Mummification Explained Page 1 Other Types of Mummies
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How to Make an Egyptian Diorama
How to Make an Egyptian Diorama http://www.wikihow.com/Make‐a‐Diorama A diorama is a small model of a real‐life scene that has lifelike details and a realistic background. Since we are reading, “The Curse of the Pharaohs”, you will be creating an Egyptian themed tomb as though you were an ancient Egyptian King or Queen. Steps for creating your Egyptian Tomb 1. Choose a tomb scene to re‐create in a shoebox. 2. Make sketches of how you want your diorama to look. Plan the front, back, sides, and top. Make the inside of the diorama look as deep and 3 dimensional as you can. Make a list of the things you will need to make your diorama. Use a variety of materials. 3. Make a base for the model out of a shoebox. Make sure your box is sturdy. 4. Find small figures to go along with your scene or make them out of clay, printouts, pipe cleaners, plasticine or other materials. Use your imagination. 5. Be creative. Anything you can find (cotton balls, leaves, twigs, etc.) will work. 6. Hang flying objects with clear string such as monofilament used for fishing line, if you have it. 7. Write a caption for your diorama. In your caption include the book you read and author. 8. You will also put an Egyptian‐styled Curse to warn others not to disturb your tomb. Tips • Put bigger items in the back, leaving the scene easy to see. • The most important object of your diorama should be centered or just a bit off center to draw the viewers attention to it first. -
The Stela of Khu-Sobek (Manchester Museum)
The Stela of Khu-Sobek1 (Manchester Museum) This limestone stela of the Manchester Museum (measured 16.5 cm wide and 28 cm high) was found in Abydos in 1901 by J. Garstang.2 It is of poor quality but important since it records an early of war of Egypt with its northern enemies. Htp-di-(n)swt wsir nb AbDw (di.f ) prt-xrw t Hnkt xpS Apdw Ssr3 mnxt snTr mrHt xt nb(t) nfr(t) wab(t) A royal offering of Osiris, lord of Abydos, (giving) an invocation offering of bread and beer, foreleg (of an ox) and fowl, linen and clothing, incense and oil, every good and pure thing n kA n (i)r(i)-pa(t) HAt(i)-a Dd nfrt, wHm mrrt4 m Xr(t)-Hrw5 nt ra nb, wartw6 aA n nwt, xw-(wi)- sbkw7 rn.f nfr DAA8 for the ka of the member of the elite, high official, who has said good things, repeated /proclaimed9 what was desired during the course of every day, great district official of the town, Khu-Sobek whose good name is Djaa, ir.n itA10 wartw tfnwt,11 nbt imAx, 1 The principal references for these notes are T. Eric Peet, The Stela of Sebek-khu, Manchester Museum Handbooks 75 (1914), and J. Baines, The Stela of Khusobek: Private and Royal Military Narrative and Values, in Form und Mass, Beiträge zur Literartur, Sprache und Kunst des alten Ägypten, Otto Harrassowitz, Wiesbaden, pp. 43-61. 2 See J. Garstang, El Arábah, Quaritch, London, 1901, Pls. IV, V; P. -
Ma'at As a Theme in Ancient Egyptian Tomb
Oglethorpe Journal of Undergraduate Research Volume 5 | Issue 1 Article 1 April 2015 Ma’at as a Theme in Ancient Egyptian Tomb Art Tali M. Schroeder Oglethorpe University, [email protected] Follow this and additional works at: https://digitalcommons.kennesaw.edu/ojur Part of the History of Art, Architecture, and Archaeology Commons Recommended Citation Schroeder, Tali M. (2015) "Ma’at as a Theme in Ancient Egyptian Tomb Art," Oglethorpe Journal of Undergraduate Research: Vol. 5 : Iss. 1 , Article 1. Available at: https://digitalcommons.kennesaw.edu/ojur/vol5/iss1/1 This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Oglethorpe Journal of Undergraduate Research by an authorized editor of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. Schroeder: Ma'at in Egyptian Art Ma’at as a Theme in Ancient Egyptian Tomb Art In ancient Egypt, a variety of gods and symbols were used to explain the complex religious rites of the culture. Ma’at, the idea of truth, justice and order, is an example of a symbol that was so influential that it was also recognized as a deity.1 The concept of ma’at infiltrated numerous aspects of art during all dynasties and periods. Ma’at is particularly ubiquitous in tomb art of individuals in the upper class: officials, pharaohs, and other royals. Tomb art served numerous purposes within the funerary practice of ancient Egyptian society, and ma’at is a motif that helps fulfill many of these purposes. Ma’at is an important concept that helped create a pleasant living space for the deceased, evoke everyday life, and convey importance of the deceased to the gods. -
Sarapis, Isis, and the Ptolemies in Private Dedications the Hyper-Style and the Double Dedications
Kernos Revue internationale et pluridisciplinaire de religion grecque antique 28 | 2015 Varia Sarapis, Isis, and the Ptolemies in Private Dedications The Hyper-style and the Double Dedications Eleni Fassa Electronic version URL: http://journals.openedition.org/kernos/2333 DOI: 10.4000/kernos.2333 ISSN: 2034-7871 Publisher Centre international d'étude de la religion grecque antique Printed version Date of publication: 1 October 2015 Number of pages: 133-153 ISBN: 978-2-87562-055-2 ISSN: 0776-3824 Electronic reference Eleni Fassa, « Sarapis, Isis, and the Ptolemies in Private Dedications », Kernos [Online], 28 | 2015, Online since 01 October 2017, connection on 21 December 2020. URL : http://journals.openedition.org/ kernos/2333 ; DOI : https://doi.org/10.4000/kernos.2333 This text was automatically generated on 21 December 2020. Kernos Sarapis, Isis, and the Ptolemies in Private Dedications 1 Sarapis, Isis, and the Ptolemies in Private Dedications The Hyper-style and the Double Dedications Eleni Fassa An extended version of this paper forms part of my PhD dissertation, cited here as FASSA (2011). My warmest thanks to Sophia Aneziri for her always insightful comments. This paper has benefited much from the constructive criticism of the anonymous referees of Kernos. 1 In Ptolemaic Egypt, two types of private dedications evolved, relating rulers, subjects and gods, most frequently, Sarapis and Isis.1 They were formed in two ways: the offering was made either to Sarapis and Isis (dative) for the Ptolemaic kings (ὑπέρ +genitive) — hereafter, these will be called the hyper-formula dedications2 — or to Sarapis, Isis (dative) and the Ptolemaic kings (dative), the so-called ‘double dedications’. -
Bibliography
Bibliography Many books were read and researched in the compilation of Binford, L. R, 1983, Working at Archaeology. Academic Press, The Encyclopedic Dictionary of Archaeology: New York. Binford, L. R, and Binford, S. R (eds.), 1968, New Perspectives in American Museum of Natural History, 1993, The First Humans. Archaeology. Aldine, Chicago. HarperSanFrancisco, San Francisco. Braidwood, R 1.,1960, Archaeologists and What They Do. Franklin American Museum of Natural History, 1993, People of the Stone Watts, New York. Age. HarperSanFrancisco, San Francisco. Branigan, Keith (ed.), 1982, The Atlas ofArchaeology. St. Martin's, American Museum of Natural History, 1994, New World and Pacific New York. Civilizations. HarperSanFrancisco, San Francisco. Bray, w., and Tump, D., 1972, Penguin Dictionary ofArchaeology. American Museum of Natural History, 1994, Old World Civiliza Penguin, New York. tions. HarperSanFrancisco, San Francisco. Brennan, L., 1973, Beginner's Guide to Archaeology. Stackpole Ashmore, w., and Sharer, R. J., 1988, Discovering Our Past: A Brief Books, Harrisburg, PA. Introduction to Archaeology. Mayfield, Mountain View, CA. Broderick, M., and Morton, A. A., 1924, A Concise Dictionary of Atkinson, R J. C., 1985, Field Archaeology, 2d ed. Hyperion, New Egyptian Archaeology. Ares Publishers, Chicago. York. Brothwell, D., 1963, Digging Up Bones: The Excavation, Treatment Bacon, E. (ed.), 1976, The Great Archaeologists. Bobbs-Merrill, and Study ofHuman Skeletal Remains. British Museum, London. New York. Brothwell, D., and Higgs, E. (eds.), 1969, Science in Archaeology, Bahn, P., 1993, Collins Dictionary of Archaeology. ABC-CLIO, 2d ed. Thames and Hudson, London. Santa Barbara, CA. Budge, E. A. Wallis, 1929, The Rosetta Stone. Dover, New York. Bahn, P. -
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. -
Agents of Death: Reassessing Social Agency and Gendered Narratives of Human Sacrifice in the Viking Age
Agents of Death: Reassessing Social Agency and Gendered Narratives of Human Sacrifice in the Viking Age Marianne Moen & Matthew J. Walsh This article seeks to approach the famous tenth-century account of the burial of a chieftain of the Rus, narrated by the Arab traveller Ibn Fadlan, in a new light. Placing focus on how gendered expectations have coloured the interpretation and subsequent archaeological use of this source, we argue that a new focus on the social agency of some of the central actors can open up alternative interpretations. Viewing the source in light of theories of human sacrifice in the Viking Age, we examine the promotion of culturally appropriate gendered roles, where women are often depicted as victims of male violence. In light of recent trends in theoretical approaches where gender is foregrounded, we perceive that a new focus on agency in such narratives can renew and rejuvenate important debates. Introduction Rus on the Volga, from a feminist perspective rooted in intersectional theory and concerns with agency While recognizing gender as a culturally significant and active versus passive voices. We present a number and at times socially regulating principle in Viking of cases to support the potential for female agency in Age society (see, for example, Arwill-Nordbladh relation to funerary traditions, specifically related to 1998; Dommasnes [1991] 1998;Jesch1991;Moen sacrificial practices. Significantly, though we have situ- 2011; 2019a; Stalsberg 2001), we simultaneously high- ated this discussion in Viking Age scholarship, we light the dangers inherent in transferring underlying believe the themes of gendered biases in ascribing modern gendered ideologies on to the past. -
A Catalogue of the Egyptian Collection in the Fitzwilliam
~ O=Jl."'~~] lJlC01~~~] ~ O~!>hl!>hl-;] lJl G~~~] S:O=~f1"'~~] CAMBRIDGE LIBRARY CO LL E C TION Books of enduring scholarly value Cambridge The city of Cambridge received its royal charter in 1201, having already been home to Britons, Romans and Anglo-Saxons for many centuries. Cambridge University was founded soon afterwards and celebrates its octocentenary in 2009. This series explores the history and influence of Cambridge as a centre of science, learning, and discovery, its contributions to national and global politics and culture, and its inevitable controversies and scandals. A Catalogue of the Egyptian Collection in the Fitzwilliam Museum, Cambridge Since the first donations of Egyptian artefacts to the Fitzwilliam Museum, including most notably the sarcophagus lid of Rameses III donated in 1823, its ancient Egyptian holdings have grown steadily. This collection, now one of the most important in Britain, was catalogued for the first time by Sir Ernest Alfred Thompson Wallis Budge (1857–1934) of the British Museum’s department of antiquities. Budge was a leading authority on ancient Egypt and had himself acquired several pieces for the museum in Egypt in 1886-7. The collection as listed in this 1893 publication included 577 objects: sarcophagi, coffins, canopic jars, mummies, scarabs, sculptures, and other decorative objects. Budge provided transcriptions and translations of the hieroglyphs that appear on the objects with his descriptions of each item. Although the collection has been augmented by many further gifts and purchases, Budge’s catalogue remains a valuable record of the collection in the late Victorian period. Cambridge University Press has long been a pioneer in the reissuing of out-of- print titles from its own backlist, producing digital reprints of books that are still sought after by scholars and students but could not be reprinted economically using traditional technology. -
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. -
Mummies and Mummification Practices in the Southern and Southwestern United States Mahmoud Y
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Karl Reinhard Papers/Publications Natural Resources, School of 1998 Mummies and mummification practices in the southern and southwestern United States Mahmoud Y. El-Najjar Yarmouk University, Irbid, Jordan Thomas M. J. Mulinski Chicago, Illinois Karl Reinhard University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/natresreinhard El-Najjar, Mahmoud Y.; Mulinski, Thomas M. J.; and Reinhard, Karl, "Mummies and mummification practices in the southern and southwestern United States" (1998). Karl Reinhard Papers/Publications. 13. http://digitalcommons.unl.edu/natresreinhard/13 This Article is brought to you for free and open access by the Natural Resources, School of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Karl Reinhard Papers/Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in MUMMIES, DISEASE & ANCIENT CULTURES, Second Edition, ed. Aidan Cockburn, Eve Cockburn, and Theodore A. Reyman. Cambridge: Cambridge University Press, 1998. 7 pp. 121–137. Copyright © 1998 Cambridge University Press. Used by permission. Mummies and mummification practices in the southern and southwestern United States MAHMOUD Y. EL-NAJJAR, THOMAS M.J. MULINSKI AND KARL J. REINHARD Mummification was not intentional for most North American prehistoric cultures. Natural mummification occurred in the dry areas ofNorth America, where mummies have been recovered from rock shelters, caves, and over hangs. In these places, corpses desiccated and spontaneously mummified. In North America, mummies are recovered from four main regions: the south ern and southwestern United States, the Aleutian Islands, and the Ozark Mountains ofArkansas. -
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.