DOCSLIB.ORG

Palaeolithic

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Palaeolithic A COURSEBOOK OF SOCIAL STUDIES Our team of experts: Sadaquat Ali Ansari Namrata Agrawal Asha Sangal Content Reviewers for the Series Vrinda Loiwal Consultant for Social and Emotional Learning (SEL) Subhashish Roy Consultant for Design K6056 Acknowledgements The Publishers would like to acknowledge Shutterstock for granting us permission to use the photographs and images listed below : Alvaro German Vilela (Fig 1.1), Sudip Ray (Fig 1.2), saiko3p (Fig1.6), arindambanerjee (Fig 2.1), Kachaya Thawansak (Fig2.2), Juan Aunion (Fig 2.3), mountainpix (Fig 2.7), ABIR ROY BARMAN (Fig 7.3), Curioso (Fig8.1), ArunjithKM (Fig 8.3), Monontour (Fig 8.4), Shal09 (Fig 10.9),Alex Mit (Fig 1.3), Iron Mary (Fig 1.4), Withan Tor (Fig 1.6), itechno (Fig 1.7), pakpoom (Fig 1.8), robert_s (Fig 1.9), Castleski (Fig 1.11), SKY2015 (Fig 1.15), Kheng Guan Toh (Fig 2.1) Phruet (Fig 2.2), Bardocz Peter (Fig 2.3), gomolach (Fig 2.4), Soleil Nordic (Fig 2.5), Nasky (Fig 2.6), Inna Bigun (Fig 2.7), Soleil Nordic (Fig 2.8), brichuas (Fig 2.9), Hollygraphic (Fig 3.2), Siberian Art (Fig 3.3), Designua (Fig 3.4), NoPainNoGain (Fig 3.5), Designua (Fig 3.6), Bardocz Peter (Fig 4.2),Serban Bogdan (Fig 4.3), Bardocz Peter (Fig 4.8), VINCENT GIORDANO PHOTO (Fig 4.12), Syda Productions (Fig 4.13), Kudryashka (Fig 4.14), nahariyani (Fig 4.15), dikobraziy (Fig 5.3), tonkaa (Fig 5.4), re_bekka (Fig 5.5), Yusiki (Fig 5.6), boreala (Fig 5.7), Dimitrios Karamitros (Fig 5.8), okili77 (5.9), trgrowth (Fig 5.12), Anton Foltin (5.13), iamnong (Fig 6.3), Vasily Gureev (Fig 6.5), Svetlana Orusova (Fig 6.10), Michal Knitl (Fig 6.11), Jose Angel Astor Rocha (Fig 6.12), Eric Valenne geostory (Fig 6.13), meunierd (Fig 6.14), ylq (Fig 6.15), Abeselom Zerit (Fig 6.16), juma hajabd (Fig 6.17), Delbars (Fig 6.18), Andrey Skaternoy (Fig 6.19), Tarcisio Schnaider (Fig 6.22), kamilpetran (Fig 6.23), diy13 (Fig 7.1),Bardocz Peter (Fig 7.2), Bardocz Peter (7.3), Daniel Prudek (Fig 7.4), Emdadul Hoque Topu (Fig 7.6), Anton Petrus (Fig 7.7), Dzerkach Viktar (Fig 7.9), Vahan Abrahamyan (Fig 8.3), Mahig (Fig 8.5), ImagesofIndia (Fig 8.7), pzAxe (Fig 8.8), Sunti (Fig 8.9),Alan Jeffery (Fig 8.11), AMARJEETSINH JHALA (Fig 8.13), Milan Rybar (Fig 8.14),CRS PHOTO (Fig 1.2), anilkumart (Fig 1.3), Mazur Travel (Fig 1.5), Uncle Leo (Fig 2.1), Everett Historical (Fig 2.2), Alessia Pierdomenico (Fig 2.3), spatuletail (Fig 2.6), Wipas Rojjanakard (Fig 3.5), Everett Historical (Fig 3.6),aurielaki (Fig 4.1), Macrovector (Fig 4.3), mark reinstein (Fig 4.4), KMH Photovideo (Fig 4.5), Denys Prykhodov (Fig 4.6), curiosity (Fig 4.7), Lightspring (Fig 4.8), increation1987 (Fig 4.9), Amitali (Fig 5.2), Amitali (Fig 5.3), Vishal Jani (Fig 5.4), Anilinn (Fig 6.1), Ultimate Travel Photos (Fig 6.2), Andrii Yalanskyi (Fig 6.3), Victor Jiang (Fig 6.4), Damian Pankowiec (Fig 6.5), son Photo (Fig 6.6), Travel Stock (Fig 6.8), adriaticfoto (Fig 6.9), Lane V. Erickson (Fig 6.10), VIREN DESAI (Fig 6.11), Chaithanya Krishnan (Fig 6.12), CRS PHOTO (Fig 6.13), Juraj Kamenicky (Fig 6.14), arun sambhu Mishra (Fig 6.15), ruchita lad (Fig 6.16), CRS PHOTO (Fig 6.17), Juraj Kamenicky (Fig 6.18), Waraporn Wattanakul (Fig 6.19), Luvin Yash (Fig 7.2), Bannafarsai_Stock (Fig 7.4), Riyaraut (Fig 8.9), Slanapotam (Fig 8.10),OmMishra (Fig 8.11), Rudra Narayan Mitra (Fig 8.12), Shannon West (Fig 8.13), UfaBizPhoto (Fig 8.14), Gena Melendrez (Fig 8.15), ABIR ROY BARMAN (Fig 8.16), DangBen (Fig 8.17), Target35 (Fig 8.17), Boyko.Pictures (Fig 9.1), Fishman64 (Fig 9.8) Copyright ©2020 All rights reserved. No part of this book may be copied, adapted, abridged or translated, stored in any retrieval system, computer system, photographic or other systems or transmitted in any form or by any means without a prior written permission of the copyright holders, M/s. Navneet Education Limited. Any breach will entail legal action and prosecution without further notice. ISBN 978-93-89151-88-6 Publishing office:Unit 1102, 11th Floor, DLF Tower B, Jasola District Centre, New Delhi-110025 Registered office: Navneet Bhavan, Bhavani Shankar Road, Dadar (West), Mumbai–400028, Maharashtra, India. Phone: 022-66626565, Website: navneet.com, e-mail: [email protected] Illustrations by: Green Tree Designing Studio Pvt. Ltd. Published by Navneet Education Limited, Mumbai/Ahmedabad/New Delhi Printed by Navneet Education Limited, Mumbai/Dantali 2001 PREFACE Elements 1-8 —is a new Social Studies series for Primary and Middle Schools based on the NCERT curriculum. Adhering to the NCF 2005, it aims at laying the foundation of basic concepts of Social Studies by introducing students to the world around in a simple and interactive way. While it equips them with the knowledge and understanding of the past necessary for coping with the present and planning for the future, it seeks to sensitise them to current issues. This process is executed through active participation of the learner. The sources of information are always varied as well as verified. Here are some special features of Elements 6-8: Each chapter starts with a Warming up exercise that sets the tone for the chapter by stimulating the student’s thought process. In addition to this the chapters have many in-chapter features: Activity calls for research and analysis of data Fact capsules supplement the main text with additional nuggets of information that will be of great interest to the students. Case studies add empirical strength to the content and provide a realistic scenario to the students. A slice from... is a unique feature that helps students correlate subjects, as no subject can be studied in isolation. Milestones is a brief summary of the chapter given at the conclusion of each chapter, while Word wise is a mini-dictionary of terms introduced in the chapter. In addition to this there is a Let’s explore section at the end which has Fun activities and Projects, that students are sure to enjoy and learn from. There are also Critical thinking questions that require the student to apply knowledge and think out of the box to problem solve. Wrapping up this unique package are links to curated websites that provide additional information on the topic for those students who are hungry for more. The process of putting together this new series has been an exciting and enlightening journey for us, and we hope that you find this series useful and interesting to learn as well as teach. Authors IN THE SERIES ELEMENTS 6-8 Each chapter works like this... LEARNING OBJECTIVES Learning Objectives give students a preliminary idea as to what they are going to learn in the chapter A WARMING UP WARMING UP: THINK! exercise sets the tone for the chapter by See this picture. It is a village scene showing people at work. List the occupations you can make out from the picture in your notebook. stimulating the student’s thought process. ACTIVITIES Stimulating Activities and Questions call for research and analysis to help students ideate HISTORY/CIVICS/ A SLICE FROM GEOGRAPHY TALK CIVICS provide discussion topics to enhance Subject connect student’s intellectual ability CASE BONUS READ STUDY Traditionally, the Stone Age is believed to have begun some 2.5 million years THE PLANTATION ago because the oldest discovered stone tools belong to that period. However, SLAVES in 2015, researchers excavating a dry riverbed near Kenya’s Lake Turkana For nearly two centuries, between the 1600s Figure 2.1: Abraham Lincoln discovered primitive stone tools, dating 3.3 million years ago. and 1800s, there was a booming trade in http://abolition.e2bn.org/sl African people who were kidnapped and sold avery_69.htmlhttps://www as slaves. These black slaves were treated like .britannica.com/biography cattle by the white plantation owners of the /Abraham-Lincoln United States, and sold to people who paid the highest price, because they thought they were more civilized and superior. The slaves lived under unhygienic conditions, without any rights and pay. The 16th US President, Abraham Lincoln, Interesting information for students outlawed slavery in the mid-1800s. Although free by law, the black people had to constantly fight for their right to dignity and equality for over a century. In the 1960s they acquired equal rights as citizens under the leadership of Dr Martin Luther King who led the non- violent Civil Disobedience protests. ZRG'S MILESTONES FUN FACTS case studies enliven information A brief summary of the chapter is a mini-dictionary of terms introduced in the chapter WORDWISE Prejudice : When someone is judged or someone has an idea about someone else without actually knowing anything about them. Stereotype : An often unfair and untrue belief that many people have about all people or things with a particular characteristic, such as their gender or race. Discrimination : If someone is being treated badly because of their gender, race, religion, disability or being just ‘different’. LET’S LET’S EXPLORE EXPLORE Social awareness SEL Critical thinking Value it Evaluation of knowledge and It has been said that India’s diversity is the Rahul’s family was based in Tamil Nadu. Recently his source of its strength. Do you think this father, who was employed in a government job, got understanding through statement is true? If yes, then why? transferred to Delhi.
Load more

Recommended publications
  • I. a Consideration of Tine and Labor Expenditurein the Constrijction Process at the Teotihuacan Pyramid of the Sun and the Pover
    I. A CONSIDERATION OF TINE AND LABOR EXPENDITURE IN THE CONSTRIJCTION PROCESS AT THE TEOTIHUACAN PYRAMID OF THE SUN AND THE POVERTY POINT MOUND Stephen Aaberg and Jay Bonsignore 40 II. A CONSIDERATION OF TIME AND LABOR EXPENDITURE IN THE CONSTRUCTION PROCESS AT THE TEOTIHUACAN PYRAMID OF THE SUN AND THE POVERTY POINT 14)UND Stephen Aaberg and Jay Bonsignore INTRODUCT ION In considering the subject of prehistoric earthmoving and the construction of monuments associated with it, there are many variables for which some sort of control must be achieved before any feasible demographic features related to the labor involved in such construction can be derived. Many of the variables that must be considered can be given support only through certain fundamental assumptions based upon observations of related extant phenomena. Many of these observations are contained in the ethnographic record of aboriginal cultures of the world whose activities and subsistence patterns are more closely related to the prehistoric cultures of a particular area. In other instances, support can be gathered from observations of current manual labor related to earth moving since the prehistoric constructions were accomplished manually by a human labor force. The material herein will present alternative ways of arriving at the represented phenomena. What is inherently important in considering these data is the element of cultural organization involved in such activities. One need only look at sites such as the Valley of the Kings and the great pyramids of Egypt, Teotihuacan, La Venta and Chichen Itza in Mexico, the Cahokia mound group in Illinois, and other such sites to realize that considerable time, effort and organization were required.
    [Show full text]
  • Copy of Poverty Point Binder.Pdf
    1. Exhibit Information for Teachers Thanks for choosing to share this fascinating piece of Louisiana prehistory with your students! The new, revamped Poverty Point Classroom Exhibit is an updated and expanded version of the well-loved Poverty Point exhibit that has been in circulation since 1986. The exhibit includes one DVD and three books, as well as artifacts and activities to teach your class about the Poverty Point site and culture. The activities contained within the exhibit are designed to teach, but also to be fun. This section provides a preview of what's included, and is designed to help in planning the Poverty Point unit for your class. When the Poverty Point unit is complete, please return all items in the exhibit, including the clay. If you have any questions, please call us at the Division of Archaeology (225-342-8166). We hope you enjoy these activities, and welcome your comments and suggestions! Exhibit Contents The Suitcase Artifacts Many artifacts are included in the suitcase. A complete inventory of artifacts is in the table on the next page. The artifacts can be introduced using a discovery learning or presentation technique. The Artifact Investigation Worksheet in Section 4 and the Artifact Question Cards should be used with the discovery learning technique. The Artifact Caption Cards may be displayed when using a presentation technique, or at the conclusion of the discovery learning technique. Most of the artifacts in the suitcase are 3,500 years old. Students may examine and touch them, but please take care to avoid dropping or damaging the artifacts.
    [Show full text]
  • Architecture and the Pyramids of Giza Known As “The Age of the Pyramids,” the Old Kingdom Was Characterized by Revolutionary
    Architecture and the Pyramids of Giza Known as “the Age of the Pyramids,” the Old Kingdom was characterized by revolutionary advancements in architecture. Figure 1: The Pyramids of Giza This view shows all three pyramid structures: the Great Pyramid, the Pyramid of Khafre, and the Pyramid of Menkaure. The Old Kingdom (2686 BC - 2182 BC) was a period of political stability and economic prosperity, during which great tombs were built for Egyptian Kings in the form of pyramids. The first king to launch a major pyramid building project was King Djoser, who built his famous “Step Pyramid” at Saqqara. The Pyramids of Giza are the greatest architectural achievement of the time, and include three pyramid structures and the Great Sphinx monument. It would have taken several thousand workers decades to complete just one pyramid. While we know that the stone for the pyramids was quarried, transported and cut from the nearby Nile, we still cannot be sure just how the massive stones were then put into place. While stone was generally reserved for tombs and temples, sun-baked mud bricks were used in the construction of Egyptian houses, palaces, fortresses, and town walls. Note: Limestone is an abundant rock of marine and freshwater sediments, primarily composed of calcite (CaCO₃). It occurs in a variety of forms, both crystalline and amorphous. To quarry means to obtain (mine) stone from an excavation pit, usually by blasting, cutting, or digging. A quarry is a site for mining stone, limestone or slate. A sphinx was a creature with the head of a human and the body of an animal (commonly a lion).
    [Show full text]
  • LOUISIANA, the FIRST 300 YEARS ~ I ~ the LAND, the INDIANS, the EXPLORERS “Thames and All the Rivers of the Kings Ran Into
    LOUISIANA, THE FIRST 300 YEARS ~ I ~ THE LAND, THE INDIANS, THE EXPLORERS “Thames and all the rivers of the kings ran into the Mississippi and were drowned.” Stephen Vincent Benet Until a million years ago, the Mississippi River did not exist. Nor did Louisiana, for its site was part of a huge body of water, an exten- sion of the sea into the continent of North America. During the Ice Age, 25,000 years ago, sheets of ice covered the cap of the North American continent. When the ice melted, it wiped out a number of drainage systems in Midwestern America and rerouted drainage to- ward the Mississippi, enlarging it considerably. The flowing water began to meander slowly southward, taking its debris with it, thus extending the Mississippi to its delta and filling in its southern end. As the delta filled, the sea retreated, leaving Lake Pontchartrain behind, separated from the Gulf about 5000 years ago. This new delta land was to become part of Colonial Louisiana in 1682; then, part of the Louisiana Purchase territory in 1803; and then, part of the state of Louisiana in 1812. The process of shaping and molding the land is not yet complete, even today. There are places in the delta where sugar cane fields, planted in the 18th century, are now under water. Yet there would have been no delta at all except for the Ice Age and its after- math. Over the centuries, the river has built up delta land by depositing material where it empties into the sea, forming sandbars, which in time became islands.
    [Show full text]
  • Biface Form and Structured Behaviour in the Acheulean
    Lithics 27 BIFACE FORM AND STRUCTURED BEHAVIOUR IN THE ACHEULEAN Matthew Pope 7, Kate Russel 8 and Keith Watson 9 ___________________________________________________________________________ “Homo erectus of 700,000 years ago had a geometrically accurate sense of proportion and could impose this on stone in the external world…mathematical transformations were being performed” (Gowlett 1983: 185) ABSTRACT According to some perspectives, the standardised nature of biface forms and the rule- governed nature of biface discard reflect a highly structured and static adaptation. Furthermore, i t has also been suggested that the Acheulean represents a period of over a million years in which technological and social development were in relative stasis due to social limitations. In this paper we explore the possibility that this apparently static and highly conformable adaptation may have represented a crucial pre-linguistic phase in which humans became adept at engaging with, reacting to and manipulating an early semiotic environment. We also present evidence which suggests that, in addition to symmetry, there may have been an underlying preference for the manufacture of bifaces with proportions conforming to the ‘Golden Section’. The possibility that bifacial tool form and structured archaeological signatures might have combined to produce a self-organising effect on early human land-use behaviour is explored. These behaviours, we argue, formed through simple feedback mechanisms which led to the ordered transformation of artefact scatters over time. We suggest that the apparent homogeneity of Acheulean technology might therefore signal a cognitive phase in which material culture played a semiotic role prior to the development of language. Full reference : Pope, M., Russel, K.
    [Show full text]
  • New Middle Pleistocene Hominin Cranium from Gruta Da Aroeira (Portugal)
    New Middle Pleistocene hominin cranium from Gruta da Aroeira (Portugal) Joan Dauraa, Montserrat Sanzb,c, Juan Luis Arsuagab,c,1, Dirk L. Hoffmannd, Rolf M. Quamc,e,f, María Cruz Ortegab,c, Elena Santosb,c,g, Sandra Gómezh, Angel Rubioi, Lucía Villaescusah, Pedro Soutoj,k, João Mauricioj,k, Filipa Rodriguesj,k, Artur Ferreiraj, Paulo Godinhoj, Erik Trinkausl, and João Zilhãoa,m,n aUNIARQ-Centro de Arqueologia da Universidade de Lisboa, Faculdade de Letras, Universidade de Lisboa, 1600-214 Lisbon, Portugal; bDepartamento de Paleontología, Facultad de Ciencias Geológicas, Universidad Complutense de Madrid, 28040 Madrid, Spain; cCentro Universidad Complutense de Madrid-Instituto de Salud Carlos III de Investigación sobre la Evolución y Comportamiento Humanos, 28029 Madrid, Spain; dDepartment of Human Evolution, Max Planck Institute for Evolutionary Anthropology, 04103 Leipzig, Germany; eDepartment of Anthropology, Binghamton University-State University of New York, Binghamton, NY 13902; fDivision of Anthropology, American Museum of Natural History, New York, NY 10024; gLaboratorio de Evolución Humana, Universidad de Burgos, 09001 Burgos, Spain; hGrup de Recerca del Quaternari - Seminari d’Estudis i Recerques Prehistòriques, Department of History and Archaeology, University of Barcelona, 08007 Barcelona, Spain; iLaboratorio de Antropología, Departamento de Medicina Legal, Toxicología y Antropología Física, Facultad de Medicina, Universidad de Granada, 18010 Granada, Spain; jCrivarque - Estudos de Impacto e Trabalhos Geo-Arqueológicos Lda,
    [Show full text]
  • Religion and Architecture: a History of Great Buildings
    Religion and Architecture: A History of Great Buildings Religion and Architecture: A History of Great Buildings People have made buildings throughout human history. By studying the architecture of a society, you can better understand that society’s values and beliefs. Every society has developed its own style of architecture. Many societies found ways to construct enormous buildings that were used for religious purposes. Some of the most impressive early architects were the ancient Egyptians. They lived thousands of years ago in Egypt, a country in the northern part of Africa. The Egyptian pharaohs constructed huge buildings in the shape of pyramids to house their bodies after they died. Pharaohs ruled Egyptian society. They were like kings, but the Egyptians also believed that pharaohs had powers from the gods. The pharaohs thought that the pyramids would be their home after they died and filled them with furniture, gold jewelry, and even pets. Now the ancient Egyptian society has vanished, but the pyramids are still found in Egypt. Today, pyramids all over Egypt stand as a reminder of the vanished ancient Egyptian culture. Over 130 pyramids have been discovered in Egypt. Egyptian pyramids have a square base with four triangular sides that rise up to a single point. Some of the pyramids are more than 4,500 years old. For thousands of years, the Egyptian pyramids were the tallest manmade structures in the world. The Great Pyramid of Giza is 480 feet above the ground. That’s as tall as many of the skyscrapers in New York City. Historians believe that it took between 20,000 and 30,000 people to help build the Great Pyramid.
    [Show full text]
  • PYRAMID HILL SCULPTURE PARK + MUSEUM Device for All User Types
    4=6%1-(,-007'904896)4%6/ 'SQTVILIRWMZI;E]JMRHMRK7]WXIQ .IWWMGE7XEYFEGL +6(-HIRXMX](IWMKR 4VSJIWWSV.SIPP%RKIP'LYQFPI]1*% 1SYRX7X.SWITL9RMZIVWMX]'MRGMRREXM3, 513-887-9514 pyramid @pyramidhill.org 1763 Hamiltion-Cleves Road State Route 128 Pyramid Hill Hamilton, OH 45013 Sculpture Park IDENTITY SYSTEM Business card 3.5" x 2" A brand re-design project Harry Wilks for Pyramid Hill Sculpture Founder 513-887-9514 pyramid @pyramidhill.org Park + Museum including Pyramid Hill 1763 Hamiltion-Cleves Road State Route 128 Hamilton, OH 45013 Sculpture Park a new brand mark and identity system. The brand exploration incorporates a simple aesthetic that infuses 1763 Hamiltion-Cleves Road State Route 128 the concept of art, nature, Hamilton, OH 45013 Pyramid Hill and history. The color palette Sculpture Park evolved from personal photographs taken while visiting the park, and include Letterhead 8.5" x 11" elements of the natural landscape. Envelope 9.5" x 4" MISSION Our mission is to provide an arts experience which is set in an environment of nature and to encourage educational opportunities and public engagement with both art and the natural world. Pyramid Hill’s programs encourage engagement with the creative process while also raising awareness of the region’s history, and its unique natural and cultural landscapes. VISION Pyramid Hill aspires PARK BROCHURE, to provide thoughtful and thought-provoking Map insert outside 11" x 17" experiences of art and MAP + SCULPTURE nature for its diverse visitors. It aims to play INVENTORY a leadership role in regional and national conversations about the role of art in the An informational brochure community, and the importance of and map insert designed as a environmental stewardship.
    [Show full text]
  • A Review of the Middle Pleistocene Record in Eurasia
    Was the Emergence of Home Bases and Domestic Fire a Punctuated Event? A Review of the Middle Pleistocene Record in Eurasia NICOLAS ROLLAND THIS SURVEY OF THE EVIDENCE FOR THE DEVELOPMENT OF DOMESTIC FIRE and home bases integrates naturalistic factors and culture historical stages and processes into an anthropological theoretical framework. The main focus will be to review fire technology in terms of (1) its characteristics in prehistoric times and its earliest established evidence; (2) the role it played, among other factors, in the appearance of ancient hominid home bases sensu stricto, as part of a key formative stage during the transition from Lower to Middle Paleolithic; and (3) current findings and debates relating to the role of anthropogenic fire and the evidence of a home base occupation at Zhoukoudian (ZKD) Locality 1 in China. It is con­ cluded that, despite complex site formation processes and postdepositional distur­ bances, the sum of direct evidence and off-site context at Zhoukoudian consti­ tutes a record sufficiently compelling for continuing to regard it as a key early hominid home base occurrence in East Asia. This revised verdict has important implications for evaluating and comparing Middle Pleistocene biocultural evolu­ tion and developments. This analysis seeks to avoid both excessive biological or environmental reduc­ tionism, and treating "cultural" behavior as entirely emergent without reference to its natural historical antecedents. Hominids retained a primate omnivorous diet, but added a meat-eating and meat-procurement component that nlOved them up the trophic pyramid to compete with other carnivores. Ground-living hominids also preserved the primate system of living in large local groups for safety and a diurnal lifestyle.
    [Show full text]
  • Bosnian Pyramid Geopolymer Concrete
    PHOTO GALLERY: THE ARTIFICIAL CEMENTED CONCRETE FROM THE BOSNIAN VALLEY OF THE PYRAMIDS Rounded hill – “tumulus”, 4 km away from the pyramids, 55 meters high Two-layer stone blocks form one of the terraces in the middle of the “tumulus” 1 Geological core drilling in summer of 2008 Core sampling process shows the following: at the depth of 54 meters there was a two- meter thick “fine-grained concrete-like layer (definition according to the leading Bosnian geologist prof.dr. Izet Kubat who was in charge of the core drilling process); it is followed by 4 meters of the hollow space (chamber?) and than another 2 meters of “concrete-like” material (foundation of the tumulus?). Bellow this concrete block natural layers continue – clay and marl. 2 Profesor Davidovits with Sam Semir Osmanagich in Edinburgh, October 2008 Sample from the core drilling in Dr. Davidovits’ hands; his first impression, based on weight and look, was that it “looks like the ancient concrete” 3 Dr. Davidovits has analyzed the sample using the electron microscope with the preliminary conclusion: „This is ancient cemented concrete” Professor Davidovits wrote Osmanagich about the details of electron microscopic analysis: > Subject: Bosnian Pyramid concrete analysis > Date: Tue, 21 Apr 2009 15:16:02 +0200 > > Bonjour Sam, > > I performed electron microscopic analysis of your sample and I can > propose the chemistry (geopolymer chemistry) that was used to make > this ancient concrete. See the attached photo. We have a calcium/ > potassium-based Geopolymer Cement, on its left are quartz crystals and > underneath we have a layer of mica (muscovite type) and several air > bubbles imprints underneath.
    [Show full text]
  • Old Kingdom Sculpture
    OLD KINGDOM SCULPTURE WILLIAM STEVENSON SMITH [Reprinted from the AMERICAN JOURNAL OF ARCHAEOLOGY,Vol. XLV (1941), No. 4] OLD KINGDOM SCULPTURE AN ARTICLE by Alexander Scharff of Munich in the last number of the Journal of Egyptian Archaeology (vol. 26, pp. 41 ff .) provides a challenging interpretation of the development of Old Kingdom art in Egypt. Since this is a commendable attempt to replace former vague attributions of undated sculpture by an analysis of stylistic changes in Dynasties 111-VI, it is all the more necessary to examine the evidence upon which he has based his conclusions. One great difficulty is that Scharff has not had access to much of the material from Giza which is necessary to provide a chronological background for Old Kingdom art. It is not possible to gain a com- plete picture of that enormous site from Junker’s admirable publications, since they deal with only a portion of the field and do not touch upon the important royal cemetery east of the First Pyramid. In view of the fact that Dr. Reisner’s first volume of the final publication of the Giza Necropolis and my own book on Old Kingdom sculpture have been delayed in the press by the war, it seems only fair to make available the evidence from Giza which has a bearing upon Scharff’s article. In the first place, while agreeing that the Third Dynasty was a period of experi- mentation, particularly in architecture, I do not believe that it is fair to say that: “the artists of the Third Dynasty made various experiments without achieving a definitive style.” This is particularly unfair when the Step Pyramid and Hesy-ra reliefs are mentioned in connection with the inlaid paste reliefs of Nefermaat and ,the painted geese of Medum, which certainly belong to the reign of Sneferuw.
    [Show full text]
  • 2021-01-22 - Lecture 05
    2021-01-22 - Lecture 05 2.2 Old Kingdom Egypt; Architecture and the Afterlife 1) Old Kingdom Egypt — c. 2686 - 2181 BCE • About 3000 BCE Egypt was centralized into a single state under a diefied monarch, a king that later was called a pharaoh, meaning “great house.” * Upper and Lower Egypt were the kingdoms that were unified • Upper Egypt was the upper part of the river, therefore the farthest south • Lower Egypt was the lower part of the river, therefore the farthest north (the delta) • The pharaoh was the son of Ra, the Egyptian Sun God… compare w Sumerian Sun God Anu, and Greek Sun God Helios. Ra traveled across the sky during course of day. • Mortuary Architecture - permanent stone built with great geometrical precision • Palace Architecture - in north, similar to Mesopotamia, pleated mud walls • Domestic Architecture - impermanent, med, bundled reeds, matted papyrus 2) Some building types - mastaba and pyramid •The mastaba (tumulus) a burial mound. Perimeter of stone or brick, contained a secret burial chamber and entranceway, then infilled with sand. Mastaba is arabic for “bench.” Mastaba a building block of a pyramid •The pyramid became the tomb that provided for the pharaoh’s afterlife. The pyramid was a solidified remaking of the pharaoh’s palace (of sorts) to house the pharaoh’s spirit, or ka… Afterlife very important to Egyptians, as their pharaoh would continue to perform his kingly duties in conjunction with Ra… and after traveling the course of the sun during the day, for instance, pharaoh would then need a boat to paddle back to the beginning again… The serdab was a sealed chamber within the pyramid which contained a statue of the dead.
    [Show full text]