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A Scribe's Advice and a King's Border: Sources from Egypt and Kush worksheet preview

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A Scribe's Advice and a King's Border: Sources from Egypt and Kush

Grade 6 history: source two adapted documents from Middle Kingdom Egypt to learn about scribes, workers, kings and the border with Kush.

Grade 6Social StudiesInteractive · Printable

Aligned toHIS.6.3

What’s included

  • Single worksheet
  • Auto-graded online
  • 1 C3 Framework standard
  • Printable answer key
  • 11 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
Social Studies
Question types
Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students describe daily life, work and beliefs about writing in Middle Kingdom Egypt.
  • Students explain how Egypt's kings dealt with the kingdom of Kush at the southern border.
  • Students source and corroborate adapted primary documents and judge how far to trust them.

How to use

Read the background together, then have students read each document and its source note before answering; discuss the final claim as a class.

Curriculum

C3 Framework standard covered

HIS.6.3

Describe the rulers, beliefs, achievements and daily life of ancient Egypt and its neighbor Kush along the Nile.

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A Scribe's Advice and a King's Border: Sources from Egypt and Kush

Source two adapted Middle Kingdom documents about daily life and the border with Kush.

Background

Read the background. Then answer the questions.

Egypt's Middle Kingdom and Its Southern Neighbor

1Historians divide ancient Egypt's long history into periods. During the Middle Kingdom, from about 2050 to 1650 BCE, Egypt was united under strong kings after a time of division. These kings built temples and forts, sent expeditions to bring back stone and gold, and had new farmland cleared and watered. Writers of the period produced stories and teachings that later Egyptians treated as classics.

2Most Egyptians were farmers who worked the land along the Nile. Many others were craftspeople, such as potters, metalworkers, weavers and builders. A much smaller group were scribes, people trained to read and write. Historians estimate that only a small share of Egyptians could read. Scribes kept tax records, wrote letters and copied religious texts, and many held well-paid posts working for temples or the king. Egyptians believed that the god Thoth had given writing to people, and scribes honored him as their protector.

3South of Egypt, past rocky rapids in the Nile called cataracts, lay the land the Egyptians came to call Kush. Its early kingdom had its capital at Kerma, near the Third Cataract. Kerma's rulers controlled trade in gold, ivory and ebony, and their builders raised a huge mud-brick temple whose remains still stand.

4Middle Kingdom kings wanted Kush's gold and other goods, and they also feared its power. Around the Second Cataract they built a chain of large mud-brick forts, such as Buhen and Semna, many of them on cliffs and islands where the rapids forced boats to slow down or be dragged past. Near one fort, at a place called Iken, archaeologists have found signs of a trading post where goods changed hands.

1.
Based on paragraph 4, why did Middle Kingdom kings build their forts at the Second Cataract?
  • A. To hold back the Nile's flood before it reached Egypt
  • B. To stop Egyptian traders from going south to Kush
  • C. To control river traffic where boats had to slow down
  • D. To give Egyptian farmers new fields beside the rapids
2.
Circle the sentence from paragraph 3 that gives the best evidence that Kerma was a rich and powerful kingdom.

South of Egypt, past rocky rapids in the Nile called cataracts, lay the land the Egyptians came to call Kush.Its early kingdom had its capital at Kerma, near the Third Cataract.Kerma's rulers controlled trade in gold, ivory and ebony, and their builders raised a huge mud-brick temple whose remains still stand.

Document A: A father's advice

Read the source note and the document. Then answer the questions.

Source note: This text, often called "The Satire of the Trades," was written during the Middle Kingdom. In it, a father named Khety speaks to his son Pepi as he takes him to a school for scribes. Most of the copies that survive were written centuries later by student scribes, often with spelling mistakes.

Document A (adapted from a translation of "The Satire of the Trades")

I have seen the metalworker at the mouth of his furnace. His fingers are rough like the skin of a crocodile, and he smells worse than fish eggs.

The potter is caked with mud. He digs in the field more than a pig does, just to get clay for his pots.

The washerman washes clothes on the riverbank, close to the crocodiles.

The weaver sits in the workshop all day with his knees against his chest. He cannot breathe fresh air.

Set your heart on writing, my son, so that you may escape hard labor of every kind. No job is free of a boss, except the scribe's, for the scribe is the boss.

3.
Use the source note and the document. What was the writer's main purpose?
  • A. To list the taxes that each kind of worker owed
  • B. To tell the king how workers in Kush lived
  • C. To record a metalworker's complaints about his own job
  • D. To persuade a boy to study hard and become a scribe
4.
Circle the sentence in which Khety gives his son direct advice.

His fingers are rough like the skin of a crocodile, and he smells worse than fish eggs.The washerman washes clothes on the riverbank, close to the crocodiles.Set your heart on writing, my son, so that you may escape hard labor of every kind.He cannot breathe fresh air.

5.
Why should a historian be careful when using Document A as evidence of how Egyptian workers lived?
  • A. It was written by a metalworker who disliked scribes.
  • B. It makes other jobs sound worse to praise the scribe's job.
  • C. It was first written long after the Middle Kingdom ended.
  • D. It describes workers in Kush rather than in Egypt.
6.
The source note says most surviving copies were written by student scribes, often with mistakes. What does this suggest about how Egyptians used the text?
  • A. Teachers had students copy it as a writing lesson.
  • B. Pepi himself wrote the text while he was a student.
  • C. Few Egyptians ever read or heard the text.
  • D. Scribes stopped using it after the Middle Kingdom.

Document B: A king's boundary stone

Read the source note and the document. Then use both documents and the background.

Source note: King Senusret III ordered these words carved on a stone slab, called a stela, and set up at the fort of Semna in about 1870 BCE, the eighth year of his rule. Egyptians used the word "Nubians" for the peoples who lived south of Egypt, including the people of Kush. On the Nile, "downstream" means north, toward Egypt.

Document B (adapted from a translation of the Semna boundary stela)

This is the southern boundary, set in Year 8 under the Majesty of King Senusret III, may he live forever. No Nubian shall pass it going downstream, by land or by boat, and no herds of the Nubians shall pass it, except a Nubian who comes to trade at Iken or who comes on an official errand. Every good thing shall be done for such people. But no boat of the Nubians shall be allowed to pass Semna going downstream, forever.

7.
A Nubian merchant arrives at Semna by boat with gold to sell. Based on Document B, what would most likely happen?
  • A. He could trade at Iken, but his boat could not go farther north.
  • B. He could pass the fort if he left his boat and walked north.
  • C. He would be sent home before he could trade any gold.
  • D. He could sail on north and sell the gold in Egypt's cities.
8.
Document B was carved on the king's orders and set up at the border. Which purpose fits it best?
  • A. To record a peace treaty that both kingdoms had agreed to
  • B. To give student scribes a text to copy for practice
  • C. To announce the king's control of the border to all who passed
  • D. To describe the daily lives of Nubian herders and traders
9.
Which detail from the background best corroborates Document B's statement that Nubians could come to trade at Iken?
  • A. Egyptians believed the god Thoth gave writing to people.
  • B. Archaeologists found signs of a trading post at Iken.
  • C. The forts were built of mud brick on cliffs and islands.
  • D. Most Egyptians were farmers who worked along the Nile.
10.
Sort each detail from the two documents by what it tells historians about.
A metalworker labors at a hot furnace.Nubian boats may not go downstream past Semna.A washerman works on the riverbank.Nubians may come to trade at Iken.A weaver sits in a workshop all day.The boundary was set in Year 8 of Senusret III.
Daily life of Egyptian workersThe king and the border with Kush

Make a claim

Use both documents, their source notes and the background.

11.
Claim: Documents A and B were both written to persuade or to show power, so historians cannot learn anything true from them. Do you agree or disagree? Use evidence from both documents and their source notes, and explain your reasoning.

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