The Course of the Nile River
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												Humanitarian Situation Report No. 19 Q3 2020 Highlights
Sudan Humanitarian Situation Report No. 19 Q3 2020 UNICEF and partners assess damage to communities in southern Khartoum. Sudan was significantly affected by heavy flooding this summer, destroying many homes and displacing families. @RESPECTMEDIA PlPl Reporting Period: July-September 2020 Highlights Situation in Numbers • Flash floods in several states and heavy rains in upriver countries caused the White and Blue Nile rivers to overflow, damaging households and in- 5.39 million frastructure. Almost 850,000 people have been directly affected and children in need of could be multiplied ten-fold as water and mosquito borne diseases devel- humanitarian assistance op as flood waters recede. 9.3 million • All educational institutions have remained closed since March due to people in need COVID-19 and term realignments and are now due to open again on the 22 November. 1 million • Peace talks between the Government of Sudan and the Sudan Revolu- internally displaced children tionary Front concluded following an agreement in Juba signed on 3 Oc- tober. This has consolidated humanitarian access to the majority of the 1.8 million Jebel Mara region at the heart of Darfur. internally displaced people 379,355 South Sudanese child refugees 729,530 South Sudanese refugees (Sudan HNO 2020) UNICEF Appeal 2020 US $147.1 million Funding Status (in US$) Funds Fundi received, ng $60M gap, $70M Carry- forward, $17M *This table shows % progress towards key targets as well as % funding available for each sector. Funding available includes funds received in the current year and carry-over from the previous year. 1 Funding Overview and Partnerships UNICEF’s 2020 Humanitarian Action for Children (HAC) appeal for Sudan requires US$147.11 million to address the new and protracted needs of the afflicted population. - 
												
												Pharaonic Egypt Through the Eyes of a European Traveller and Collector
Pharaonic Egypt through the eyes of a European traveller and collector Excerpts from the travel diary of Johann Michael Wansleben (1672-3), with an introduction and annotations by Esther de Groot Esther de Groot s0901245 Book and Digital Media Studies University of Leiden First Reader: P.G. Hoftijzer Second reader: R.J. Demarée 0 1 2 Pharaonic Egypt through the eyes of a European traveller and collector Excerpts from the travel diary of Johann Michael Wansleben (1672-3), with an introduction and annotations by Esther de Groot. 3 4 For Harold M. Hays 1965-2013 Who taught me how to read hieroglyphs 5 6 Contents List of illustrations p. 8 Introduction p. 9 Editorial note p. 11 Johann Michael Wansleben: A traveller of his time p. 12 Egypt in the Ottoman Empire p. 21 The journal p. 28 Travelled places p. 53 Acknowledgments p. 67 Bibliography p. 68 Appendix p. 73 7 List of illustrations Figure 1. Giza, BNF Ms. Italien 435, folio 104 p. 54 Figure 2. The pillar of Marcus Aurelius, BNF Ms. Italien 435, folio 123 p. 59 Figure 3. Satellite view of Der Abu Hennis and Der el Bersha p. 60 Figure 4. Map of Der Abu Hennis from the original manuscript p. 61 Figure 5. Map of the visited places in Egypt p. 65 Figure 6. Map of the visited places in the Faiyum p. 66 Figure 7. An offering table from Saqqara, BNF Ms. Italien 435, folio 39 p. 73 Figure 8. A stela from Saqqara, BNF Ms. Italien 435, folio 40 p. 74 Figure 9. - 
												
												Ethnic Identity in Graeco-Roman Egypt Instructor
Egypt after the Pharaohs: Ethnic Identity in Graeco-Roman Egypt Instructor: Rachel Mairs [email protected] 401-863-2306 Office hours: Rhode Island Hall 202. Tues 2-3pm, Thurs 11am-12pm, or by appointment. Course Description Egypt under Greek and Roman rule (from c. 332 BC) was a diverse place, its population including Egyptians, Greeks, Jews, Romans, Nubians, Arabs, and even Indians. This course will explore the sometimes controversial subject of ethnic identity and its manifestations in the material and textual record from Graeco-Roman Egypt, through a series of case studies involving individual people and communities. Topics will include multilingualism, ethnic conflict and discrimination, legal systems, and gender, using evidence from contemporary texts on papyrus as well as recent archaeological excavations and field survey projects. Course Objectives By the end of the course, participants should understand and be able to articulate: • how Graeco-Roman Egypt functioned as a diverse multiethnic, multilingual society. • the legal and political frameworks within which this diversity was organised and negotiated. • how research in the social sciences on multilingualism and ethnic identity can be utilised to provide productive and interesting approaches to the textual and archaeological evidence from Graeco-Roman Egypt. Students will also gain a broad overview of Egypt’s history from its conquest by Alexander the Great, through its rule by the Ptolemies, to the defeat of Cleopatra and Mark Antony and its integration into the Roman Empire, to the rise of Christianity. Course Requirements Attendance and participation (10%); assignments (2 short essays of 4-5 pages) and quizzes/map exercises (50%); extended essay on individual topics to be decided in consultation with me (c. - 
												
												Sudan's Spreading Conflict (II): War in Blue Nile
Sudan’s Spreading Conflict (II): War in Blue Nile Africa Report N°204 | 18 June 2013 International Crisis Group Headquarters Avenue Louise 149 1050 Brussels, Belgium Tel: +32 2 502 90 38 Fax: +32 2 502 50 38 [email protected] Table of Contents Executive Summary ................................................................................................................... i Recommendations..................................................................................................................... iii I. Introduction ..................................................................................................................... 1 II. A Sudan in Miniature ....................................................................................................... 3 A. Old-Timers Versus Newcomers ................................................................................. 3 B. A History of Land Grabbing and Exploitation .......................................................... 5 C. Twenty Years of War in Blue Nile (1985-2005) ........................................................ 7 III. Failure of the Comprehensive Peace Agreement ............................................................. 9 A. The Only State with an Opposition Governor (2007-2011) ...................................... 9 B. The 2010 Disputed Elections ..................................................................................... 9 C. Failed Popular Consultations ................................................................................... - 
												
												Grade 6 Social Studies: Quarter 1 Curriculum Map Scope and Sequence
Grade 6 Social Studies: Quarter 1 Curriculum Map Scope and Sequence Unit Length Unit Focus Standards and Practices Unit 0: Social 1 week Students will apply the social studies practices to TN Social Studies Practices: SSP.01- Studies Skills create and address questions that will guide inquiry SSP.06 and critical thinking. Unit 1: 2 weeks Students will learn proper time designations and TN Social Studies Practices: SSP.01- Foundations of analyze the development and characteristics of SSP.06 Human civilizations, including the effects of the Agricultural Week 1: 6.01, 6.02 Civilization Revolution. Week 2: 6.03, 6.04 Unit 2: Ancient 3 weeks Students will analyze the geographic, political, TN Social Studies Practices: SSP.01- Mesopotamia economic, and cultural structures of the civilization of SSP.06 ancient Mesopotamia. Week 1: 6.05, 6.06, 6.07 Week 2: 6.08, 6.09, 6.10 Week 3: 6.11, 6.12 Unit 3: Ancient 3 weeks Students will analyze the geographic, political, TN Social Studies Practices: SSP.01- Egypt economic, and cultural structures of ancient Egypt. SSP.06 Week 1: 6.13, 6.14, 6.15 Week 2: 6.16, 6.17 Week 3: 6.18, 6.19 Grade 6 Social Studies: Quarter 1 Map Instructional Framework Course Description: World History and Geography: Early Civilizations Through the Fall of the Western Roman Empire Sixth grade students will study the beginnings of early civilizations through the fall of the Western Roman Empire. Students will analyze the cultural, economic, geographical, historical, and political foundations for early civilizations, including Mesopotamia, Egypt, Israel, India, China, Greece, and Rome. - 
												
												Country Advice Egypt Egypt – EGY37024 – Treatment of Anglican Christians in Al Minya 2 August 2010
Country Advice Egypt Egypt – EGY37024 – Treatment of Anglican Christians in Al Minya 2 August 2010 1. Please provide detailed information on Al Minya, including its location, its history and its religious background. Please focus on the Christian population of Al Minya and provide information on what Christian denominations are in Al Minya, including the Anglican Church and the United Coptic Church; the main places of Christian worship in Al Minya; and any conflict in Al Minya between Christians and the authorities. 1 Al Minya (also known as El Minya or El Menya) is known as the „Bride of Upper Egypt‟ due to its location on at the border of Upper and Lower Egypt. It is the capital city of the Minya governorate in the Nile River valley of Upper Egypt and is located about 225km south of Cairo to which it is linked by rail. The city has a television station and a university and is a centre for the manufacture of soap, perfume and sugar processing. There is also an ancient town named Menat Khufu in the area which was the ancestral home of the pharaohs of the 4th dynasty. 2 1 „Cities in Egypt‟ (undated), travelguide2egypt.com website http://www.travelguide2egypt.com/c1_cities.php – Accessed 28 July 2010 – Attachment 1. 2 „Travel & Geography: Al-Minya‟ 2010, Encyclopædia Britannica, Encyclopædia Britannica Online, 2 August http://www.britannica.com/EBchecked/topic/384682/al-Minya – Accessed 28 July 2010 – Attachment 2; „El Minya‟ (undated), touregypt.net website http://www.touregypt.net/elminyatop.htm – Accessed 26 July 2010 – Page 1 of 18 According to several websites, the Minya governorate is one of the most highly populated governorates of Upper Egypt. - 
												
												A Note Towards Quantifying the Medieval Nubian Diaspora
23 A Note towards Quantifying the Medieval Nubian Diaspora Adam Simmons Throughout the Christian medieval period of the kingdoms of Nu- bia (c. sixth–fifteenth centuries), ideas, goods, and peoples traversed vast distances. Judging from primarily external sources, the Nubian diaspora has seldom been thought of as vast, whether in number or geographical scope, both in terms of the relocated and a non- permanently domiciled diaspora. Prior to the Christianisation of the kingdoms of Nobadia, Makuria, and Alwa in the sixth century, likely Nubian delegations, consisting of “Ethiopes,” were received in both Rome and Constantinople alongside ones from neighbouring peoples, such as the Blemmyes and Aksumites. Yet, medieval Nubia is more often seen as inclusive rather than diasporic. This brief dis- cussion will further show that Nubians were an interactive society within the wider Mediterranean, a topic most commonly seen in the debate on Nubian trade.1 Above all, it argues that Nubians had a long relationship with Mediterranean societies that has primarily been overlooked in scholarship. Whilst the evidence presented here is not aimed to be definitive, it does highlight that Nubia’s Mediterranean connections may even have been more diverse than what Giovan- ni Ruffini argued for in his book Medieval Nubia whilst describing Nubia as a “Mediterranean society in Africa.”2 May we even argue for a more developed thesis of interaction? What about the Nubian societies throughout the Mediterranean who interacted with other communities both spiritually and financially? It will be argued here that these questions should be revisited and have potential to fur- ther expand Ruffini’s Mediterranean thesis. - 
												
												Egyptian Culture and Trade Cultural Study
Egyptian Culture and Trade Cultural Study Take a look at the things around you. Can you spot anything that was grown or made within 10 miles of your home? Look at your clothing. How many hundreds or thousands of miles did they travel from the factory to reach you? The importance of international trade is evident everywhere you look. Trade was also important to the economies of ancient civilizations. When Egyptians first settled along the Nile, the resources of the river supplied them with what they needed to survive. Grain grew quickly in the healthy soil of the Nile, so the people had plenty to eat. The Egyptians used mud and stones found along the river to make sturdy homes and monuments. Clothing, paper, and lamp oil were all locally produced from plants and animals. Ancient Egyptians traded along the Nile Of course, ancient Egyptians soon desired River and beyond. The Nile is the winding things that could not be produced locally. blue body of water to the left. Can you guess from the map what the main route of trade from Egypt was? If you guessed the Nile River, you are correct. The Nile River is the longest river in the world. It has the unusual quality of flowing northward into the Mediterranean Sea. Access to the Red Sea and the Mediterranean Sea opened Egypt to foreign cultures and influences. Large boats made of wood navigated up the Nile and sailed throughout the region. These boats returned with items that the Egyptians desired. As Egyptian civilization developed, the need grew for better wood. - 
												
												Anatomy of the Nile Following the Twists and Turns of the World's Longest River
VideoMedia Spotlight Anatomy of the Nile Following the twists and turns of the world's longest river For the complete video with media resources, visit: http://education.nationalgeographic.org/media/anatomy-nile/ Funder The Nile River has provided fertile land, transportation, food, and freshwater to Egypt for more than 5,000 years. Today, 95% of Egypt’s population continues to live along its banks. Where does the Nile begin? Where does it end? Watch this video, from Nat Geo WILD’s “Destination Wild” series, to find out. For an even deeper look at the Nile, use our vocabulary list and explore our “geo-tour” of the Nile to understand the geography of the river and answer the questions in the Questions tab. Questions Where is the source, or headwaters, of the Nile River? The streams of Rwanda’s Nyungwe Forest are probably the most remote sources of the Nile. The snow-capped peaks of the Rwenzori Mountains are another one of the remote sources of the Nile. The Rwenzori Mountains, sometimes nicknamed the “Mountains of the Moon,” straddle the border between the Democratic Republic of the Congo and Uganda. Many geographers also consider Lake Victoria, the largest lake in Africa, to be a source of the Nile. The most significant outflow from Lake Victoria, winding northward through Uganda, is called the “Victoria Nile.” Can you find a waterfall on the Nile River? As it twists more than 6,500 kilometers (4,200 miles) through Africa, the Nile has dozens of small and large waterfalls. The most significant waterfall on the Nile is probably Murchison Falls, Uganda. - 
												
												Egypt: Vocabulary Terms (2)
Name: Period: Egypt: Vocabulary Terms (2) Definition Example Sentence Symbol/Picture Nile River: Main water source for ancient Egypt, flows south to north, emptying into the Mediterranean Sea. Flooding of this river brought rich silt (soil) to the Nile River Valley for farming. Cataracts: Wild and difficult to navigate rapids that choke the Nile River through southern Egypt. Made travel difficult. Delta: A triangle shaped formation at the mouth of a river, created by deposit of sediment. Often fan shaped with smaller rivers splitting up and flowing into the larger body of water. Sahara Desert: The largest desert in the world, located to the west of Ancient Egypt. Name: Period: Egypt: Vocabulary Terms (2) Definition Example Sentence Symbol/Picture Kemet: Means “black land.” The Egyptians called their lanf Kemet because of the the dark, fertile mud (silt) left behind by the Nile’s annual floods. Shaduf: Irrigation device invented in Egypt-a bucket attached to a long pole to dip into the river. Still used by egyptian farmers today. Upper Egypt: The southern area of Egypt, where the city of Thebes and the Valley of the Kings are located. Called “Upper Egypt” because of higher elevation. Lower Egypt: The northern area of Egypt, where the Nile River delta, the Great Pyramids at Giza and the city of Cairo are located. Called “Lower Egypt” because of lower elevation. Name: Period: Egypt: Vocabulary Terms (2) Definition Example Sentence Symbol/Picture Memphis: Capital city of the Old Kingdom, located in Lower Egypt, founded by Pharaoh Menes. Strategically located as a link between Upper and Lower Egypt. - 
												
												A Short History of Egypt – to About 1970
A Short History of Egypt – to about 1970 Foreword................................................................................................... 2 Chapter 1. Pre-Dynastic Times : Upper and Lower Egypt: The Unification. .. 3 Chapter 2. Chronology of the First Twelve Dynasties. ............................... 5 Chapter 3. The First and Second Dynasties (Archaic Egypt) ....................... 6 Chapter 4. The Third to the Sixth Dynasties (The Old Kingdom): The "Pyramid Age"..................................................................... 8 Chapter 5. The First Intermediate Period (Seventh to Tenth Dynasties)......10 Chapter 6. The Eleventh and Twelfth Dynasties (The Middle Kingdom).......11 Chapter 7. The Second Intermediate Period (about I780-1561 B.C.): The Hyksos. .............................................................................12 Chapter 8. The "New Kingdom" or "Empire" : Eighteenth to Twentieth Dynasties (c.1567-1085 B.C.)...............................................13 Chapter 9. The Decline of the Empire. ...................................................15 Chapter 10. Persian Rule (525-332 B.C.): Conquest by Alexander the Great. 17 Chapter 11. The Early Ptolemies: Alexandria. ...........................................18 Chapter 12. The Later Ptolemies: The Advent of Rome. .............................20 Chapter 13. Cleopatra...........................................................................21 Chapter 14. Egypt under the Roman, and then Byzantine, Empire: Christianity: The Coptic Church.............................................23 - 
												
												Graffiti-As-Devotion.Pdf
lsa.umich.edu/kelsey/ i lsa.umich.edu/kelsey/ lsa.umich.edu/kelsey/ iii Edited by Geoff Emberling and Suzanne Davis Along the Nile and Beyond Kelsey Museum Publication 16 Kelsey Museum of Archaeology University of Michigan, 2019 lsa.umich.edu/kelsey/ iv Graffiti as Devotion along the Nile and Beyond The Kelsey Museum of Archaeology, Ann Arbor 48109 © 2019 by The Kelsey Museum of Archaeology and the individual authors All rights reserved Published 2019 ISBN-13: 978-0-9906623-9-6 Library of Congress Control Number: 2019944110 Kelsey Museum Publication 16 Series Editor Leslie Schramer Cover design by Eric Campbell This book was published in conjunction with the special exhibition Graffiti as Devotion along the Nile: El-Kurru, Sudan, held at the Kelsey Museum of Archaeology in Ann Arbor, Michigan. The exhibition, curated by Geoff Emberling and Suzanne Davis, was on view from 23 August 2019 through 29 March 2020. An online version of the exhibition can be viewed at http://exhibitions.kelsey.lsa.umich.edu/graffiti-el-kurru Funding for this publication was provided by the University of Michigan College of Literature, Science, and the Arts and the University of Michigan Office of Research. This book is available direct from ISD Book Distributors: 70 Enterprise Drive, Suite 2 Bristol, CT 06010, USA Telephone: (860) 584-6546 Email: [email protected] Web: www.isdistribution.com A PDF is available for free download at https://lsa.umich.edu/kelsey/publications.html Printed in South Korea by Four Colour Print Group, Louisville, Kentucky. ♾ This paper meets the requirements of ANSI/NISO Z39.48-1992 (Permanence of Paper).