Katherine+Knight


 * Ancient Egypt by Katherine Knight **
 * Children’s Fiction **

Crimi, Caroly. 2008. Where’s my mummy? Scholastic, Inc. 24. Getz School.

Where’s my mummy?  This is a story about a little baby mummy who was playing hide in seek with his mother before bed. He found a great hiding spot in a grave yard but he ran so far away he could no longer see his mother. The baby mummy was scared and unsure as to where to go to find his mother again so he started walking towards the dark forest. Once in the forest he runs into family friend’s bones a skeleton then glob a green glob swamp monster and finally Drac a vampire who all told him to go to bed because there are creatures out in the forest that could hurt him. Little baby mummy ignored all their warnings and keep on walking through the forest until he reached a tree when out popped out a mouse who frightened little baby mummy. Little baby mummy screamed and screamed for his mother until his mother came and found him and they walked home together to get ready for bed.
 * Annotation **

 I would use this book to teach my students about following directions and establishing injury prevention techniques. Little baby mummy was just trying to have fun and play hide in seek but children need to know safety techniques not to run or hide too far away from the group so that they don’t get lost or hurt. This book also teaches children that they should listen to an adult when they tell them to do something because adult have the safety of the child in mind. When little baby mummy ignored their requests he found himself even more lost in the dark forest and frightened by his surroundings. This story had a happy ending as little baby mummy’s mother found him and they walked safely home. The genre I would classify this book would be adventure.
 * Integration **

Rox, Michael. 2009. The Runaway Mummy. Penguin Group. 30. Personal Library.

The Runaway Mummy  This is a story of a little mummy who wanted to run away from his mom but his mom said she would always chase after him no matter where he tries to run off too because she is his mother. Little mummy pretends he will be different characters so he could run away from his mother. He pretends he was going to become a serpent that lurks at the bottom of the sea, a gargoyle that hides at the top of a freezing mountain, a ravenous plant that grows in the jungle, a huge bat that haunts the night, a humongous beast who stomps down everything that was in his way, and finally become a normal little boy who plays sports and learns the piano. To each character mother mummy created a character that would always be there to save and protect her child. She said she would become a sea monster so she could wrap her tentacles around him and not let go, a dragon who breaths fire to keep him warm on the frozen mountain top, a monstrous gorilla that would feed him till he was stuffed, an ancient cathedral to watch over him, a huge monster with razor sharp claws to tickle him but his mother was having no part in having a normal child who plays sports and learns piano. She said she would scare away the normal family’s parents away because she wanted her son to be just the way he is. After having fun pretending to be other creatures little mummy was ready for bed.
 * Annotation **

 I would use this book to teach my students about self-worth through imaginative adventures using literature. To establish self-worth in students they need to be encouraged to try and do anything that they set their minds to. I think it is important as educators to encourage our students to be who they want to be. //The Runaway Mummy// provides children with literature and pictures that spark student’s imaginative thinking as they begin to write. Students can imagine turning into anything they want to be and write about it. I want to incorporate topics of interest into my student’s literacy so they can be engaged in the lesson and willing to learn new material. Books provide students with an opportunity to explore their similarities through the characters. The genre I would classify this book in would be adventure through a fantasy world.
 * Integration **

Schacher, Judy. 2008. Skippyjon Jones in Mummy Trouble. Penguin Group. 32. Barns & Noble.

Skippyjon Jones in Mummy Trouble <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book is about Skippyjon Jones who is a Siamese cat that thinks he is a Hispanic Chihuahua. Skippyjon Jones has decided to make a pyramid out of his litter box sand while he reads about Egypt in his National Leo Graphics. He moms catches him and disciplines him for making a mess outside of the litter box and reading a magazine that will give him nightmares so she sends him to his room. In his room Skippyjon Jones goes into his closet and puts on his mask and cape and pretends he is on his way to Egypt in a boat down the Nile River where he meets up with his friends. As his friends and Skippyjon Jones travel down the river they come to their destination the finx like the Great Sphinx of Giza. They have to answer a riddle to be able to go into the tomb of King Rotten Totten Kitten Cabotten. Skippyjon Jones answered the riddle and they were able to pass as they walked down the tomb Skippyjon Jones fell down where he was met by three goddesses to prepare him for the journey to the underground. The first goddess Ba put salt and pepper all over him while the second goddess Da sprinkled him with lucky charms before the third goddess Bing wrapped him up in strips of linen. Then the three goddesses blew him a kiss and rolling him into the burial chamber of the 4,000 year old King Rotten Totten Kitten Cabotten. Just as Skippyjon Jones was rolling he rolled right into the feet of the old mummy which scared Skippyjon Jones and he ran as fast as he could out of the tomb. He was so scared from his imaginary adventure that he ran straight into his moms arms.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would use this book during literacy to teach students about Ancient Egypt through Skippyjon Jones adventures to find a mummy. I will use student’s prior knowledge of Ancient Egypt to create a circle map to compare and contrast the differences and similarities of the historical information on Egypt to that of Skippyjon Jones. Students should be able to distinguish important components from the two including the Nile River, Sphinx, goddesses, mummification, mummies, tomb, pharaohs, papyrus, and hieroglyphics. Students will then be able to discuss in pairs what they found to determine if a partner has a different and or the same comparisons as them. Once everyone has had time to compare and contrast on their own and in pairs we will come together as a class to determine similarities and differences in everyone’s findings using the circle map. The genre I would classify this book in would be adventure through a fantasy world.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Children’s Non Fiction **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Aliki. 1985. Mummies Made in Egypt. HarperCollins Publishers. 32. Personal Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mummies Made in Egypt <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This story talks about the history of Ancient Egypt in the mummification process and how they started embalming their dead. The story begins by discussing the beliefs of Ancient Egyptian civilization in how they believed they could live forever in the present world and in the afterlife through their own bodies. When a person dies their Ba (soul) and Ka (invisible twin soul) are released from the body and can only return to the body if the souls can recognize their physical being. The Egyptians believed that the Ba returns to the body at night while the Ka travels back and forth to different worlds. In the beginning of the mummification process Ancient Egyptians would dry the body in a pit using the hot dry air to turn the body to stone. Embalmers learned that if they wrapped the body in a cloth the body would not decay like an exposed body would to the elements. Finally they learned that if they embalm and mummify the dead the persons Ka and Ba can recognize and return to their body. The mummies were placed in the tomb to rest forever.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I would use this book to teach my students about the mummification process that the Ancient Egyptians used to preserve their dead. We will explore mummification through science. Students will be provided two apple slices in which they will mummify. Students will take one apple slice and place it into a bowl and let it sit in the sun while with the other apple slice students will place it in a bowl of salt and let it sit. Students will document the changes in their apples in a journal. After two weeks students will compare and contrast the two apple slices in their journal to determine which method preserved the apple slice better. The apple slice that is open to the elements or that one who was dried with salt. Students will have an understanding of how tissue disintegrates and why the Ancient Egyptians started to embalm their dead not bury them to dry in the heat. The genre I would classify this book in would be informational text through spiritual beliefs in Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Burgan, Michael. 2000. The Curse of King Tut’s Tomb. Capstone Press. 32. Civic Center Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Curse of King Tut’s Tomb <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This story provides a brief overview of the history of Ancient Egypt and the practices of the culture over 5,000 years ago in Northern Africa along the Nile River. It discusses how Ancient Egypt had Kings and Queens called pharaohs. In Egyptian culture the human body and soul live on earth as well as in the afterlife. When a pharaoh or a person of order dies the mummification process is started were the body is dried and wrap with cloth with precious stones placed within the strips for protection in the afterlife. The pharaohs were buried in pyramids and underground tombs to live in the afterlife. Grave robbers stole many of the fine jewels and gold pieces from tombs making finding a fully intact tomb hard to find for archaeologist. During the 1800’s the search for mummies and tombs became a popular tended for many who traveled to Egypt to bring home treasures. One archaeologist who worked and explored The Valley of the Kings was Howard Carter who with the help and funding of Lord Carnarvon found the hidden tomb of King Tut. The discovery of King Tut caused mysterious deaths to occur to the individuals who helped excavate the tomb. The spread of the curse frightened people around the world that owned or had gone to Egypt to find treasures. This mysterious curse killed five individuals with connections to the finding of King Tut tomb. Of the individuals four died after being inside of the tomb from pneumonia, suicide, and a car accident while one individual died from falling down the stairs entering the tomb.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would use this book to teach my students about the history of Ancient Egypt by discussing the history of the 1800’s to learn about the culture and how people flooded to Egypt for a piece of treasure. This will provide students with a background into the science of archaeology and finding the lost pharaohs in the Valley of the Kings particularly that of King Tut. Students will learn about the myths associated with entering a pharaoh’s tomb especially the strange death of those who found or had been a part of the excavation of King Tut’s body. The genre I would classify this book in would be a biography of the myths and history of King Tut.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Burgan, Michael. 2005. The Valley of the Kings. Capstone Press. 32. Civic Center Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Valley of the Kings <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The Valley of the Kings was a place where Ancient Egyptians buried their kings and queens (pharaohs) 5,000 years ago. The largest ever discovered tomb in The Valley of the Kings is in the location of KV-5 which was built for Ramses II who had as many as 50-100 sons. This made for a huge burial site in The Valley of the Kings. The search for treasures from grave robbers made finding tombs intact difficult for archaeologist. During the 1800’s a mass wave of explorers traveled to Egypt to find treasures and to learn more about Ancient Egypt. In the early 1800’s people would destroy thousand year old ancient mummies and grind them up into power to use in medicine.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would use this book to do a mathematics lesson on how big The Valley of the Kings is and how many pharaohs were buried in tombs in the valley. Students will learn about one area in particular the KV-5 which was made for Ramses II who had as many as a hundred sons. Students will calculate how many tombs were created for that area compared to that of the rest of the valleys kings. To extend this lesson I would incorporate the subject of grave robbers who stole many of the treasures and gold from the tombs in The Valley of the Kings. I would have students write about the items grave robbers might have stolen from the burial grounds of the pharaohs. The genre I would classify this book in would be a biography of the history of pharaohs who have died in The Valley of the Kings.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">David, Rosalie. 1994. Growing up in Ancient Egypt. Troll Associates. 32. Tempe Public Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Growing up in Ancient Egypt <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Growing up in Ancient Egypt starts by discussing where Egypt is in the world. It is in North Africa and lies on the North shores of the Mediterranean Sea and to the east of Egypt is the Red Sea. The Nile River which flows through Egypt was an important source of water and food. Each summer the Nile River would flood and leave behind rich fertile mud that allowed plants to grow. The book discusses who the Ancient Egyptians were and that they lived around 6,000 years ago but it wasn’t until 5,000 years ago when North and South Egypt combined to form one large Egyptian civilization. The Egyptians built royal tombs and pyramids to honor their dead while the poor dug shallow graves and covered them with dirt and stone. To survive people grew fruits, vegetables, and housed livestock for food and hide. During this time money was not used for taxation people paid with food and goods. The life style of the citizens of this era meant that they had large families and sons followed their fathers starting at age four in the family business. Boys and girls four to fourteen years of age were allowed to attend school where they learned to read, write, and do mathematics. People got married at a young age during this era were boys got marriage by age fifteen and girls at twelve. They were allowed to select their own partner with some guidance from parents to ensure that the pair came have similar backgrounds. Egyptian used herbal medications and magic to heal and protect people by fighting off the evil spirits who they believed were causing the illnesses. During this era there was a divide between the rich and poor but there was enough food and resources available for everyone.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would have my students act out the different parts of the civilization of Ancient Egypt. Students would each be given a part in the play to be a farmer, a worker, a pharaoh, doctor, scribe to portray the wide diversity of the culture during this era. Students will all get an opportunity to be all of the characters. The people of Ancient Egypt worked very hard to farm, create everyday tools, build pyramids, be a worker of the pharaoh and ultimately be a pharaoh who is was viewed as a higher power. This play shows students the complexity of work as many individuals had to work hard to live while others did not have to do much for them self as they were served and honored before being a god. The genre I would classify this book in would be history and informational text on Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Delafosse, Claude. 1999. Egyptian Tomb: Hidden World. Scholastic, Inc. 26. Civic Center Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Egyptian Tomb: Hidden World <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This instructive flip book discusses the history of the Ancient Egypt and the history of the civilization. Ancient Egypt civilization was flourishing over 4,500 years ago. During this time Egypt was ruled by a pharaoh (King or Queen) who were buried in pyramids filled with treasures that the person might need in the afterlife. In the chambers throughout the tomb the walls were painted with items that the person loved and would have wanted to have with them in the next world. There were different chambers throughout the tomb from a dining room with food left to eat, treasure room that holds all of the individuals most important belongs which may include rings, necklaces, mirrors, and toys, and the burial chamber which contains the sarcophagus. Before a pharaoh can be placed in the tomb they must be mummified correctly in which the body is flushed out with water and the organs are removed and placed in special jars. The body is then stuffed with straw or wood chips before being wrapped in cloth and placed in their specially designed sarcophagus. Ordinary man or women were buried in tombs cut into the side of cliffs not in elaborate tombs and pyramids. This book also shows how to write the alphabet using hieroglyphics. This book provides children lots of opportunities to explore Ancient Egypt through looking at the plastic inserts to see more detail of the history and lifestyle of the culture.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> After learning about the history of the architecture in building the pyramids students will learn about the architecture of the tombs within the pyramids to better understand the hard work ordinary men and women did to construct such magnificent pieces of history. During this unit of literature we will read about the many rooms housed in the tomb of the pharaoh from the dining room, treasures room, and the burial chamber and beliefs behind the Ancient Egyptians. Students will create a journal about the personal belonging that they would want to have in their tomb if they were a mummy. This activity will get kids creatively thinking about what it would be like to be a mummy and the preparation it took to get the personal belongings and resources done to the tomb. The genre I would categorize this book in would be in history and the arts of Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Donnelly, Judy. 1988. Tut’s Mummy Lost… And Found. Random House Inc. 48. Civic Center Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tut’s Mummy Lost… And Found <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book starts by discussing the history of the famous young King Tutankhamen and the beliefs of the Egyptians during the burial process for the soul to return to the body in the afterlife. During the mummification process the pharaoh is are buried with jewelry, games, food, weapons, clothes, chariots, flowers, and statutes to be servants in the afterlife. Once the mummification processes if complete the body is transported to the Valley of the Kings to a secret entrance which is guarded day and night. After the burial attendees have a festival to honor the dead with music, dance, food and wine. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> In the 1800’s people became interested in learning more about Ancient Egypt and many flooded to Egypt to bring home artifacts. Individuals who went to Egypt found mummies of men, women, children, and animals. One man Howard Carter believed that he could find King Tut but he needed the help of Lord Carnarvon who funded his search for the King. Howard hired fifty men to come with him to the valley to find the lost kings tomb. It wasn’t until 1922 when Howard Carter found the tomb of King Tut. Once in the tomb the air smells of flowers and excitement for finally finding King Tut. Today the remains of King Tut lay where he was buried 3,300 years ago under the protection of Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would use this book to teach my students about the history of the young king Tutankhamen (Tut). As a class we will learn about King Tut before he was king and what caused his early death. Students will demonstrate their knowledge of the history of Ancient Egypt in their ability to discuss the mummification and burial process of the king. As a class we will research the history or Howard Carter who excavated the remains of King Tut during the early 1900’s. To get students engaged in the lesson I will have students close their eyes and think about what they think Howard Carter might find or smell in the tomb. I will write down student’s responses before finishing the book to see if students were correct in their guesses. Howard and his staff found treasures of gold and there was an essence of flowers in the air. The genre I would classify this book in would be a biography of the myths and history of King Tut.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gaff, Jackie. 2005. Ancient Egypt. Heinemann Library. 48. Tempe Public Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ancient Egypt <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Ancient Egypt was one of the longest lasting civilizations to exist that experimented in astronomy, engineering, mathematics, and medicine. They had their own language of writing in hieroglyphics. The hieroglyphic symbols stood for sounds and sometimes for ideas outlined in the pictures. It wasn’t until 1822 when Jean-Francois Champollion used the Rosetta Stone to decode the meaning behind the hieroglyphics. The Egyptians had a pharaoh who ruled over the country and was viewed as a living son of the gods. The citizens of Egypt believed that everything and anything belonged to their pharaoh as they were the head of the government, the priesthood, the army, and the law of the courts. Religion was a major influence of the Egyptian citizens who worshiped their gods in their homes and at temples. It was the duty of the pharaohs to build temples and to make sure that the gods were happy. Not only were the pharaohs buried in pyramids or stone tombs but nobles and the wealthy citizens created tombs for their bodies to rest so they could live in the afterlife. The practice of mummification was used by the Egyptians because they believed in a life after death in which they would need their bodies and possessions for the afterworld. Once the mummified bodies had been properly preserved after a 70 day process it was laid to rest in a coffin and if it was a pharaoh laid to rest in a pyramid tomb with their beloved belonging to live in the after world. This book also discusses how archaeology has changed from the 1800’s as archaeologist move slower to fully piece together the history of Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would use this book to teach my students about the written language of Ancient Egypt. We will learn how to write hieroglyphics and study burial chamber murals to decode the writing on the walls. Students will learn about the history of archaeologist and how they learning to decode hieroglyphic writing. It wasn’t until 1822 when Jean-Francois Champollion used the Rosetta stone to decode the meaning behind the ancient writing of hieroglyphics. As a class we will discuss the important of the Rosetta stone to the breakthrough in history in writing and reading Ancient Egyptian writing. To finish the unit on hieroglyphics students will wright their name inside an oval in which pharaohs names were always written within a vertical oval. The genre I would classify this book in would be history and informational text on Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gibbons, Gail. 2004. Mummies, Pyramids, and Pharaohs: A Book about Ancient Egypt. Little, Brown Book for Young Readers. 32. Tempe Public Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mummies, Pyramids, and Pharaohs: A Book about Ancient Egypt <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This is a child friendly book that discusses the history of Ancient Egypt which is one the oldest civilizations in the world that began 5,000 years ago and was ruled by a king or queen for 3,000 years. The king or queen were believed to be Horus the son or the sun god, Re and had powers. When a king or queen died their son or daughter follows power to become the next heir. The Egyptians people were very religious and provided clothing, food, and services to the statues in the temples as they were view as gods. When a person dies the Egyptians believe they have two parts to their being the Ka or the life force and the Ba the soul. When a person dies they believe the body must be preserved so that the Ba can return to the body to live on in the afterlife. The civilization of Ancient Egypt was widely divided from the rich and the poor. The poor lived in houses made of sunbaked mud that had few windows and very little furniture while the rich had servants and lived in luscious houses with beautiful treasures. In the Egyptian culture they used a writing format called hieroglyphics which could take a scribe up to ten years to learn the hundreds of the different hieroglyphic symbols for the letters and words. Not many people during this era were privileged to read and write so those who could needed to know how to appropriately write the letters as they worked for the king or queen in record keeping.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will use this book to teach my students about the religious beliefs of Ancient Egypt in regards to the human soul. Students will learn about the Ka and the Ba and how Egyptians believe they come together in the afterlife. Students must understand that in Ancient Egyptian culture they believed that the soul must return to the body to live on in the afterlife that is why it is important for the human body to be appropriately preserved. We will learn about the different gods and goddesses that the Egyptians view as important protectors. Students will be able to name and identify the most familiar gods and goddesses discussed throughout the unit on Ancient Egypt. The genre I would classify this book in would be informational text through spiritual beliefs in Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grant, Neil. 1996. The Egyptians. Oxford University Press. 46. Tempe Public Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Egyptians <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The Ancient Egyptian culture was around 5,000 years ago and lasted for almost 3,000 years. The old kingdom had pharaohs (kings and queens) who were viewed as living gods. The pharaohs who ruled the old kingdom were buried in pyramids and their bodies were mummified to be preserved forever as they enter into the afterlife. The Ancient Egyptian culture was very religious and they worshiped hundreds of gods and goddesses. The stoned that were used to build the pyramids were brought by boat and took thousands of people and years to build. The Egyptian culture provided opportunities for hunting and games were children played with bolls, dolls, board games while adult males hunted large game- lions, and hippos. In the era of the middle kingdom the economy of Egypt started to improve and trade with other countries flourished as pits and minors started to dig in the Sinai Desert. As generation took heir of the crown the new kingdom emerged when the Hyksos’s were driven out by the king. The new king conquered the empire of the Middle East in which he made them pay taxes to Egypt. Egypt was slowly starting to become unable to defend their civilization when they were finally conquered by Nubians, Assyrians, and Persians.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I would use this book to teach my students about the fall of Ancient Egypt as Egypt was slowly being conquered by the Nubians, Assyrians, and Persians. We will explore the history of how one of the longest living civilizations went from a powerful civilization to ruins by the Romans. Students will be able to discuss and explore the wars that lead to the fall of the Egyptian empire. The genre I would classify this book in would be history and informational text on Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Krensky, Stephen. 2001. Egypt. Scholastic, Inc. 48. Tempe Public Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Egypt <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book discusses the civilization of Ancient Egypt nearly 7,000 years ago. In 4500 BC Egypt was split into two domains the North and the South until 3100 BC when they joined together to create one large civilization. Egypt was ruled by a king or queen known as a pharaoh. The kingship was passed down from generation to generation or powerful nobles seized the throne. The Ancient Egyptians were very smart and they created a calendar that was based off the sun which is very similar to that of ours today. Their calendar had 367 days with twelve months that had thirty days in each month. They also had five extra days in their calendars to mark the birthdays of their gods. Even though they was able to create such an accurate calendar most people never learned to read and write only those who were smart attended the house of life to be educated. The Egyptian culture was not afraid of death as they believe that the Ka (soul) leaves the physical body and moves on to the living in the afterlife. To be able to get to the afterlife the human body must be mummified which can take over 70 days to complete as the body much be removed of its organs, dried with natron and wrapped with linen bandaged before being placed in a coffin.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would use this book to teach my students about mathematics and science to learn how the Egyptians were able to create a calendar that closely resembles the calendar we use today. We will study the sun to determine how the Egyptians were able to calculate 367 days and have twelve month increments. Student’s will explore the Ancient Egyptian calendar and use a circle map to document the differences and similarities of their calendar and that of ours today. Students will then construct their own Ancient Egyptian calendar using twelve months, thirty days in each month, and determine when the flooding, harvests, and holidays occurred using their prior knowledge of Ancient Egyptian civilization. The genre I would classify this book in would be informational text through science and mathematics.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Malam, John. 2004. Ancient Egypt. Enchanted Lion Books. 32. Tempe Public Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ancient Egypt <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book provides some background on the land of Egypt and how it is different today than it was 3,000 years ago. The Nile River was a great source for drinking water, washing and watering crops and providing food. Pharaohs (kings and queens) ruled the land from 3100 BC to 30BC where over the course of 3000 years Egypt had as many as 170 different pharaohs. The pharaohs during this time were views as gods in human form. Ancient Egyptians believed in as many as 2,000 different gods which were honored at home and at temples. During this era slavery was not view as important and only captured soldiers from war were keep as slaves. Education was not readily available to many only those who had the funding or those who were writers were viewed as having a gift from god. Only one in ten could read and write hieroglyph as there was three different types of writing: everyday writing, scribes, and script. The art during this era was full of colors which each represented something specific. The color white- joy, yellow- gold, red- blood, life, evil and chaos, green- water and new life, blue- sky and black- foil and fertility. These colors can be found in many of the artifacts discovered from Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I would use this book to teach my students about the art of Ancient Egypt. We would discuss and create works of art using the traditional colors. Students will learn the meaning behind each color. Students will look at some photographs of art and describe in groups what they think the meaning of the art is referencing the colors. Students will then create their own head mask using colored pencils in the colors of traditional Ancient Egyptian art. The genre I would classify this book in would be history and informational text on Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Spengler, Kremena. 2009. Pyramids. 24. Civil Center Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pyramids <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book discusses why and how the Ancient Egyptians created the great pyramids that are around today in Giza. Over 4,500 years ago Egyptians created pyramids for their Kings and Queens (pharaohs) that would be buried within the pyramid so they could live on in the afterlife. The pyramids were built west of the Nile River as the Egyptians believed that the soul leaves the body after death and returns through the west. The pyramids were made by hand were workers used tools to cut large blocks from a pit in the ground. The blocks were then dragged and moved on sleds to the pyramid building site. It was once believed that slaves created the pyramids but scientist have come to determine that people willingly worked on building these pyramids for their pharaohs. Archaeologists have found in a nearby village a hospital that was used to treat injured builders. The inside of a pyramid there are many chambers like a house that is filled with important treasures of the deceased pharaoh so they can have everything they need to live on in the afterlife. One of the main chambers is the burial chamber were the coffin of the pharaoh is laid to rest. Grave robber stoles many sacred jewels and treasures from the tombs of the dead and to do stop the grave robbers the Egyptians blocked doorways with stone which occasionally stopped the robbers from stealing the treasure.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I would use this book to teach my students about how pyramids were created and how the burial chambers below the ground were constructed using mathematics and technology for the era. To incorporate mathematics into the less we will learn first how the pyramids were construction and who created these beautiful structures that are still standing today. The hard labor it took to cut the stone, move the stone, and set it in place all by hand as technology and vehicles were not available 5,000 years ago. To finish the unit of study on pyramids students will create their own pyramid using sugar cubes to determine how meticulous and symmetrical the Ancient Egyptians had to be in creating the pyramids. The genre I would classify this book would be the history of Ancient Egypt’s pyramids.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Teacher Resources **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Chapman, Gillian. 1997. The Egyptians. Heinemann Interactive Library. 37. Tempe Public Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Egyptians <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book would be a great teacher resource book as it provides a brief history on the traditions and culture of Ancient Egypt. It discusses how art was very important to the Ancient Egyptian culture. The art that was created during this era was flat and two dimensional. All art was drawn from memory and followed a traditional style that had been passed down for hundreds of years. Many drawings were done about the natural world elements of flowers and water. Many art and drawings have been found in the tombs of pharaohs who have passed on into the afterlife. Preserving and mummifying the human body was a religious belief as the soul lives on in the afterlife. During the mummification process the human organs are removed placed in their own canopic jars to be available to the soul when it returns to the body for the afterlife. Archaeologists have found the mummification remains of animals like cats. Wrapped within the linen bandages jewels and amulets were used to ward off evil spirits. This book provide children with opportunities to recreate the arts, games, jewelry, mummies, canopic jars, and accessories like a mirror as they learn one about the history of Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would use this book with my class by having students in stations where they would be able to create authentic pieces of Egyptian art and resources. I would set up the classroom so that there was five groups for the students to create an amulet, hieroglyphics to write their name, neck jewelry, mummies (animal or human), and a canopic jar to house personal belonging not for organs. After students have created the activity at the tables they will write about the processes and what they did or did not like about the activity. Students will also discuss what they liked learning about each topic. The genre I would classify this book in would be informational text through spiritual beliefs in Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hewitt, Sally. 2008. The Egyptians. Smart Apple Media. 30. Civic Center Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Egyptians <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The Egyptians is a great teacher resource book that provides children with a historical overview on the history of Ancient Egypt. Ancient Egyptian civilization started in 3100 BC and ended in 30BC when it became part of the Roman Empire. This book provides activities that correlate with the topics being discussed. Children can learn the history while being able to create their own authentic Egyptian tools, clothing, jewelry, writing, mummies, clocks, and pyramids. This is a great resource that get children interested in learning the material of what tools Egyptians using to find food, create the pyramids, write, and make clocks. The will learned the history behind the pharaohs and the gods by being able to create their own crowns and write using hieroglyphics.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would use this book to teach my students about the traditional history of Ancient Egypt through activities that are hands on and fun to try. I will teach students how to create traditional foods that Egyptians ate 5,000 years ago. Students will get to contribute to creating hummus for everyone in class to try as well as be able to try grapes, dates and pomegranates for a healthy fruit on the side. This activity will work student’s fine motor skills as they crush and mix ingredients to create the hummus. The hummus would be served with bread which would start a discussion on the bread we eat today is much softer and less course than it was in Ancient Egypt. I would classify this book to be the history of Ancient Egypt with art incorporated and hands on activities.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Honan, Linda. 1999. Spend the Day in Ancient Egypt: Projects and Activities that Bring the Past to Life. John Wiley & Sons. 128. Civic Center Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Spend the Day in Ancient Egypt: Projects and Activities that Bring the Past to Life <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book is a great teacher resource as it provides the history of Ancient Egypt during the fourth dynasty with a family as they practice activities from their daily lives during their civilization 4,500 years ago. This book follows the family and two siblings as they teach about the history and traditional activities, religious beliefs, festivals, dress, writing, mathematics, food, and music of the culture. It starts out by teaching children the location of Egypt and historical facts. Egypt is located in North Africa along the Nile River which is the longest river in the world. Each page provides children with many opportunities to create their own traditional Ancient Egypt clothing, food, jewelry, mummies, furniture and religious relics to further understand the history of Egypt through hands on activities.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I would use this book to teach my students about the clothing and jewelry that Ancient Egyptians wore on a daily bases even the poor. Students will measure and cut out material to make sandals and necklaces using bright traditional colors that children can wear doing centers. Children will learn how to measure material to the correct size, cutting the material so it fits and using their fine motor skills to construction traditional outfit by hand. I would classify this book under the genre of the history and art of Ancient Egypt.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Neuschwander, Cindy. 2009. Mummy Math: An Adventure in Geometry. Square Fish. 32. Barns & Noble.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mummy Math: An Adventure in Geometry <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This is a great math book to learn geometry in the adventures of trying to find a mummy in Egypt. Matt and his sister Bibi go with their parents who are archaeologist to Egypt, who are on a hunt for an opening to a pyramid. While over in Egypt Matt and his sister Bibi find an opening and they are trapped inside this pyramid where they see geometric solids (cones, spheres, cubes, cylinders, pyramids, tetrahedrons, and rectangular prisms). As they are walking through the tomb they come across hieroglyphics and have to decode it to be able to find the mummy. This story teaches children about how many faces geometric shapes have. Matt and Bibi have to decode the hieroglyphics using the shapes to find where they are going so they can reach the burial chamber. Before they can go into the burial chamber they have to first use math to decode the doors. Matt thinks the burial chamber is behind door number three because when he solved the math problem of the pyramid it has five faces but Bibi thinks it is door two because the pyramid does have five faces but it also rests on top of the face of a rectangular prism making the problem equal six faces. Bibi was correct in selecting door number two and they made it into the burial chamber and found the mummy.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would use this book to teach my students about mathematics through counting and identifying geometric shapes. I would first introduce to my students to what geometric solids (cone, sphere, cube, cylinder, pyramid, tetrahedron, and a rectangular prism) are and how many faces each solid has so students as able to solve the geometric math problems found throughout the book. This way my students have prior knowledge of the information that will be taught throughout the book. As the students read the //Mummy Math: An Adventure in Geometry// as a class we will stop and solve the math problems to ensure everyone knows how Matt and Bibi were able to find the answer to solve the problems of which way to go to the burial chamber and what door to go through as Matt and Bibi have different answers. As a class we will read through the problems, solve for the problem, and determine how Matt and Bibi choose their answers. This book makes learning math fun for children. The genre I would classify this book in would be adventure through geometric shapes.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Thomson, Ruth. 1995. The Egyptians. Childrens Press. 24. Tempe Public Library.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Egyptians <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Ancient Egypt was ruled by pharaohs who had hundreds of officials under them who carried out his or hers orders. The pharaoh was viewed as god on earth. They were the head of the government, army, court of law, and chief priest of the temples. Scribes keep records of the crops and collected taxes using hieroglyphics. During this time potters, weavers, and craftsmen created items for everyday use that people used while the poor worked on the farms. The poor lived in simple houses made of sun baked mud and straw mixture with limited furniture while the rich lived in huge villas with many rooms that had large gardens and pools. When a person dead they were mummified by taking out the organs, drying the body, and wrapping it with linen bandages. If it was the body of a pharaoh was buried in pyramids with their treasures. A symbolic object to the Ancient Egyptians was the amulet which is a charm that they believed would protect them against evil. The amulet was worn and buried with the dead to ward off evil. This book also provides instructions activities for children to complete while physically interacting in the learning process of Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I would use this book to teach my students about the history of Ancient Egypt’s government. Students will be able to identify who is in charge of the government, army, court, and the chief of priest on a worksheet. Who is in charge of writing the hieroglyphics, how taxes are paid. Students will be able to define the government and who is in charge of the general population. Students will understand the different between social economic statuses. The genre I would classify this book under history and informational text on Ancient Egypt.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration **