Temples and Tombs Treasures of Egyptian Art from the British Museum
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Ancient Egyptian Religion I: General Concepts and the Heliopolitan Gods
Ancient Egyptian Religion I: General Concepts and the Heliopolitan Gods Shawn C. Knight Spring 2009 (This document last revised March 18, 2009) 1 The nature of Egyptian religion (intro) The Egyptian idea of \deity" is a difficult one to pin down. The most frequently used word for deity, ' 4 ntr (or nTr), resembles the English word god in that it can be used as either a common noun, referring to one of numerous divine beings, or as a proper noun, referring to the Supreme Being. Much more problematic than the word used, however, are the details of what the gods do and even who they are. Gods become conflated with one another; most notably, there are (at least) two gods named Horus, designated \Elder" and \Younger", and they share a number of traits, often being confused (deliberately or mistakenly). The gods usurp one another's roles, or delegate their roles to others, with astounding frequency. It is Set's role to protect the sun god from the serpent of chaos|except when Horus has that function. The Supreme Being is Re-Atum, except when he is Amun-Re, except when he is simply Re or simply Atum or . Adding still further to the complication is the local character of Egyptian religion. Every nome had a patron god, and while some of the gods patronized more than one nome, there was plenty of variety. We have already considered this to some degree: we have noted Thebes, for example, as having Amun for a patron, and observed that the military rise of the Thebans in the Middle and New Kingdoms were responsible for the enrichment and empowerment of Amun's cult. -
Dendara. Gergory Marouard
DENDARA DENDARA Gregory Marouard Dendara (Tentyra, Iunet) is one of the major archaeological sites north of the Theban region and the ancient capital of the sixth nome of Upper Egypt, Iqer, the Crocodile nome. The site is located 55 km (34 mi) north of the Luxor area and 5 km (3 mi) south of the modern town of Qena. Situated on the “West Bank” from an ancient Egyptian perspective, Dendara lies south of the river, in a curving bend of the Nile, the only part of the valley where the river runs from the east to the w est (fig. 1). Today the site is positioned along the desert fringe of the Nile valley floodplain. It seems quite likely that the river — currently situated 2 km to the north — flowed much closer to the site in ancient times. Well known by its sanctuary complex of the goddess Hathor, which dates back to the late Ptolemaic and early Roman periods (fig. 2), the main temple is one of the most iconic and the best preserved, with the Ptolemaic temple at Edfu-Behedet. Those two sanctuaries, the temple of Hathor at Dendara and the temple of Horus in Edfu, were always considered as sister-sites sharing a close religious connection. The triad of Edfu (Horus, Hathor, Harsomtus/Ihy) was honored in both temples and every year in the month of Epiphi (Season of Shemu), when the Nile waters were at the lowest level, the “Feast of the Beautiful Reunion” was celebrated. The statue of Hathor left its temple and traveled upstream by boat to the south in order to join her consort Horus in Edfu. -
Ankh: Gods of Egypt Rulebook
RULEBOOK TABLE OF CONTENTS OVERVIEW .................................................................................2 INTRODUCTION ..................................................................... 3 COMPONENTS .........................................................................4 BASIC CONCEPTS ................................................................... 7 Adjacency ...............................................................................8 Figures .....................................................................................8 Monuments ............................................................................8 Central Dashboard .............................................................9 God Dashboard .................................................................. 10 Devotion ..................................................................................11 Battle Cards ...........................................................................11 SETUP ..........................................................................................12 WINNING THE GAME ..........................................................13 GAMEPLAY ...............................................................................13 ACTIONS ....................................................................................14 OVERVIEW Move Figures ........................................................................15 Summon Figure ...................................................................16 Gain Followers .....................................................................17 -
Patterns of Evidence: Exodus Lesson 1 – Timeline Watch First 20 Minutes
Patterns of Evidence: Exodus Lesson 1 – Timeline Watch first 20 minutes on Right Now media Exodus Story – Biblical Summary ◦ Joseph moved his family to Egypt during the 7-year famine ◦ Israelites lived in the land of Goshen ◦ Years after Joseph died, a new pharaoh became fearful of the large numbers of Israelites. ◦ Israelites became slaves ◦ Moses was 80 when God sent him to Egypt to free the Israelites ◦ After Passover, the Israelites wandered in the desert for 40 years ◦ Israelites conquered the Promised Land An Overview of Egyptian History Problems with Egyptian History ◦ Historians began with multiple lists of Pharaoh’s names carved on temple walls ◦ These lists are incomplete, sometimes skipping Pharaohs ◦ Once a “standard” list had been made, then they looked at other known histories and inserted the list ◦ These dates then became the accepted timeline Evidence for the Late Date – 1250 BC • Genesis 47:11-12 • Exodus 18-14 • Earliest archaeological recording of the Israelites dates to 1210 BC on the Merneptah Stele o Must be before that time o Merneptah was the son of Ramses II • Ten Commandments and Prince of Egypt Movies take the Late Date with Ramses II Evidence for the Early Date – 1440 BC • “From Abraham to Paul: A Biblical Chronology” by Andrew Steinmann • 1 Kings 6:1 – Solomon began building temple 480 years after the Exodus o Solomon’s reign began 971 BC and began building temple in 967 BC o Puts Exodus date at 1447 BC • 1 Chronicles 6 lists 19 generations from Exodus to Solomon o Assume 25 years per generation – Exodus occurred -
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. -
Cultural Stereotypes: from Dracula's Myth to Contemporary Diasporic Productions
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2006 Cultural Stereotypes: From Dracula's Myth to Contemporary Diasporic Productions Ileana F. Popa Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the English Language and Literature Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/1345 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Cultural Stereotypes: From Dracula's Myth to Contemporary Diasporic Productions A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts at Virginia Commonwealth University. Ileana Florentina Popa BA, University of Bucharest, February 1991 MA, Virginia Commonwealth University, May 2006 Director: Marcel Cornis-Pope, Chair, Department of English Virginia Commonwealth University Richmond, Virginia May 2006 Table of Contents Page Abstract.. ...............................................................................................vi Chapter I. About Stereotypes and Stereotyping. Definitions, Categories, Examples ..............................................................................1 a. Ethnic stereotypes.. ........................................................................3 b. Racial stereotypes. -
THE DESTINY of the WORLD : a STUDY on the END of the UNIVERSE in the Llght of ANCIENT EGYPTIAN TEXTS
THE DESTINY OF THE WORLD : A STUDY ON THE END OF THE UNIVERSE IN THE LlGHT OF ANCIENT EGYPTIAN TEXTS Sherine M. ElSebaie A thesis submitted in conformity with the requirements for the degree of Master of Arts Graduate Department of Near and Middle Eastern Civilizations University of Toronto O Copyright by Sherine M. ElSebaie (2000) National Library Bibliothèque nationale of Canada du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395, rue Wellington Ottawa ON K1A ON4 Ottawa ON KfA ON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or seil reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fome de microfiche/nlm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. The Destiny of The World: A Study on the End of The Universe in The Light of Ancient Egyptian Texts Sherine M. ElSebaie Master of Arts, 2000 Dept. of Near and Middle Eastern Civilizations University of Toronto ABSTRACT The subject of this thesis is a theme that has not been fully çtudied until today and that has long been thought to be overlooked by the ancient Egyptians in a negative way. -
Practicing Medicine in Ancient Egypt
Practicing Medicine in Ancient Egypt Michael R. Zimmerman March 28, 2017 Michael Zimmerman is Adjunct Professor of Biology at Villanova University, Lecturer in Anthropology at the University of Pennsylvania, and Visiting Professor at the University of Manchester (UK) KNH Centre for Biomedical Egyptology. et us start by imagining what Albert Einstein called a “thought experiment.” It is the year 5015 CE L and an excavation of an ancient hospital, ca. 2016 CE, uncovers an ancient book, written on paper rather than on the current electronic device. Although the book is in poor condition there is a partial hieroglyphic title, transcribed by an Egyptologist and a paleopathologist as Merck Manual. The book seems to be a compilation of disease descriptions and treatments by a long forgotten Dr. Merck. The diseases are difficult to decipher in an era when humans live to the age of 150 and die only when aged organs fail. It appears that the body could be attacked by minute parasitic organisms, visible only with an ancient tool called a “microscope.” Some cells appear to have taken on a life of their own, destroying the body by causing diseases known by a variety of poorly preserved terms such as “cancer” or “neoplasm.” The task of our future paleopathologist is analogous to that of the difficult undertaking of deciphering ancient Egyptian medical papyri. There are a number of surviving papyri, in various degrees of completeness, which have been studied by physicians and Egyptologists. They have done remarkably well, particularly in that the writing is mostly in the difficult hieratic rather than hieroglyphic text. -
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. -
Extraction and Use of Greywacke in Ancient Egypt Ahmed Ibrahim Othman
JFTH, Vol. 14, Issue 1 (2017) ISSN: 2314-7024 Extraction and Use of Greywacke in Ancient Egypt Ahmed Ibrahim Othman 1 Lecturer – Tourism Guidance Department Hotel Management and Restoration Institute, Abu Qir. [ Introduction The Quseir – Qift road was the only practical route in the Central Easter Desert as it was the shortest and easiest road from the Nile Valley to the Red Sea, in addition to the richness of the Bekhen stone quarries and the gold mines. Therefore, it was the preferred road by the merchants, quarrymen and miners. The Bekhen stone quarries of Wadi Hammamat forms an archaeological cluster of inscriptions, unfinished manufactures, settlements, workshops and remaining tools. It seems clear that the state was responsible for the Bekhen stone exploitation, given the vast amount of resources that had to be invested in the organization of a quarrying expedition. Unlike the other marginal areas, the officials leading the missions to Wadi Hammamat show different affiliations in terms of administrative branches. This is probably because Bekhen stone procurement was not the responsibility of the treasury, but these expeditions were entrusted to separate competent officials, graded in a specific hierarchy, forming well – organized missions with different workers for different duties and established wages and functionaries in charge of the administrative tasks. The greywacke quarries were not constantly or intensively exploited. The fact that the stone was used in private or royal statuary and not as a building stone could have caused its demand to be less than that of other materials such as granite, limestone or sandstone. Inscriptions indicated the time lapse between expeditions suggesting that this stone was only quarried when it was needed, which was not on a regular basis. -
House of Eternity: Tomb of Nefertari
- - - OUSE OF ETERNITY The Tomb of Nefertari John K. McDonald The Getty Conservation Institute and the J. Paul Getty Museum Los Angeles Cover/title page: Detail a/Queen Nefertari 0/'1 the north wall of Chamber G. All photographs are by Guillermo Aldana unless credited otherwise. The Getty Conservation Institute works internationally to further the appreciation and preservation of the world's cultural heritage for the enrichment and use of present and future generations. This is the first volume in the Conservation and Cultural Heritage series, which aims to provide in a popular format information about selected culturally significant sites throughout the world. © 1996 The J. Paul Getty Trust All rights reserved Printed in Singapore Library of Congress Cataloging-in-Publication Data McDonald. John K. House of eternity: the tomb of Nefertari I John K. McDonald. p. cm. ISBN 0-89236-415-7 1. Nefertari. Queen. consort of Rameses II. King of Egypt-Tomb. 2. Mural painting and decoration. Egyptian. 3. Tombs-Egypt. 4. Valley of the Queens (Egypt) I. Title. DT73· v34M35 1996 932-dc20 96-24123 C1P Contents Foreword 5 Introduction Dynasties of Ancient Egypt II Nefertari: Radiant Queen A Letter from Nefertari The Queen's Titles and Epithets 19 The Valley of the Queens Ernesto Schiaparelli 25 Conveyance to Eternal Life: The Royal Tombs of Egypt Tomb Paints and Materials 33 The Tomb Builders' Village 37 After Nefertari's Burial 41 Resurrection and Recurrent Risks 47 The King of the Dead and His Divine Family Divine Guidance 55 Among the Immortals: A Walk through the "House of Eternity" The Texts in the Tomb III Conclusion 116 Acknowledgments II HOUSE OF ETER ITY an honored and < > beloved queen, still in the prime of earthly existence, set off upon a voyage to the netherworld, in quest of eternal life. -
Abu Simbel Solar Alignment 1
Abu Simbel Solar Alignment 1 Abu Simbel was built by Pharaoh Rameses II between 1279 and 1213 B.C to celebrate his domination of Nubia, and his piety to the gods, principally Amun-Re, Ra- Horakhty and Ptah, as well as his own deification. It is located 250 kilometers southeast of the city of Aswan. The original temple was positioned on the bank of the Nile, but it was raised up 300 meters by an international relocation project supported by UNESDO. This mammoth engineering effort was undertaken between 1964 and 1968 to prevent the flooding of the temple by the rising waters of Lake Nasser caused by the new Aswan High Dam. The satellite photo above, and on the next page, shows the entrance walkway ramp, and the area on the face of the cliff where the four giant statues of Ramses II are positioned. The interior of the temple extends to the left of the statuary and is hidden beneath the huge man-made berm to the left of the photograph. The 'Visitor Center' buildings can be seen as the three squares near the left-hand edge of the photo. The horizontal line in the upper right corner represents a distance of 50 meters, and the circle indicates the major compass directions clockwise from the top (north) as east, south and west. The interior of the temple is inside the sandstone cliff in the form of a man- made cave cut out of the rock. It consists of a series of halls and rooms extending back a total of 56 meters (185 feet) from the entrance.