1. (pg. 37) Section 5 Ancient Kush
Essential Question:
What mark did the ancient Kush culture have on modern day Africans?
The Big Idea:
The kingdom of Kush, which arose in south Egypt in a land called Nubia, developed and advanced civilization with a large trading network.
If you were there… You live along the Nile River, where it moves quickly through swift rapids. A few years ago, armies from the powerful kingdom of Egypt took over your country. Some Egyptians moved here. They bring new customs, and many people are imitating them. Now your sister has a new baby and wants to give it an Egyptian name! This upsets many people in your family.
How do you feel about Egyptian customs?
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Ancient Egypt and Kush

2. Building Background Egypt dominated the lands along the Nile, but it was not the only ancient culture to develop along the river. Another kingdom called Kush arose to the south of Egypt. Through trade, conquest, and political dealings, the histories of Egypt and Kush became closely tied together.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Ancient Egypt and Kush

3. The Geography of Early Nubia
South of Egypt, a group of people settled in the region we now call Nubia.
These Africans established the first great kingdom in the interior of Africa. We know this kingdom by the name of the Egyptians gave it-Kush.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

4. The Land of Nubia
Today the desert covers much of a Nubia, but one time rain and flooded the Nile providing a reach a layer of silt for the land. This made in the land rich for farming. Ancient Nubia was a rich in minerals such as gold, copper, and stone. These resources played a major role in the areas history and contributed to its wealth.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

5. Early Civilization in Nubia
The people of Nubia depended on agriculture for their food. Among the crops they grew were wheat, barley, and other grains. The banks of the Nile also provided grazing land for livestock. As a result, farming villages thrived all along the Nile by 3500 BC.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

6. The Kings of Krush ruled from their capital at Kerma (Kar-muh).
Over time some farmers grew richer than others. These farmers became the village leaders. Sometime around 2000 BC, one of these leaders took control of the other villages and made himself of king of the region. His kingdom was called Kush.
The Kings of Krush ruled from their capital at Kerma (Kar-muh).
Because the Nile’s *cataracts made parts of the river hard to pass through, Kerma was safe from Egypt’s invaders. As time passed, Kush society grew more complex. Kushites became priests and artisans.
How did geography help civilization grow in Nubia?
*cataracts-rough water rapids
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

7. Kush and Egypt
Kush and Egypt were neighbors. Sometimes they lived in peace with each other and helped each other prosper. For example, Kush became a major supplier of slaves and raw materials to Egypt.
The Kushites sent materials such as gold, copper, and stone to Egypt.
They also sent Egyptian ebony, a type of dark wood, and ivory, the hard white material that made up elephant tusks.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

8. Egypt’s Conquest of Kush
Egypt’s rulers grew feared that Kush would grow even more powerful and attack Egypt. To prevent such an attack, the pharaoh Thutmose I sent an army to take control of the Kush around 1500 BC. As a result, the pharaoh's army conquered all of Kush and made Kush part of Egypt.
The Egyptians destroyed Kerma, the Kushite capital. Later pharaohs-including Ramses the Great- built large temples on what had been Kush territory.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

9. Effects of the Conquest
Kush remained an Egyptian territory for 450 years. During that time Egypt influenced the people of Kush. The Kushites adopted Egyptian clothing, names, and religion.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

10. A Change of Power
During the mid 1000s BC the New Kingdom of Egypt was ending. The power of the pharaohs declined. Kushite leaders regained control of Kush.
Kush once again became independent. As Kush became stronger, a series of *inept pharaohs left Egypt open for attack. In the 700s BC, a Kushite king, Kashta, seized Egypt’s weakness and attacked it. He conquered Upper Egypt. After Kashta died, his son Piankhi (PYAN-kee) continued to attack Egypt. Piankhi fought the Egyptians and conquered Egypt’s ancient capital. Piankhi kingdom extended north from Napata to the Nile Delta.
* inept –inadequate, clumsily
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

11. The Kushite Dynasty
After Piankhi died, his brother Shabaka (SHAB-uh-kuh) took control of the kingdom. He declared himself pharaoh. This declaration began the 25th Dynasty. Shabaka and later rulers tried to restore the old Egyptian culture of the past. For example, Shabaka was buried in a pyramid. Egyptians abandoned making pyramids centuries before. The Kushite rulers of Egypt built new temples to Egyptian gods and restored the old temples.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

12. The End of Kushite Rule in Egypt
In the 670s BC, the powerful army of the Assyrians from Mesopotamia invaded Egypt. The Assyrians iron weapons were better then the Kushite’s bronze ones. The Kushite skilled arches could not stop the invaders with iron weapons.
In just 10 years the Kushites were driven out of Egypt by the superior weapons used by the Assyrians.
How did internal problems in Egypt benefit the Kush?
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

13. (Pg. 37) Later Kush
After the Kushites lost control of Egypt, the people devoted themselves to agriculture and trade, hoping to make their country rich again. Within a few centuries they became *prosperous and powerful once more.
*prosperous-rich and wealthy
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

14. In Meroё , the Kushites developed Africa's first iron industry.
Kush’s Iron Industry
The economic center of Kush was Meroё (MER-oh-wee), the new capital. Large deposits of gold were found at Meroё, as could forests of ebony wood. More importantly, rich iron deposits were found at Meroё.
In Meroё , the Kushites developed Africa's first iron industry.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

15. The Expansion of Trade
In time, Meroё (MER-oh-wee), became the center of a large trade network.
A trade network is a system of people in different lands who trade goods.
The Kushites sent goods down the Nile River to Egypt. There, Egyptian and Greek merchants, or traders, carried goods to ports on the Mediterranean and Red Seas.
These goods eventually reaches India, and perhaps China.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

16. Kush’s exports or items sent out to other regions.
-included pottery, iron, tools, slaves, leopard skins, and elephants.
Imports or goods brought in from other regions.
-such as fine jewelry and luxury items from Egypt, Asia, and other lands along the Mediterranean Sea.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

17. (Pg. 37) BR:
Describe a time when sharing in a group did not go well. What happened?
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

18. Kushite Culture
As Kushite trade grew, merchants came into contact with people from other cultures. As a result, the people of Kush combined customs from other cultures with their own Kushite culture.
Many buildings in Meroё, especially temples, resemble those in Egypt. Many people in Krush worshiped Egyptian gods and wore Egyptian clothing. Today more than 50 ancient Kushite pyramids still stand near the ruins of Meroё.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

19. The people of Kush worshiped their on gods in addition to the Egyptian gods. They developed their own written language Meroitic. Today’s historians do not understand Meroitic.
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

20. Women in Kushite Society
The women of Kush were expected to be active in society. They worked in the fields, raised children, cooked, and performed household tasks. Some women rose to positions of *authority. Some served as co-rulers with their husbands or sons. Historians believe the first women to rule Kush was Queen Shanakhdakheto (shah-nakh-dah-KEE-toh). She ruled from 170 BC to 150 BC.
*authority-positions of power
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

21. Kush gradually declined in power because of poor land *conservation.
The Decline of Kush
Kush gradually declined in power because of poor land *conservation.
Problems within the kingdom weakened it economy. One such problem was the cattle were allowed to over graze. When the cows ate all the grass, wind blew the soil away, causing the farmers to produce less food.
In addition, ironworkers used up all the trees in the forest. As wood became scarce, furnaces shut down. Kush had fewer weapons and trade goods. This weakened trade caused traders to travel around Kush. Once they bypassed Kush, the economy weakened.
*Conservation-the protection and preservation of land
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

22. What factors led to the decline of Kush?
By AD 300s Kush lost much of its wealth and military might. The King of Aksum (AHK-soom)from a kingdom located along the Red Sea took advantage of his rivals weaknesses. The Aksumite army of King Ezana (AY-zah-nah) destroyed Meroё and took over Kush.
In the late 300s, the rulers of Aksum became Christian. About two hundred years later, the Nubians also converted. The last influences of Kush disappeared.
What factors led to the decline of Kush?
Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.