Gabriela+Medina

Sonneborn, Liz. (2010). **The Egyptians: Life in Ancient Egypt.** Millbrook Press. 48 Pages. South Mountain Community College Library As the title states this is a nonfiction book about what life was like many years ago in Ancient Egypt. At the beginning of the book it gives an introduction about where Egypt is located and that they were ruled by pharaohs whom had cities built along with pyramids. It also states that Egyptians were famous for hieroglyphics. The book goes on to talk about what life in Egypt consisted of. The Egyptian people lived in simple houses that were built from mud and bricks. Most of the children from Egypt did not attend school; instead they learned what they needed to learn from their parents. Girls were taught how to cook, weave, and raise children from their mothers. Fathers taught their sons how to make a living. However, some wealthy boys did attend school. The Egyptians had many gods and goddesses and they believed that they would protect them if they kept them happy. Each god or goddess got their own temple with a statue of them inside. The body of the goddess or god would then be turned into a mummy because Egyptians believed that they would need their body in the afterlife. Egyptians were great builders. They built temples and pyramids of stone so that they would last. This book also talks about the some of the Egyptian inventions such as ways to guide water from the Nile River to the different crops, the calendar, they knew how to make a mirror from polished copper, but their greatest invention was papyrus, which is type of paper. This book had lots of information that can apply to all other subject areas. You would be able to use this book with science in order to teach the way that Egyptians used to grow their crops. The students could then come up with different invention on how they could get water from the Nile River to their crop. They could do this by creating some sort of diorama. This book can also be used with writing. Students can write about what they found most interesting about the book how they lived, mummies, or their invention.
 * Children’s Non Fiction**

Wood, Alix, (2014). **Mummification.** Gareth Stevens Publishing. 32 pages. South Mountain Community College Library. This book focuses on mummification. This book begins by telling the story of Osiris and Isis. The story says that his brother murdered Osiris, the pharaoh, because he was jealous of him. Osiris’ brother locked his body and threw it into the Nile River. Isis, Osiris’ wife, retrieved his body and put him back together and bring him back to life with the help of Anubis, the god of the afterlife by bandaging Osiris up with linen. This is why Egyptians believe that mummification would ensure the afterlife. The book then goes on to explain the process in how the bodies are turned into mummies. The mummification process took 70 days. Once the body was turned into a mummy then there was a ceremony. They had a coffin that was made and was painted with hieroglyphs praising the diseased. This book can be used in science. Students can study the mummification process and then try it out themselves by using a hot dog and baking soda. This is a project that takes up to two weeks. This book can also be used with reading because students can read more books about mummies. Lastly this book can be used with writing because students can write an information piece on the mummification process.

Lunis Natalie. (2011). **Tut’s Deadly Tomb.** Bearport Publication Company. 32 Pages. South Mountain Community College This book is about the discovery of King Tut’s tomb by Howard Carter. King Tut is also known as “the boy king” because he became pharaoh when he was only nine years old. King Tut only ruled for eight or nine years. Since King Tut did not have any sons to take his place it is said that his advisor named himself the new pharaoh. Ay, King Tut’s advisor had his tomb prepared. Many of Tut’s treasures were placed in the tomb such as statues, furniture, jewelry, clothing, dishes, cups and food. After the ceremony was preformed the tomb was then to be sealed forever with the mummy and treasures inside. However, there were tomb robbers who often broke into tombs to steal the treasure that these pharaohs were buried with. A few weeks after Howard Carter and Lord Carnarvon uncovered King Tut’s tomb Lord Carnarvon died. With Lord Carnarvon’s death people began to speculate whether an ancient curse was to blame. At the same time of Lord Carnarvon’s passing a power failure occurred causing all of the lights in the city of Cairo to go out. By 1929 many deaths were also attributed to the curse. All of the deaths that had occurred were linked to the discovery of King Tut’s tomb in some way or another. It was said that the deaths had occurred because the Pharaoh did not want them to disturb his tomb. However, not everyone would agree in fact many people believed that is was because of bacteria or molds that could have possibly been sealed inside the tomb. Aside for social studies, this book can be used with reading and writing. Students can begin by researching King Tut. After they have completed their research then they can write an opinion piece on whether they believe that King Tut’s curse could have potentially been real or why is was fake. They are to have facts as their evidence.

Rau, Dana Maeachen. (2011). **Mummies.** Marshall Cavendish Benchmark. 24 pages. South Mountain Community College This book is about mummies and it describes what a mummy is. The book also talks about how the study of ancient civilizations and people is called archaeology. Archaeologists set up digs in different areas to uncover remains that can be found underground. Mummies have been found in Egypt, South America, and northern Europe as long as all over the world. In 1922 Howard Carter found the tomb of King Tut and in it he found King Tut’s mummy and the treasures he and been buried with. Howard Carter went looking for mummies in Egypt because he knew Egyptians used to bury their pharaohs in tombs with treasures. However, in the rest of the world mummies were discovered by accident such as in Peru and Denmark. A lot of information can be attained from a mummy. Archaeologists can learn what a person looked like how old they were, and whether they were a boy or a girl. Archaeologists can also learn from the area around the mummy like whether a person was rich or poor by the way the body was buried or remains that are nearby. This book can also be used with science. Students can learn about how people were turned into mummies and research why turning bodies into mummies helped to preserve them. Along with researching how bodies were turned into mummies students can research about the different types of mummies that can be found all over the world and not just in Egypt. After they have researched mummies they can write an information piece on what mummies from different place of the world differ from mummies found in Egypt.

Harris, Nicholas. (2009). **Pyramids Through Time.** PowerKids Press. 32 pages. South Mountain Community College Library This book is talking about pyramids and the process in which they are built. A pyramid is first built by first preparing the land where the pyramid is going to be built. Giant lime stones have to be dragged into place by sleds. Five years later workers begin to build a temple on the banks of the river and up another temple next to the actual pyramid. These temples are used to deliver supplies needed to build the pyramid. These supplies arrive by boat. Ten years later the pyramid was built higher. It took a lot of hard work to drag all of the stones needed to build the pyramids up the ramp. Five years after that the full height of the pyramid is nearly complete. Seven years later the pharaoh passes away and this marks the beginning of his new life in another world. Pyramids now are very busy with tourists from the entire world. This book can be used with writing, language arts and science. First students can work together as a team to build a pyramid using various materials. As part of their project they must also come up with ways other than what the Egyptians used to lift stone to the top of the pyramid. After the project is complete students can write the steps they took in order to build their pyramid and why or why not it was not successful and what could they have done differently. For younger grades instead of writing their steps they can draw pictures.

Schuh, Mari C. (2009). **Look Inside a Pyramid.** Capstone Press. 24 pages. South Mountain Community College Library This book is like the previous one is about pyramids. This book explains that a pyramid is tomb to burry a king. In order to build a pyramid it required a lot of hard, heavy work. Workers had to carry the stone up to the pyramids by using sleds. Inside the pyramids were tunnels that lead to room where the king’s treasures were located. However, the king was buried in his own room. Pyramids help us understand how people in ancient Egypt used to live. This book can be applied in language arts. Students can write an informational piece on pyramids. They can take what they have learned about. To go along with their informational piece written about pyramids they can write about what kind of treasures they think can be found inside of the pyramids.

Chambers, Katherine. (2011). **Egyptian Treasures.** Crabtree Publishing Company. 24 pages. South Mountain Community College Library //Egyptian treasures// talks about all of the different treasures that could be found in ancient Egypt. One of the greatest treasures that the Egyptians had was the Nile River. Every year water from the Nile would make the land fertile and it was great for growing crops. Egyptians used a rod to help them tell when the Nile was going to flood again to ensure that the crops were planted at the right time. Another of the greatest treasures that the Egyptians had was their pyramid. Egyptians also made many other things as well such as baskets, rods and lines, weapons and mummies. //Egyptian Treasures// is a book about the different treasures found in ancient Egypt. So this book can be used with science. Students can read about how Egyptians used to keep track of the time of year to make sure that the crops were all planted at the same time of year. So students can make do a science experiment to see if they can come up with ways to keep a track of what time of year it is. Also, it cannot be something that has already been invented. This can be a large group project so students are able to work together to brainstorm and build their project. Younger students draw a picture of what their invention looks like. This book can also be applied to language arts and the students can write about how they think that these treasures impacted life in Egypt. Hamilton, S.L. (2011). **Mummies.** ABDO Publishing Company. 32 pages. South Mountain Community College Library This book gives a little bit of history on mummies. Egyptians believed tat they would make a journey to the underworld. Since they were going to make a dangerous journey Egyptians needed their bodies so turning them into mummies preserved their bodies. The most famous mummy was that of King Tut Howard Carter discovered that in 1922. The book also talks about the process ancient Egyptians used to turn a body into a mummy. Egyptian mummies of their pharaohs are the most common, however Egypt is not the only place where you can find mummies. There are real life mummies all over the world such as in South America, New Zealand, and Austria. Mummies are a good topic to do science. Mummies are bodies that have been preserved. So in order to understand mummies more you can do a science experiment with the class. Students can mummify an apple to see how the process of making a mummy. This way they can see why making a mummy works and why it works.

Forest, Christopher. (2012). **Pyramids of Ancient Egypt.** Capstone Press, A Capstone Imprint. 32 pages. South Mountain Community College Library. //Pyramids of ancient Egypt// talks about the discovery made in 2008. In Cairo, Egypt they found the remains of 43000-year-old pyramid buried in the sand. The pyramid that was uncovered had once belonged to Queen Sesheshet, Teti’s Mother. Pyramids are more than great building that can be found in Egypt. In reality they are great memorials that were dedicated to pharaohs who died many years ago. Pyramids took decades to be built and it took 20,000 to 30,000 people to help build the pyramid. Inside the pyramid you could find the king’s chamber, which is where the kind was placed, passages that were used to transport things, and chambers that were used to hold things the king might need in the afterlife. This book can be applied in language arts. Students can write about the pyramid that was uncovered in this book. Students can also research more about Pharaoh Teti. After researching Pharaoh Teti they can write an information piece about him. They can also research other pharaohs and write about the life they led and what their pyramid was like.

Axelrod-Contrada, Joan. (2011). **A Kid’s Guide to Mummies.** Capstone Press, a Capstone Imprint. 32 pages. South Mountain Community College Library. This book like the previous books about mummies talks about mummies in ancient Egypt. It discusses the myth of Osiris and how they were able to bring him back to life after his brother killed him by mummifying him. This book also talks about different animal mummies. Egyptians mummified all sorts of animals such as insects to bulls. Animals represented the different spirits of the gods. This book talked about human mummies and animal mummies. So this book can be used in language arts. Students can research and read about the process of turning into animals into mummies. After completing the research students can compare and contrast animal mummies and human mummies. Also the book states that Egyptians turned pharaohs into mummies because pharaohs needed their body in the afterlife. So knowing that students can write an opinion piece on why they think that Egyptians turned animals into mummies as well.

Riggs, Kate. (2009). **Egyptian Pyramids.** Creative Education. 24 pages. South Mountain Community College Library. //Egyptian Pyramids// these books talks about how pyramids were tombs built for pharaohs. Pharaohs had their own pyramid that was designed to be their final resting place. In the pyramid it would have their body and any treasures they wanted to take with them to the afterlife. The three most famous pyramids are called the Pyramids of Giza that were built for three kings. The pyramids of Giza are some of the largest buildings made of stone in the world. People hope that the pyramids will be always be around. This books talks about the pyramids of Giza. So this book can be used in language arts. Students can research the pyramids of Giza. After completing their research students can write about the pyramids of Giza. They can write about whom these pyramids were built for and the differences between the three pyramids.

Simon, Seymour. (2003). **Pyramids & Mummies.** Chronicle Books LLC. 38 pages. South Mountain Community College Library. //Pyramids & Mummies// talks about the different pyramids that were built for the different Pharaohs. Pharaoh Zoser had the great step pyramid. The step pyramid is surrounded with large courtyards and stone building carved out with fake doors. The reason to this is unknown but people believe that it is because they believed the Pharaoh could use them in his next life or they were meant to fool tomb robbers. The largest pyramid was build for Pharaoh Khafre. Boats were provided for pharaohs to use in the next life. In fact in 1954 a boat pit was found the great pyramid. Outside the pyramid of Khafre is the Sphinx. The Sphinx has the body of a lion and the head of a pharaoh. This book can be used with language arts. Students can write about Pharaoh Zoser. Students can also write about why they think that a courtyard surrounded the step pyramid. Do they believe it was built to fool the robbers? Or do they believe it was built to that the pharaoh could use it in his afterlife?

Demi. (2009). **Tutankhamen.** Marshall Cavendish Children. 52 pages. South Mountain Community College Library. This book is about the Pharaoh Tutankhamen. King Tut had many half brothers and sisters. King Tut learned both to read and write as well as algebra. King Tut knew how to hunt different animals such as deer. When Tut was only nine years old his father passed away making him king. However, the ones who really controlled the throne were two old men, Ay and Horemheb. King Tut died at the age of nineteen. Ay, the advisor of the pharaoh took over the throne because King Tut did not leave any children behind. This book can also be applied to language arts. Students can write about the life of King Tut. King Tut became king at nine years old. So students can also write about whether they would like to be king or queen at nine years old or not.

Ganeri, Anita. (2010). **The Egyptians.** Aladdin Books Ltd. 32 pages. South Mountain Community College Library This book is about life in ancient Egypt. It talks about how pyramids were built. This book also talks about the gods of Egypt and how they were said to control all of the aspects of nature and their daily life. Most Egyptians were farmers and lots of crops had to be grown each year. The books also talks about mummies and the burial customs of ancient Egypt. This book can be applied to language arts. Students can write about the different aspects of ancient Egyptian life. Students can choose which part about ancient Egyptians they would like to write about such as how they lived, or the discoveries they made. In order to build pyramids Egyptians had to do a lot of planning. So this book can also be used in math. Students can find measurements on how big the pyramids were. After finding the measurements of the pyramids they can use those numbers to build scale models of the different pyramids.

Steele, Philip. (2012). **Ancient Egypt.** Aness Publishing Ltd. 64 pages. South Mountain Community College Library. This books also talks about how life in ancient Egypt was like. This book also provides lots of timelines of each aspect of ancient Egyptian life consisted of. Some of the areas were famous pharaohs such as Khafra and Tutankhamen. Egyptians also loved music and dancing. In fact many instruments have been found inside of the tombs of pharaohs. This book can be applied in language arts. Students can choose an aspect of life in ancient Egypt and write a paper of what that aspect of their life looked like. As well as social studies and language arts this book can also be applied to math. This book has lots of crafts that require various math skills such as measuring in order to make scale models of different Egyptian buildings.

Orr, Tamra. (2010). **Ancient Egypt.** Mitchell Lane Publishers. 64 pages. South Mountain Community College. //Ancient Egypt// has lots of information. This book begins by talking about how the kind of job you had depended on class you and your family belonged to. One of the most important jobs was a scribe because only 4 out of 1000 boys knew how to read and write. So if you were able to read and write it was considered to be a great honor. Children of ancient Egypt did not usually go to school; instead they would learn everything that they needed to know from their parents. Looking good was very important to the Egyptians. Egyptians made their clothes out of linen clothes. Majority of the time Egyptians were barefoot, but when they did wear shoes they were typically sandals made from reeds. Egyptians made mirrors out of high polished metals in order to check their appearance. This book focused on the different jobs Egyptians had and the type of clothes Egyptians wore. So this book can be applied in language arts. Students can write about the different jobs in Egypt. Students can also write a piece where they compare and contrast the importance of school in ancient Egypt and the importance of school now. Bell, Michael. (2010). **Ancient Egyptian Civilization.** The Rosen Publishing Group Inc. 47 pages. South Mountain Community College Library This book provides a lot of information about what life in ancient Egypt was like. It begins by telling you the history of Egypt such as the thriving of Egypt because of their placement near the Nile River. It also talks about religion in Egypt. Egyptians believed that there was a constant battle between the forces of chaos and order. Animals also played an important part in Egypt. May Egyptians use animals for meat, milk and wool or as tools to carry heavy loads. Other animals such as dogs, cats and monkeys were kept as pets. This book also has information on pyramids, burial customs, life near the Nile, the scribe, trade and expansion, and daily life. The Nile River played an important part in the success of Egypt. The Nile River supplied Egypt with the water they needed for crops, buildings and surviving. So this book can be applied in language arts. Students can write about the importance of the Nile River to the Egyptians. Students can also write about what they think life in ancient Egypt would have been like had the Egyptians not had the Nile River to supply them with water. Kerrigan, Michael. (2011). **Ancient in Their Own Words Egyptians.** Marshall Cavendish Benchmark. 64 pages. South Mountain Community College Library. This book is about ancient Egypt based on writing they have found in Egypt, called hieroglyphics. Each of the inscriptions found in the book is accompanied by a translation. There are translations about different civilizations found in Egypt. One of the inscriptions in the book is about Teitji, the right hand man to two successive kings. In his writing he talks about how important it was to him that his masters respected him and that they heavily relied on him. This book was definitely very interesting because it allowed you to see what ancient Egypt was like by the Egyptian’s own writing. This book can be applied to language arts. Students can begin by researching hieroglyphics. After students are done with their research they can write about Egyptian writing, hieroglyphics, and how it compares to English writing and other writing in other countries.
 * Teacher resources**

Ganeri, Anita. (2007). **Ancient Egyptians.** David’s West Children’s Books. 32 pages. South Mountain Community College Library //Ancient Egyptians// talks about what life in ancient Egypt was like. This book talks about one of the most important gods in ancient Egypt Ra, the sun god. He was honored as the creator of everything including gods and humans. It was also believed that he was the father of all of the pharaohs. Many believed that Ra made the sun rise every morning by setting sail across the sky in a boat that could float through the air. Ra had to defeat his most dangerous enemy, Apophasis, a deadly serpent. It was important for Ra to defeat his enemies so that the sun could rise every morning. This book also talks about tombs, and mummies, and arts and crafts Egyptians used to make. This book discusses Ra, the sun god. This book can also be used with language arts. Students can write about Ra the sun god. They can write about why Egyptians honored him as the creator of everything.

Kaplan, Leslie C. (2004). **Home Life in Ancient Egypt.** PowerKids Press. 24 pages. South Mountain Community College Library //Home Life in Ancient Egypt// is about what it clearly states in the title. It is about Egyptian’s home life. A typical Egyptian household would typically include four to five children and pets such as a dog or a monkey. Women would take care of the house and the men would earn the living. Although the men of Egypt were the main provider for their family they still loved and respected their wife. Majority of the ancient Egyptian families lived in town houses. Town houses were made of mud bricks and they were usually two or three stories high. Since there was little rain in Egypt town houses were able to last a long time. Town houses usually had a stair case that lead to the roof where they would cook and sleep when the inside of the house got too hot. The wealthy families in ancient Egypt lived in villas. These villas usually included a bathroom which townhouse families did not have the privilege of having in their home. The people of ancient Egypt married young. Girls were usually married by the ages of 12 to 14. The boys would get married once they had a job and were and to provide and support a family. It was not uncommon to see marriages between uncles and nieces and cousins. Egyptians married for love, arranged marriages were only usually seen in royal families. //Home Life in Ancient Egypt// can be applied to language arts. Since this book is talking about how life in Ancient Egypt they can write an information piece on what life was like in Egypt. Students can also compare and contrast life in Egypt to life now in Egypt. To make this assignment more personal students can also compare and contrast life in ancient Egypt to life now.