Ancient Egypt's Silence About the Exodus
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
KIVUNIM Comes to Morocco 2018 Final
KIVUNIM Comes to Morocco March 15-28, 2018 (arriving from Spain and Portugal) PT 1 Charles Landelle-“Juive de Tanger” Unlike our astronauts who travel to "outer space," going to Morocco is a journey into "inner space." For Morocco reveals under every tree and shrub a spiritual reality that is unlike anything we have experienced before, particularly as Jewish travelers. We enter an Islamic world that we have been conditioned to expect as hostile. Instead we find a warmth and welcome that both captivates and inspires. We immediately feel at home and respected as we enter a unique multi-cultural society whose own 2011 constitution states: "Its unity...is built on the convergence of its Arab-Islamic, Amazigh and Saharan-Hassani components, is nurtured and enriched by African, Andalusian, Hebraic and Mediterranean constituents." A journey with KIVUNIM through Morocco is to glimpse the possibilities of the future, of a different future. At our alumni conference in December, 2015, King Mohammed VI of Morocco honored us with the following historic and challenge-containing words: “…these (KIVUNIM) students, who are members of the American Jewish community, will be different people in their community tomorrow. Not just different, but also valuable, because they have made the effort to see the world in a different light, to better understand our intertwined and unified traditions, paving the way for a different future, for a new, shared destiny full of the promises of history, which, as they have realized in Morocco, is far from being relegated to the past.” The following words of Rabbi Abraham Joshua Heschel remind us of the purpose of our travels this year. -
THE TEN PLAGUES of EGYPT: the Unmatched Power of Yahweh Overwhelms All Egyptian Gods
THE TEN PLAGUES OF EGYPT: The Unmatched Power of Yahweh Overwhelms All Egyptian Gods According to the Book of Exodus, the Ten Plagues were inflicted upon Egypt so as to entice their leader, Pharaoh, to release the Israelites from the bondages of slavery. Although disobedient to Him, the Israelites were God's chosen people. They had been in captivity under Egyptian rule for 430 years and He was answering their pleas to be freed. As indicated in Exodus, Pharaoh was resistant in releasing the Israelites from under his oppressive rule. God hardened Pharaoh's heart so he would be strong enough to persist in his unwillingness to release the people. This would allow God to manifest His unmatched power and cause it to be declared among the nations, so that other people would discuss it for generations afterward (Joshua 2:9-11, 9:9). After the tenth plague, Pharaoh relented and commanded the Israelites to leave, even asking for a blessing (Exodus 12:32) as they departed. Although Pharaoh’s hardened heart later caused the Egyptian army to pursue the Israelites to the Red Sea, his attempts to return them into slavery failed. Reprints are available by exploring the link at the bottom of this page. # PLAGUE SCRIPTURE 1 The Plague of Blood Exodus 7:14-24 2 The Plague of Frogs Exodus 7:25- 8:15 3 The Plague of Gnats Exodus 8:16-19 4 The Plague of Flies Exodus 8:20-32 5 The Plague on Livestock Exodus 9:1-7 6 The Plague of Boils Exodus 9:8-12 7 The Plague of Hail Exodus 9:13-35 8 The Plague of Locusts Exodus 10:1-20 9 The Plague of Darkness Exodus 10:21-29 10 The Plague on the Firstborn Exodus 11:1-12:30 --- The Exodus Begins Exodus 12:31-42 http://downriverdisciples.com/ten-plagues-of-egypt . -
The Ancient History of the Egyptians, Carthaginians, Assyrians, Babylonians, Medes and Persians, Macedonians and Grecians (Vol
1 Chapter I. Chapter II. Chapter III. Chapter I. Chapter II. Chapter III. Chapter IV. Chapter V. Chapter VI. Chapter I. Chapter II. Chapter I. Chapter II. Chapter III. Chapter IV. Chapter I. Chapter II. Chapter III. Chapter I. Chapter II. The Ancient History of the Egyptians, 2 Chapter III. Chapter IV. Chapter V. Chapter VI. Chapter I. Chapter II. Chapter I. Chapter II. Chapter III. Chapter IV. The Ancient History of the Egyptians, Carthaginians, Assyrians, Babylonians, Medes and Persians, Macedonians and Grecians (Vol. 1 of 6) by Charles Rollin This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at http://www.gutenberg.org/license Title: The Ancient History of the Egyptians, Carthaginians, Assyrians, Babylonians, Medes and Persians, Macedonians and Grecians (Vol. 1 of 6) Author: Charles Rollin Release Date: April 11, 2009 [Ebook #28558] Language: English Character set encoding: ISO 8859-1 The Ancient History of the Egyptians, 3 ***START OF THE PROJECT GUTENBERG EBOOK THE ANCIENT HISTORY OF THE EGYPTIANS, CARTHAGINIANS, ASSYRIANS, BABYLONIANS, MEDES AND PERSIANS, MACEDONIANS AND GRECIANS (VOL. 1 OF 6)*** The Ancient History Of The Egyptians, Carthaginians, Assyrians, Babylonians, Medes and Persians, Macedonians and Grecians By Charles Rollin Late Principal of the University of Paris Professor of Eloquence in The Royal College And Member of the Royal Academy Of Inscriptions and Belles Letters Translated From The French In Six Volumes Vol. -
The Other Face of Augustus's Aggressive Inclination to Egypt
Journal of Association of Arab Universities for Tourism and Hospitality Volume 12 - June 2015 - No 1 - Pages: (35 : 56) The Other Face of Augustus’s Aggressive Inclination to Egypt Wahid Omran Lecturer in Tourist Guidance Dep., Faculty of Tourism and Hotels, Fayoum University Introduction The initial attitude of Octavian against Egypt is proved by his speech to his troops on the evening before the battle of Actium. Pride in his Roman birth is compared to the despicability of an Egyptian woman as an opponent, who is supported by Dio Cassius reference.1 "Alexandrians and Egyptians- what worse or what truer name could one apply to them?- who worship reptiles and beasts as gods, who embalm their own bodies to give them semblance of immortality, who are most reckless in effrontery but most feeble in courage, and worst of all are slaves to a woman and not to a man". Since The Roman poet Virgile (70- 19 B.C), 2 the Romans opposed the animal – cult of the Egyptians, and considered these gods as monsters.3 The Egyptian character of the Augustus's opponents is related to the Augustan propaganda, represented the Augustus's war against Antony and Cleopatra not only a civil war between Rome and Egypt, but like a struggle between the West and the East. Whose Mark Antony was a traitor joined the powers of the East, whereas Octavian's victory in Actium was not only for himself, but basically for Rome and the Romans. This struggle was described in literature's documents as a civil strife or a foreign war.4 Augustus also knew he had a compensated war against Antony and Cleopatra as a republican magistrate crushing Oriental despotism.5 He is supported by the Roman society ethics and the star of the sacred Caesar, on the other hand, Antony, once a great Roman commander-in-chief, but now supported by a foreign army and followed by unnamed Egyptian spouse.6 The Romans considered the battle not only a military, but either a religious one between the Roman and the Egyptian Pantheons. -
Parashat Bo the Women Were There Nonetheless …
WOMEN'S LEAGUE SHABBAT 2016 Dvar Torah 2 Parashat Bo The Women Were There Nonetheless … Shabbat Shalom. In reading Parashat Bo this morning, I am intrigued by the absence of women and their role in the actual preparations to depart Egypt. This is particularly striking because women – Miriam, Moses’ mother Yocheved, the midwives Shifra and Puah, and Pharaoh’s daughter – are so dominant in the earlier part of the exodus story. In fact, the opening parashah of Exodus is replete with industrious, courageous women. Why no mention of them here? And how do we reconcile this difference? One of the ways in which moderns might interpret this is to focus on the context in which God commands Moses and the congregation of Hebrews – that is men – to perform certain tasks as they begin their journey out of Egypt. With great specificity God, through Moses, instructs the male heads of household how to prepare and eat the paschal sacrifice, place its blood on the doorpost, and remove all leaven from their homes. They are told how to ready themselves for a hasty departure. Why such detailed instruction? It is plausible that, like slaves before and after, the Hebrews had scant opportunity to cultivate imagination, creativity and independent thought during their enslavement. The opposite in fact is true, for any autonomous thought or deed is suppressed because the slave mentality is one of absolute submission to the will of his master. So this might account for why the Hebrew slaves required such specific instruction. The implication is that among the downtrodden, the impulse for freedom needs some prodding. -
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 -
Calendar of Torah and Haftarah Readings 5776 – 5778 2015 – 2018
Calendar of Torah and Haftarah Readings 5776 – 5778 2015 – 2018 Calendar of Torah and Haftarah Readings 5776-5778 CONTENTS NOTES ....................................................................................................1 DATES OF FESTIVALS .............................................................................2 CALENDAR OF TORAH AND HAFTARAH READINGS 5776-5778 ............3 GLOSSARY ........................................................................................... 29 PERSONAL NOTES ............................................................................... 31 Published by: The Movement for Reform Judaism Sternberg Centre for Judaism 80 East End Road London N3 2SY [email protected] www.reformjudaism.org.uk Copyright © 2015 Movement for Reform Judaism (Version 2) Calendar of Torah and Haftarah Readings 5776-5778 Notes: The Calendar of Torah readings follows a triennial cycle whereby in the first year of the cycle the reading is selected from the first part of the parashah, in the second year from the middle, and in the third year from the last part. Alternative selections are offered each shabbat: a shorter reading (around twenty verses) and a longer one (around thirty verses). The readings are a guide and congregations may choose to read more or less from within that part of the parashah. On certain special shabbatot, a special second (or exceptionally, third) scroll reading is read in addition to the week’s portion. Haftarah readings are chosen to parallel key elements in the section of the Torah being read and therefore vary from one year in the triennial cycle to the next. Some of the suggested haftarot are from taken from k’tuvim (Writings) rather than n’vi’ivm (Prophets). When this is the case the appropriate, adapted blessings can be found on page 245 of the MRJ siddur, Seder Ha-t’fillot. This calendar follows the Biblical definition of the length of festivals. -
Old Testament Bible Class Curriculum
THE OLD TESTAMENT MOSES AND THE EXODUS Year 1 - Quarter 3 by F. L. Booth © 2005 F. L. Booth Zion, IL 60099 CONTENTS LESSON PAGE 1 The Birth of Moses 1 - 1 2 Moses Kills An Egyptian 2 - 1 3 Moses And The Burning Bush 3 - 1 4 Moses Meets Pharaoh 4 - 1 5 The Plagues 5 - 1 6 The Tenth Plague And The Passover 6 - 1 7 Crossing The Red Sea 7 - 1 8 Quails And Manna 8 - 1 9 Rephidim - Water From The Rock 9 - 1 10 The Ten Commandments 10 - 1 11 The Golden Calf 11 - 1 12 The Tabernacle 12 - 1 13 Nadab And Abihu 13 - 1 Map – The Exodus Plan of the Tabernacle 1 - 1 LESSON 1 THE BIRTH OF MOSES Ex. 1; 2:1-10 INTRODUCTION. After Jacob's family moved to Egypt, they increased and multiplied until the land was filled with them. Joseph died, many years passed, and a new king came to power who did not know Joseph. Afraid of the strength and might of the Israelites, the king began to afflict them, enslav- ing them and forcing them to build cities for him. He decreed that all boy babies born to the Hebrew women should be cast into the river. One Levite family hid their infant son. When they could no longer hide him, his mother put him in a basket and placed him in the river where the daughter of Pharaoh bathed. The royal princess found the basket and child, named him Moses which means to draw out, and raised him as her son. -
The Torah: a Women's Commentary
STUDY GUIDE The Torah: A Women’s Commentary Parashat Bo DeuteronomyExodus10:1-13:16 32:1 – 52 Study Guide written by Rabbi Stephanie Bernstein Study Guide written by Rabbi Stephanie Bernstein Dr. Tamara Cohn Eskenazi, Dr. Lisa D. Grant, and Rabbi Andrea L. Weiss, Ph.D., editors Dr. Tamara Cohn Eskenazi, Dr. Lisa D. Grant, and Rabbi Andrea L. Weiss, Ph.D., editors Rabbi Hara E. Person, series editor Rabbi Hara E. Person, series editor Parashat Haazinu Study Guide Themes Parashat Bo Study Guide Themes Theme 1: Israel’s God Reigns Supreme Theme 1: Israel’s God Reigns Supreme Theme 2: The Obligation to Remember—Marking the Exodus in and after Egypt Theme 2: The Obligation to Remember—Marking the Exodus in and after Egypt Introduction arashat Bo contains the last three of the ten divine acts designed to persuade P a reluctant Pharaoh to release his Israelite slaves. Although these acts are most often referred to as “plagues,” the biblical text more commonly uses the words “signs” (otot), “marvels” (mof’tim), and “wonders” (nifla’ot) to describe these heavenly exhibitions of power. Pharaoh’s defiance of God’s command to let the people go brings terrible consequences for the Egyptian people. The preceding parashah (Va-eira) describes the first seven of these divine displays: the Nile turns to blood, frogs swarm over Egypt, dust turns to lice, swarms of insects invade the land, pestilence attacks Egypt’s animals, boils cover animals and humans, and hail destroys Egyptian livestock and fields. In this parashah God displays the final signs: locusts, darkness, and the slaying of the first-born. -
Book 1 EGYPT – GREECE - ROME Empires & Games
ARTY STORIES Book 1 EGYPT – GREECE - ROME Empires & Games Art and life across the centuries Ian Matsuda, FCA, BA (Hons) for Noko Copyright 2017 Ian Matsuda, FCA, BA (Hons) All rights reserved. No part of this publication may be reproduced, stored in retrieval system, transmitted or utilised in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission from the publisher or licence holder https://www.artystories.org email: [email protected] Cover: Discobolus of Myron, originally bronze in 450 BC, Roman copy, British Museum, London Queen Nefertiti, 1345 BC, Laocoon and his Sons, 200BC- 70AD, Greek trireme Warship, c.500BC ‘ARTY STORIES’ Art & Life across the centuries This series of six books tells the stories of events and lives and the influence of art that reflects these societies. Designed specifically for younger students to create an interest for complementary studies in both art and history, they provide an easy and accessible introduction to the myriad lives and wonderful art over the centuries. Together they provide a sweeping framework in which to follow and understand the struggles and triumphs of people in the evolving changes through peace and war from 3,000BC until today. By taking this holistic approach this book contributes to the UK Educational targets of Key Stage 3, ages 11-14 ‘know how art and design both reflect and contribute to the culture, creativity and wealth of our nation’. This also contributes to the educational debates in the USA on the benefits of art to the health of society. Supported by the Arts Council, England as: ‘creative and engaging for young people’ - ‘the opportunities to stimulate young people’s interest and imagination are evident’. -
The Egyptians and the Scythians in Herodotus' Histories
Bard College Bard Digital Commons Senior Projects Spring 2011 Bard Undergraduate Senior Projects Spring 2011 The Old and the Restless: The Egyptians and the Scythians in Herodotus' Histories Robert J. Hagan Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2011 Part of the Classical Literature and Philology Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Recommended Citation Hagan, Robert J., "The Old and the Restless: The Egyptians and the Scythians in Herodotus' Histories" (2011). Senior Projects Spring 2011. 10. https://digitalcommons.bard.edu/senproj_s2011/10 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. 1 The Old and the Restless: The Egyptians and the Scythians in Herodotus’ Histories Senior Project Submitted to Division of Language and Literature of Bard College by Robert Hagan Annandale-on-Hudson, New York May 2011 2 Acknowledgments On the completion of this sometimes challenging, but always rewarding project, I thank my family and friends for their support throughout the year. Thanks also go to the classics department at Bard, including Bill Mullen and Thomas Bartscherer for their help and advice, as well as one dearly needed extension. -
Ancient Egypt: Symbols of the Pharaoh
Ancient Egypt: Symbols of the pharaoh Colossal bust of Ramesses II Thebes, Egypt 1250 BC Visit resource for teachers Key Stage 2 Ancient Egypt: Symbols of the pharaoh Contents Before your visit Background information Resources Gallery information Preliminary activities During your visit Gallery activities: introduction for teachers Gallery activities: briefings for adult helpers Gallery activity: Symbol detective Gallery activity: Sculpture study Gallery activity: Mighty Ramesses After your visit Follow-up activities Ancient Egypt: Symbols of the pharaoh Before your visit Ancient Egypt: Symbols of the pharaoh Before your visit Background information The ancient Egyptians used writing to communicate information about a person shown on a sculpture or relief. They called their writing ‘divine word’ because they believed that Thoth, god of wisdom, had taught them how to write. Our word hieroglyphs derives from a phrase meaning ‘sacred carvings’ used by the ancient Greek visitors to Egypt to describe the symbols that they saw on tomb and temple walls. The number of hieroglyphic signs gradually grew to over 7000 in total, though not all of them were used on a regular basis. The hieroglyphs were chosen from a wide variety of observed images, for example, people, birds, trees, or buildings. Some represent the sounds of the ancient Egyptian language, but consonants only. No vowels were written out. Also, it was not an alphabetic system, since one sign could represent a combination of two or more consonants like the gaming-board hieroglyph which stands for the consonants mn. Egyptologists make the sounds pronounceable by putting an e between the consonants, so mn is read as men.