Third Intermediate Period (1550 B.C. – 712 B.C.) Part 2

Study ​Guide

Learning Objectives
After completing this lesson, students 
will be able to:
​
  • Identify the contributions the New Kingdom made to world civilization.

  • ​Identify the main Pharaohs of the New Kingdom and their specific accomplishments.

  • ​Analyze primary source documents from the New Kingdom to glean insight into ancient Egyptian life and culture.

  • ​Discuss the evidence and theories relating to the collapse of the New Kingdom.

Study Questions!

From Amenhotep III & Queen Tiye 

1. What was Amenhotep’s diplomatic strategy for dealing with foreign nations? Was it successful?

2. How many building projects did Amenhotep III complete during his reign?

3. What was Malkata?

4. Besides the Pharaoh, what group held immense power in Egypt? How did Amenhotep III attempt to place a check on their power? Did it work?

5. After Amenhotep III died, what major religious reform did his son, Amenhotep IV put into place during the 5th year of his reign?

6. What two pharaohs were responsible for overturning Akhenaten’s religious revolution?

From Queen Tiye: Matriarch of the Armana Dynasty 

7. What is Queen Tiye’s relationship to Amenhotep III, Akhenaten, Tutankhamun and Ankhsenamun?

8. True or False? Queen Tiye never interfered with political affairs or international diplomacy?

9. Why did Queen Tiye support Akhenaten’s religious reforms?

10. True or False: Although Queen Tiye was highly admired for her intelligence and grace, she wielded very little power and was not considered her husband’s equal.

11. How was Queen Tiye’s relationship with Akhenaten and Nefertiti?

12. How did Queen Tiye’s death affect Akhenaten and the Egyptian Empire?

From Queen Nefertiti 

13. What does the name “Nefertiti” mean?

14. What was Akhetaten (Amarna)?

15. True or False? Like Queen Tiye before her, Nefertiti wielded great political power and was also beloved as wife and mother.

From Documentary: PBS: Egypt's Golden Empire - Pharaohs of the Sun 

16. True or False? Amenhotep III was a horrible diplomat who was at constant battle with foreign powers.

17. What was Amenhotep’s great advantage over his foreign rivals? What was his strategy for using this advantage?

18. What was the one thing Amenhotep refused to give to foreign kings?

19. What did Amenhotep IV do in his second year of rule that was highly controversial?

20. Why did Akhenaten abandon Thebes and build the city of Armana (Ahketaten)?

21. Why are the representations of Akhenaten, Nefertiti and their family so unique?

22. What happened to Akhenaten’s religious tolerance after Nefertiti mysteriously vanishes from record in the 12th year of his reign?

23. How did Akhenaten’s religious fanaticism affect his kingdom?
​
From Video: Tutankhamun His Tomb and His Treasures 

*No question, but note that King “Tut’s” tomb is one of the smallest tombs of all the Pharaohs. Because he died at such a young age, there was not time to build an elaborate tomb for him. In addition, his treasures would be considered very minor to those before him.
Homework Assignment
Read/View the following:

Amenhotep III (15-20 min)
​
Queen Tiye (15 min)
​
Queen Nefertiti (15 min) 
​
 Documentary: PBS: Egypt's Golden Empire - Pharaohs of the Sun (54:41 min)
​
 Video:  Tutankhamun His Tomb and His Treasures (7 min)
​
 Supplemental Material:
​
The Akhenaten Colossi of Karnak 
​
DNA Analyses of King Tut and the Armana family (5-10 min)
​
King Tutankhamen MET Article (52-pp, great photos of King Tut's tomb items, takes 1-2 min to download)

Unit 1: Class 11: Ancient Kemet (Egypt): The New Kingdom and Third Intermediate Period (1550 B.C. – 712 B.C.) Part 2

Suggested Vocabulary
Randomly ask students the definition of one of the following words. Then ask them to put the word in a sentence. This is a great exercise for the beginning or end of a class, or if you finish a class early.

insinuate - suggest or hint (something bad or reprehensible) in an indirect and unpleasant way.
sacred - connected with God (or the gods) or dedicated to a religious purpose and so deserving veneration.

initiate - cause (a process or action) to begin.
  
imperialism - a policy of extending a country's power and influence through diplomacy or military force.
buffer - a person or thing that prevents incompatible or antagonistic people or things from coming into contact with or harming each other.

steward - manage or look after (another's property).

obelisk - a stone pillar, typically having a square or rectangular cross section and a pyramidal top, set up as a monument or landmark. Ex. Washington Monument is an obelisk.

progeny - a descendant or the descendants of a person, animal, or plant; offspring.

confidant - a person with whom one shares a secret or private matter, trusting them not to repeat it to others.

accession - the attainment or acquisition of a position of rank or power, typically that of monarch or president.

millennia - a period of a thousand years.

turbulent - characterized by conflict, disorder, or confusion; not controlled or calm.

sarcophagus - a stone coffin, typically adorned with a sculpture or inscription and associated with the ancient civilizations of Egypt, Rome, and Greece.


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