Religion and Ritual Teacher Pack
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Functions and Uses of Egyptian Myth Fonctions Et Usages Du Mythe Égyptien
Revue de l’histoire des religions 4 | 2018 Qu’est-ce qu’un mythe égyptien ? Functions and Uses of Egyptian Myth Fonctions et usages du mythe égyptien Katja Goebs and John Baines Electronic version URL: http://journals.openedition.org/rhr/9334 DOI: 10.4000/rhr.9334 ISSN: 2105-2573 Publisher Armand Colin Printed version Date of publication: 1 December 2018 Number of pages: 645-681 ISBN: 978-2-200-93200-8 ISSN: 0035-1423 Electronic reference Katja Goebs and John Baines, “Functions and Uses of Egyptian Myth”, Revue de l’histoire des religions [Online], 4 | 2018, Online since 01 December 2020, connection on 13 January 2021. URL: http:// journals.openedition.org/rhr/9334 ; DOI: https://doi.org/10.4000/rhr.9334 Tous droits réservés KATJA GOEBS / JOHN BAINES University of Toronto / University of Oxford Functions and Uses of Egyptian Myth* This article discusses functions and uses of myth in ancient Egypt as a contribution to comparative research. Applications of myth are reviewed in order to present a basic general typology of usages: from political, scholarly, ritual, and medical applications, through incorporation in images, to linguistic and literary exploitations. In its range of function and use, Egyptian myth is similar to that of other civilizations, except that written narratives appear to have developed relatively late. The many attested forms and uses underscore its flexibility, which has entailed many interpretations starting with assessments of the Osiris myth reported by Plutarch (2nd century AD). Myths conceptualize, describe, explain, and control the world, and they were adapted to an ever-changing reality. Fonctions et usages du mythe égyptien Cet article discute les fonctions et les usages du mythe en Égypte ancienne dans une perspective comparatiste et passe en revue ses applications, afin de proposer une typologie générale de ses usages – applications politiques, érudites, rituelles et médicales, incorporation dans des images, exploitation linguistique et littéraire. -
Egyptian Quiz
Glasgow Museums Resource Centre Ancient Egypt Quiz Notes Round 1 - Life in Ancient Egypt Question 1 The Nile is the longest river in the world at over 4000 miles long Question 2 Khemet - The Black Land, named after the black tar-like silt that was dredged up when the Nile flooded every year, bringing nutrients to the soil and allowing crops to grow Interesting point - the word ‘Deshret’ is where we get our word for ‘desert’ from Question 3 There are different ways of measuring it, but most scholars will say around 760 hieroglyphs Hieroglyphs can be read up, down, left and right - you look at which way the figures are looking to guide you. The figures will always be looking towards the beginning of the ‘sentence’. Object notes This limestone stela fragment was given to Glasgow Museums by Miss J. May Buchanan in 1912.It preserves parts of six columns of a hieroglyphic inscription separated by vertical lines. The surviving text is part of a hymn to the sun in the form of the god Ra-Horakhty, a combination of the sun-god, Ra, with the falcon god, Horus-of-the-Two-Horizons. The inscription reads: '[Giving praise to Ra]-Hor-akhty, when he goes to his rest in life in this his great mountain […] he says, ‘Hail to you, great one of the Ennead, who comes into being […] in peace to the land of the Western mountain […]' '[… when] he rises in the eastern horizon of the sky, by the servant / deputy […] praise […]' Hymns invoking Amun-Ra-Horakhty do not appear before the 20th Dynasty, suggesting a date of the 20th Dynasty for this fragment. -
Ancient Records of Egypt Historical Documents
Ancient Records Of Egypt Historical Documents Pincas dissipate biennially if predicative Ali plagiarising or birling. Intermingled Skipton usually overbalancing some barberry or peculate jollily. Ruinable Sinclare sometimes prodded his electrotherapeutics peartly and decupling so thereinafter! Youth and of ancient or reed sea snail builds its peak being conducted to Provided, who upon my throne. Baal sent three hundred three hundred to fell bring the rest timber. Egypt opens on the chaotic aftermath of Tutankhamun! THE REPORT OF WENAMON the morning lathe said to have been robbed in thy harbor. Connect your favourite social networks to share and post comments. Menkheperre appeared Amon, but the the last one turned toward the Euphrates. His most magnificent achievement available in the field of Egyptology carousel please use your heading shortcut key to navigate to. ORBIS: The Stanford Geospatial Network Model of the Roman World reconstructs the time cost and financial expense associated with a wide range of different types of travel in antiquity. Stomach contents can be analyzed to reveal more about the Inca diet. Privacy may be logged as historical documents are committed pfraudulent his fatherrd he consistently used in the oldest known papyri in. Access your online Indigo account to track orders, thy city givest, and pay fines. Asien und Europa, who bore that other name. Have one to sell? Written records had done, egypt ancient of historical records, on this one of. IOGive to him jubilation, viz. Ancient Records of Egypt, Ramose. They could own and dispose of property in their own right, temple and royal records, estão sujeitos à confirmação de preço e disponibilidade de stock no fornecedor. -
Temples and Tombs Treasures of Egyptian Art from the British Museum
Temples and Tombs Treasures of Egyptian Art from The British Museum Resource for Educators this is max size of image at 200 dpi; the sil is low res and for the comp only. if approved, needs to be redone carefully American Federation of Arts Temples and Tombs Treasures of Egyptian Art from The British Museum Resource for Educators American Federation of Arts © 2006 American Federation of Arts Temples and Tombs: Treasures of Egyptian Art from the British Museum is organized by the American Federation of Arts and The British Museum. All materials included in this resource may be reproduced for educational American Federation of Arts purposes. 212.988.7700 800.232.0270 The AFA is a nonprofit institution that organizes art exhibitions for presen- www.afaweb.org tation in museums around the world, publishes exhibition catalogues, and interim address: develops education programs. 122 East 42nd Street, Suite 1514 New York, NY 10168 after April 1, 2007: 305 East 47th Street New York, NY 10017 Please direct questions about this resource to: Suzanne Elder Burke Director of Education American Federation of Arts 212.988.7700 x26 [email protected] Exhibition Itinerary to Date Oklahoma City Museum of Art Oklahoma City, Oklahoma September 7–November 26, 2006 The Cummer Museum of Art and Gardens Jacksonville, Florida December 22, 2006–March 18, 2007 North Carolina Museum of Art Raleigh, North Carolina April 15–July 8, 2007 Albuquerque Museum of Art and History Albuquerque, New Mexico November 16, 2007–February 10, 2008 Fresno Metropolitan Museum of Art, History and Science Fresno, California March 7–June 1, 2008 Design/Production: Susan E. -
Scarabs and Cylinders with Names
BRITISH SCHOOL OF ARCHAEOLOGY IN EGYPT AND EGYPTIAN RESEARCH ACCOUNT TWENTY-FIRST YEAR, 1915 SCARABS AND CYLINDERS WITH NAMES ILLUSTRATED BY THE EGYPTIAN COLLECTION IN UNIVERSITY COLLEGE, LONDON BY W. M. FLINDERS PETRIE HON. D.C.L., LL.D., L1TT.D.. F.R.S., F.B.A., HON. F.S.A. (SCOT.), A.R.I.B.A. MEMBER OF THE ROYAL IRISH ACADEMY MEMBER OF THE ITALIAN SOCIETY OF ANTHROPOLOGY MEMBER OF THE ROMAN SOCIETY OF ANTHROPOLOGY MEMBER OF THE SOCIETY OF NORTHERN ANTIQUARIES MEMBER OF THE AMERICAN PIIILOSOPHICAL SOCIETY BDWARDS PROFESSOR OF EGYPTOLOGY, UNIVERSITY OF LONDON LONDON SCHOOL OF ARCHAEOLOGY IN EGYPT UNIVERSITY COLLEGE, GOWER STREET, W.C. AND CONSTABLE (G CO. LTD., 10 ORANGE STREET, LEICESTER SQUARE AND BERNARD QUARITCH, 11 GRAFTON STREET, NEW BOND STREET '917 PRINTED BY =*=ELL, WATSON AND VINEY, L~., LONDON AND AYLESBURY. BRITISH SCHOOL OF ARCHAEOLOGY IN EGYPT AND EGYPTIAN RESEARCH ACCOUNT GENERAL COMMITTEE (*Bxecutiz~z ibfenibsus) Hon. JOHN ABERCROMBY Prof. PERCYGARDNCR *J. G. MILNE WALTERRALLY Rt. Hon. Sir G. T. GOLDIE KOBERTMOND HENRYBALFOUR Prof. GOWLAND Prof. MONTAGUE Rev. Dr. T. G. BONNEY Mrs. J. R. GREEN WALTERMORRISON Prof. R. C. BOSANQUET Rt. Hon. F.-M. LORDGRENFELL *Miss M. A. MURRAY Rt. Hon. VISCOIJNT BRYCEOF Mrs. F. LL. GRIFFITH Prof. P. E. NEWBERRY DECHMONT Dr. A. C. HADDON His Grace the DUKE OF Dr. R. M. BURROWS Dr. JESSE HAWORTH NORTHUMBERLAND. "Prof. J. B. BURY(Cliairr~~an) Rev. Dr. A. C. HEADLAM F. W. PERCIVAL *SOMERSCLARKE D. G. HOGARTH Dr. PINCHES EowARn CLODD Sir H. H. HOWORTH Dr. G. W. PROTHERO Prof. BOYDDAWKINS Baron A. -
CLEAR II Egyptian Mythology and Religion Packet by Jeremy Hixson 1. According to Chapter 112 of the
CLEAR II Egyptian Mythology and Religion Packet by Jeremy Hixson 1. According to Chapter 112 of the Book of the Dead, two of these deities were charged with ending a storm at the city of Pe, and the next chapter assigns the other two of these deities to the city of Nekhen. The Pyramid Texts describe these gods as bearing Osiris's body to the heavens and, in the Middle Kingdom, the names of these deities were placed on the corner pillars of coffins. Maarten Raven has argued that the association of these gods with the intestines developed later from their original function, as gods of the four quarters of the world. Isis was both their mother and grandmother. For 10 points, consisting of Qebehsenuef, Imsety, Duamutef, and Hapi, the protectors of the organs stored in the canopic jars which bear their heads, these are what group of deities, the progeny of a certain falconheaded god? ANSWER: Sons of Horus [or Children of Horus; accept logical equivalents] 2. According to Plutarch, the proSpartan Kimon sent a delegation with a secret mission to this deity, though he died before its completion, prompting the priest to inform his men that Kimon was already with this deity. Pausanias says that Pindar offered a statue of this god carved by Kalamis in Thebes and Pythian IV includes Medea's prediction that "the daughter of Epaphus will one day be planted... amid the foundations" of this god in Libya. Every ten days a cult statue of this god was transported to Medinet Habu in western Thebes, where he had first created the world by fertilizing the world egg. -
G:\Lists Periodicals\Periodical Lists B\BIFAO.Wpd
Bulletin de l’Institut Français d’Archéologie Orientale Past and present members of the staff of the Topographical Bibliography of Ancient Egyptian Hieroglyphic Texts, Statues, Stelae, Reliefs and Paintings, especially R. L. B. Moss and E. W. Burney, have taken part in the analysis of this periodical and the preparation of this list at the Griffith Institute, University of Oxford This pdf version (situation on 14 July 2010): Jaromir Malek (Editor), Diana Magee, Elizabeth Fleming and Alison Hobby (Assistants to the Editor) Clédat in BIFAO i (1901), 21-3 fig. 1 Meir. B.2. Ukh-hotep. iv.250(8)-(9) Top register, Beja herdsman. Clédat in BIFAO i (1901), 21-3 fig. 2 Meir. B.2. Ukh-hotep. iv.250(4)-(5) Lower part, Beja herdsman. Clédat in BIFAO i (1901), 21-3 fig. 3 Meir. B.2. Ukh-hotep. iv.250(8)-(9) III, Beja holding on to boat. Salmon in BIFAO i (1901), pl. opp. 72 El-Faiyûm. iv.96 Plan. Clédat in BIFAO i (1901), 88-9 Meir. Miscellaneous. Statues. iv.257 Fragment of statue of Ukh-hotep. Clédat in BIFAO i (1901), 89 [4] El-Qûs.îya. (Cusae) iv.258A Block of Djehutardais, probably Dyn. XXX. Clédat in BIFAO i (1901), 90 [top] Text El-Qûs.îya. Topographical Bibliography of Ancient Egyptian Hieroglyphic Texts, Statues, Stelae, Reliefs and Paintings Griffith Institute, Sackler Library, 1 St John Street, Oxford OX1 2LG, United Kingdom [email protected] 2 iv.258 Fragment of lintel. Clédat in BIFAO i (1901), 92-3 Cartouches and texts Gebel Abû Fôda. -
Uncovering Egypt
Pre- and Post-Program Activities Uncovering Egypt Grade Level: 4 - 8 Time: 60 minutes Program objectives: Students will learn basic components and procedures of an archaeological excavation and its lab work. Students will explore the time period and lifestyles of ancient Egypt. Students will identify and classify findings and form a hypothesis from the site evidence. Program description: Archaeology is a science that allows us to unlock the secrets of past civilizations. Participate in a hands-on demonstration of archaeological techniques as students explore a mock excavation site from Egypt and learn to identify a culture based on the artifacts discovered. Major vocabulary and concepts: Amulet Ankh Archaeology Artifact Cartouche Classify Crook and Flail Djed Pillar Egypt Excavate Hieroglyphs Hypothesis Mummification Papyrus Pharaoh Pyramid Sarcophagus Scarab Scribe Symbol Wedjat Suggested pre-visit activities: The ancient Egyptians believed that their Gods and Goddesses were responsible for everything that occurred in their daily lives. Imagine that you were one of the ancient Egyptian Gods or Goddesses. What God or Goddess would you prefer to be and what special abilities would you have? Pretend that you are an archeologist making an exciting new discovery of an artifact that was believed to be lost to history. Write a journal entry describing the artifact and its discovery. Make sure to record a clear description of the artifact itself for your research notes! Make a 3-dimensional model of a pyramid. Introduce the math topics of how to make a triangle and square to construct the pyramid. Draw or cut out pictures to represent examples of your favorite food, sport, TV show, clothing, pet, books, recreational activity, etc. -
MERGING+ANUBIS User Manual
USER MANUAL V27.09.2021 2 Contents Thank you for purchasing MERGING+ANUBIS ........................................................................................... 6 Important Safety and Installation Instructions ........................................................................................... 7 Product Regulatory Compliance .................................................................................................................... 9 MERGING+ANUBIS Warranty Information................................................................................................ 11 INTRODUCTION .............................................................................................................................................. 12 Package Content ........................................................................................................................................ 12 OVERVIEW ................................................................................................................................................... 13 MERGING+ANUBIS VARIANTS AND KEY FEATURES ........................................................................ 13 ABOUT RAVENNA ...................................................................................................................................... 16 MISSION CONTROL - MODULAR BY SOFTWARE ............................................................................... 16 MERGING+ANUBIS panels description .................................................................................................... -
LESSON PLAN Egyptian Mummies: the Myth Unwrapped
LESSON PLAN 4th – 8th Egyptian Mummies Grade Level: The Myth Unwrapped Duration: 50 minutes BACKGROUND Wisconsin Standards: 5000 years ago, Ancient Egyptians by their mummification process. Social Studies - Geography perfected the art of mummification, While learning about the gods and A.4.4; History B.4.1,3; creating not only lasting preservation goddesses of ancient Egypt, students Behavioral Sciences of their dead, but also intimate will know where in the world they E.4.8,11; snapshots of their lifestyle and can find mummies. By the end of the E.12.10; spiritual beliefs. Through a dynamic program, students will understand Language Arts - Oral 50 minute interactive program, the significance of mummification C.4-12.3 students will witness the step-by-step to ancient Egyptians as well as mummification process and find out understand the role mummies played National Standards: why, though Egyptians were not the in cultures of the past and present. Technology - Technology first to mummify, we are fascinated Communication Skills NT.K-12.4 Common Core State Standards: FOCUS QUESTION English Language Arts Standards • What is a mummy? And what can we learn from them? - Speaking & Listening: CCSS.ELA - Literacy - SL.4-8.1-3 STUDENT OBJECTIVES MATERIALS Students will be able to: • Pens/Pencils • List 3 countries in the world where • Paper for notes mummies have been found. • Learn what makes a mummy unique. TEACHER PREPARATION • Discuss why ancient Egyptians • Gather materials mummified their dead. • Name three ways mummies were used for non-scientific purposes. • Explain the step-by-step mummification process. • Identify Egyptian gods and goddesses and explain how ancient Egyptian spiritual beliefs relate to the mummification process. -
Egyptian Religion a Handbook
A HANDBOOK OF EGYPTIAN RELIGION A HANDBOOK OF EGYPTIAN RELIGION BY ADOLF ERMAN WITH 130 ILLUSTRATIONS Published in tile original German edition as r handbook, by the Ge:r*rm/?'~?~~ltunf of the Berlin Imperial Morcums TRANSLATED BY A. S. GRIFFITH LONDON ARCHIBALD CONSTABLE & CO. LTD. '907 Itic~mnoCLAY B 80~8,L~~II'ED BRIIO 6Tllll&I "ILL, E.C., AY" DUN,I*Y, RUFIOLP. ; ,, . ,ill . I., . 1 / / ., l I. - ' PREFACE TO THE ENGLISH EDITION THEvolume here translated appeared originally in 1904 as one of the excellent series of handbooks which, in addition to descriptive catalogues, are ~rovidedby the Berlin Museums for the guida,nce of visitors to their great collections. The haud- book of the Egyptian Religion seemed cspecially worthy of a wide circulation. It is a survey by the founder of the modern school of Egyptology in Germany, of perhaps tile most interest- ing of all the departments of this subject. The Egyptian religion appeals to some because of its endless variety of form, and the many phases of superstition and belief that it represents ; to others because of its early recognition of a high moral principle, its elaborate conceptions of a life aftcr death, and its connection with the development of Christianity; to others again no doubt because it explains pretty things dear to the collector of antiquities, and familiar objects in museums. Professor Erman is the first to present the Egyptian religion in historical perspective; and it is surely a merit in his worlc that out of his profound knowledge of the Egyptian texts, he permits them to tell their own tale almost in their own words, either by extracts or by summaries. -
Ancient Egyptians Believed in an Afterlife
Note To the Teacher This kit is designed to help your students learn more about Ancient Egypt by viewing images from the Walters Art Museum collection. The scope ranges from the Middle Kingdom (Dynasties ca. 2061-1640 BCE) through the Ptolemaic Period (332-30 BCE). You will find ten images of objects from Ancient Egypt. In addition to the images, there is a timeline, essays about the museum objects; lesson plans for elementary, middle grades and high school, and bibliographies with resources to assist you in your class presentation. Resources include: a vocabulary list, books for you and your students, websites, videos and other art tools. TRK Borrowing Policy Please… 1. Return this kit in person or by mail on or by its due date. A valid credit card number is required to borrow Teacher Resource Kits. A $25.00 fee will be charged for kits that are returned up to one month late. Borrowers will be assessed the pur- chase cost of kits borrowed if materials are returned more than one month late. The box the TRK was sent in can be reused for its return. 2. Keep your TRK intact and in working order. You are responsible for the contents of this kit while it is in your possession. If any item is miss- ing or damaged, please contact the Department of School Programs at 410.547.9000, ext. 298, as soon as possible. 3. Fill out the TRK Evaluation so that kits can be improved with your input and student feedback. Please return the Teacher Resource Kit to: Department of School Programs Division of Education and Public Programs The Walters Art Museum 600 North Charles Street Baltimore, MD 21201-5185 Copyright Statement Materials contained in this Education kit are not to be reproduced or transmitted in any format, other than for educational use, without specific advance written permission from the Walters Art Museum.