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Hieroglyphs: What Does “Picture Writing” Explain? worksheet preview

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Hieroglyphs: What Does “Picture Writing” Explain?

Compare two original articles about Egyptian hieroglyphs and distinguish shared facts from conflicting interpretations.

Grade 8ELAInteractive · Printable

Aligned toRI.8.9

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 13 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
ELA
Question types
Multiple choice, Matching, Circle the answer, Short answer

About this worksheet

What students practice

  • Students locate conflicting interpretations of shared facts in two informational texts.
  • Students distinguish factual contradictions from differences in emphasis and explanation.
  • Students evaluate evidence that could clarify a disagreement between informational texts.

How to use

Have students annotate each author's position before answering. During review, ask students to separate disagreements about ancient writing from disagreements about how to introduce it.

Curriculum

Common Core standard covered

RI.8.9

Analyze two or more texts that disagree on the same topic and find where they conflict on facts or interpretation.

Preview

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Name Date

Hieroglyphs: What Does “Picture Writing” Explain?

Locate the precise disagreements between two informational commentaries.

Text A

Read this commentary about a proposed heading for an introductory history article.

Begin with What Readers Can See

1An editor preparing an introductory article about Egyptian hieroglyphs must choose a heading. I would keep “Picture Writing,” provided that the article immediately explains the phrase's limits. The heading gives readers a useful first step: many signs represent recognizable people, animals, plants, or objects. Their shapes were not merely decoration added around a separate written message. Those visible forms were part of the writing itself.

2Of course, recognizing a pictured object does not mean reading the sign correctly. A bird sign might represent a sound rather than the word “bird.” Hieroglyphic writing combined signs for sounds, signs for words, and signs that helped identify a word's category of meaning. Some sound signs represented one consonant, while others represented combinations of consonants. Readers needed knowledge of the Egyptian language and its writing conventions, not just sharp eyes or skill at guessing pictures.

3Still, the picture forms could contribute something beyond pronunciation. A sign associated with a category of meaning could help distinguish words that otherwise looked similar in writing. In formal inscriptions, the arrangement of signs also mattered visually. Writers could group signs into balanced spaces rather than place every sign in a single straight row. Human and animal figures often faced the beginning of a line, helping indicate where reading should start. Appearance was therefore not an obstacle that readers simply learned to ignore.

4A sound-first introduction can explain how signs represent language yet leave beginners wondering why these particular forms matter. Starting with the images allows an article to connect visible features to reading practices. Consider a lesson that first asks students to notice which way figures face and then explains reading direction. The observation does not translate the inscription, but it turns a visible feature into useful information. The article can then explain the less visible sound system.

5The danger lies in leaving the heading unexplained, not in using it. “Picture Writing” should be a doorway, not a complete definition. An opening illustration could show one sign performing a sound function and another helping identify meaning. With that immediate correction, the familiar label would invite attention without pretending that hieroglyphs were a collection of picture puzzles. I would judge the introduction by whether it leads readers from observation toward a fuller explanation.

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