...Ancient Egypt vs. Mesopotamia The decision to write this Paper came about as soon as I read the subject. I am in love with Ancient Cultures. It is very interesting to me to study and learn new things about the style of life peoples of ancient times lead, the type of housing and furniture ancient peoples possessed, the foods and resources they had at hand, as well as the religious and other daily values which ancient peoples believed in. To compare the Ancient Egyptian civilization to the civilization of Ancient Mesopotamia is surely going to be a task which will not be easy, especially since it is my personal believe that both of these grandiose civilizations cannot be compared to one another. Comparing the Ancient Mesopotamian Civilization to the Civilization of Ancient Egypt is not really possible once you think about the difference of years between the beginnings of each of these Civilizations. Mesopotamia is considered to be at the least 5000 years older than Ancient Egypt. The earliest civilized form of Human development in Mesopotamia is known to Historians to have occurred between 10500-3500 BC (Mayan Archeology), whilst Historians believe the Ancient Egyptian Civilization to have started between the years of approx. 5500- 3100 BC, which is what is considered the Pre-dynastic Period. (Experience ancient) While Ancient Egypt started to develop Mesopotamia already made big progress in forms of Farming, building the first settlements...
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...Book Review Summary of Ancient Near Eastern Thought and the Old Testament by John H. Walton Chapter 1 Chapter 1 is Walton’s introduction to the discussion concerning the congruence of the Old Testament with the world surrounding it. This chapter discusses the history, methodology, and reasoning behind comparative Old Testament studies. It then concludes with the principles and goals each student should possess as he or she studies the Old Testament. His synopsis of comparative Old Testament studies begins with the resurgence of Egyptian and Mesopotamian archaeological studies during the eighteenth and nineteenth centuries.[1] He then moves on to discuss the impact of Friedrich Delitzsch’s lectures concerning how the writers of the Old Testament borrowed from extrabiblical sources set the stage for many secular ideologies removing the special revelation aspect from the Bible. This allowed two things to take place. First, it brought out the comparative study of the Bible into a critical realm; and second, it made Assyriology, Egyptology, and Hittitology serious academic disciplines which have greatly enhanced modern man’s understanding of these ancient cultures. While Walton discusses several forms of Old Testament study, his opinion favors comparative studies. He starts with explaining the reasoning for sound methodological comparative study and moves on to answer the “why” it should be performed over other studies. In his view, it expands...
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...Egyptian Statue of Horus vs Mesopotamia Plaque of Protection Abstract This document will compare two works of art from ancient Egypt and Mesopotamia. The first piece from ancient Egypt is a Statuette of Horus from the Third Intermediate Period. The second piece is a plaque for protection from the Neo-Assyrian period. Both pieces of art are made by using the lost-wax bronze castings technique which this paper will examine. Statuette of Horus Horus was a falcon-headed man the son of Aset (Isis) and Osiris (McLeish, 1996). The falcon head is represented by a beak and bird like eyes. The statuette of Horus depicts a sun disk over his head and a cobra wrapped around the disk. The sun disk represents the sun god Ra, while the cobra goddess represents the nurse or protector of Horus. The statuette of Horus was produced using the lost-wax bronze casting technique and made in several parts. The lost-wax bronze casting was commonly used during the Third Intermediate Period (Edith Whitney Watts, 1998). His eyes represented the sun and the moon and are inlaid with gold and inlays of glass probably filled the eye sockets at one time. Horus’s body has a long bust with the pectorals placed high and a narrow waist. The body is smooth to represent his god like indestructibility. His left leg is striding forward and he is looking directly forward. His Egyptian loincloth has ribbed vertical lines. The statue is mainly smooth with some detail preciously carved for the features...
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...picture of what it was like to be an elite in different civilizations. From that information we draw out conclusions of what it must have been like for ordinary people. From 4000-500 B.C.E some of the civilizations we’re introduced to are the people of Mesopotamia, Egypt, the Hebrews and the Greeks. The lives of ordinary people during this time changed because what people once valued began to evolve. In 1792 B.C.E, Hammurabi became the ruler of Babylon (a city in Mesopotamia) and introduced a set of laws that would shape the way rulers governed their cities forever. His people would come to him when they had a problem and it would ultimately lead to a new law. Through these laws, we learn about what was important in Mesopotamian society and what everyone valued. For example, in the code it states, “If a son has struck his father, they shall cut off his hand” (Lualdi 24). This shows that they honored what the father stood for and urged that he be respected. These laws were also very specific and were intended to protect all people no matter their social status. Women, commoners and slaves in this society were protected under the law. In the...
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...renamed it Istanbul. Suleyman, another Ottoman ruler conquered Baghdad, the Tigris and Euphrates, and Belgrade. Suleyman made the Ottomans a naval force as well - they had control over the Aegean and Black Sea. The Safavid rulers were also very religious. They believed in Twelver Shiism (elaborated in previous IDs), and many believed that Ismail, a Safavid ruler, was 12th imam. Followers wore red hats, thus being called qizilbash. Shah Abbas the Great, another Safavid ruler was also religious, but shifted slightly away from the previous form of Twelver Shiism. Shah Abbas was successful in renovating the army and changing the location of the capital. With the army, he was able to subdue the Uzbeks and Portuguese, and conquer lands such as Mesopotamia. Babur (elaborated in previous IDs), a Mughal ruler, was also a patron of Islam. Akbar, his grandson, was a patron of syncretic religions because he desired to lessen strife between Hindu and Muslim people. Aurangzeb, another...
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...Contrast/Compare Human beings have been on the move ever since the invention of the wheel around 3,500 B.C.E. in Mesopotamia. By 1200 B.C.E., a more sophisticated model, the spoked-wheel, was used on chariots as a mode of transportation throughout Eurasia, even reaching as far as Egypt, China and Scandinavia. From there, transportation needs did not change drastically until the first true gasoline automobile was invented in 1885 to1886 by Karl Frederich Benz. With the invention of this new “toy”, men felt the need to push the limits of these vehicles for more than just cargo and passengers. By the beginning of the 20th century, automobile racing took off in both Europe and the United States with each having their own fledgling racing circuits. This trend continued up to present time with two of the world’s most popular racing series: WRC (World Rally Championship), which was launched in 1973 by the FIA (The International Automobile Federation.) and NASCAR (The National Association for Stock Car Auto Racing), which was founded by William France, Sr., in 1948. Although both WRC and NASCAR are extreme and captivating in their own respects there are great differences and a few similarities in the skill level of the drivers, the cars, and the fans. First, is the huge gap in the skill level between the WRC driver and the NASCAR driver. WRC drivers are some the most versatile and talented drivers in the world. WRC drivers have an endurance that cannot be matched. Each rally...
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...Arch. Possible Final Essay Questions Compare and contrast the archaeological remains of Israel and Judah during the Divided Monarchy. Israel 1) List at Karnak-Sheshonq writes names of all the cities he conquered on wall of temple-emulates T3. -Samaria-capital of Israel during 8th and 9th centuries. Has buildings that look like Megiddo’s Proto-Aeolic capital- denote Divided Monarchy. Columns that look Greek. -Ivories-inlaid furniture. A lot of it burnt. Mesha Stele- Mesha King of Moab, mentions King of Israel and Omri & Moab, and possibly House of David. Shalmaneser III-Monolith Inscription-853 BCE Black Obelisk of Shal. III- contains Jehu on it (calls him son of Omri, even though not true) -Megiddo Water Tunnel -Cuneiform Inscriptions of Tiglath-Pileser III (744-727BCE) -Megiddo III-looks like exact Mesopotamian Palace (Assyrian City) Judah -wine and olive presses in 9th and 8th centuries -Ekron Inscription (604BCE) names Philistine kings and talks of Sennacherib’s campaigns. -Assyrian Stele from Ashdod-captured by Sargon II in 711 BCE -Prism of Sennachrenib -Hezekiah’s Water Tunnel (701BCE) and the Siloam Inscription, how we know it is Hezekiah’s Tunnel. Compare and contrast the Neo-Assyrian destruction of Israel and its aftermath with the Neo-Babylonian destruction of Judah and its aftermath. Is either of them similar to the Roman destruction of Jerusalem? 2) Assyrians were in control of the ANE with TP3 annexing Israel to his lands....
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...biographic details (Where were they born etc.?) and a discussion of their achievements. If you want to do so, list their numerous achievements after your essay. C. Read pp. 92 – 95: (Excerpts taken from) The Epic of Gilgamesh 1. In two brief paragraphs answer the questions found on page 93 Question 1: How would you define the Mesopotamian ideal of kingship? What is the basis of the monarch’s legitimacy? Question 2: What understanding of the afterlife does the epic suggest? Question 3: How does the Epic of Gilgamesh portray the gods and their relationship to humankind? D. Read pp. 95 – 97: Code of Hammurabi Question 1: What sorts of social problems afflicted ancient Mesopotamia? Question 2: To what extent was Mesopotamia patriarchal? E. Read pp. 181 – 183 Question 1: What as distinctive about the Jewish tradition? That is, what was distinctive about Judaism, what made Judaism different from many other religions of the time? F. Read pp. 117 – 122 Identify and or Define: Empire, Indo-European, Iranian Plateau, Achaemenid, Cyrus, Darius, Ahura Mazda, satrap. Persepolis Question 1: Why is the motto “Neither snow, nor rain, nor heat, nor darkness of night” a good example of cultural diffusion? G. Read pp. 122 – 124 Identify and or Define: Athens, Sparta, Plato, Aristotle, Zeus, Apollo, Hellenes, Olympic Games,...
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...Understanding Primal, Antiquity, and India Religions There are many different types of religions around the world. Some of them are monotheistic, meaning that they only believe in one God, and some are polytheistic, meaning that they believe in more than one God, or nondualist, meaning that sacred reality cannot be numbered at all. Some examples of these religions are Australian Aboriginal groups, Native American Indians, African religions, Mesopotamian, Zoroastrianism, Greek, Celtics, Germanic, Hinduism, Jains, and Sikhs. Most of these religions have been practiced for centuries and are still practiced today. There are many similarities and many different ways of these religions. However, within these religions, we are able to compare and contrast some of their religious beliefs, their overall ideas, and how they try to satisfy their human needs. Primal definition is, “original,” the Australian Aborigines, Native American Indians, and African religions are primal religions. “Aborginigine,” means from the beginning. Aboriginal religion is best understood for a vision of the nature and how they are linked and connected with nature and everything around it. Aboriginal spiritually entails a close relationship between humans and the lands. They call the beginning of the world the “Dreaming” or “Dreamtime.” In the “Dreamtime,” aboriginal “Ancestors” rose from below the ground to form the Earth and its resources and lifeforms. Aboriginal belief does not place any human or species...
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...HUM 1000: WORLD CIVILIZATIONS NOTES BY DR. KAKAI P.W THE NATURE AND ORIGIN OF CIVILIZATION IN AFRICA Definition of key terms As we begin this course, it is crucial to first discuss our understanding of the concept ‘civilization’. This is a comparative term which is usually applied in comparison to such words as ‘barbarian’ ‘savage’ and ‘primitive’. In classical antiquity the Europeans used the word ‘barbarian’ to refer to a foreigner who was regarded as inferior (Ogutu and Kenyanchui, An Introduction To African History, 1991 p33). Do you think this is still the way we use the word barbarian? The Latin speakers referred to hunters, food-gatherers as savage. In the 17th century this term ‘savage’ referred to a person without art, literacy, or society who lived in fear of existence and death. ‘Primitive’ on the other hand, in Latin meant ‘the first or original’. Europeans used these words interchangeably when referring to non-Europeans while the word civilization was preserved to describe historical developments of European people (ibid). Now the term civilization is no longer confined to the above development but also extends reference to non-European communities. Attributes of civilization includes observance to law, belonging to an organized society, having a society of literate people with advanced developments in urbanization, agriculture, commerce, arts and technology. The French thinkers of the 18th century referred to a person of the arts and literature...
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...with the “rediscovery of Egypt which began in the eighteenth century AD and of Mesopotamia in the mid nineteenth century AD.” There were discoveries of tens of thousands of texts that were excavated, translated and studied. Many of these tablets and texts did coincide with the Bible. Walton outlines comparative study which is the study that attempts to understand things when compared to their broader cultural context. The goal in this case is to understand the Old Testament compared to the ANE. There have been many debates on comparative study and the way in which is executed. Comparative studies deal with the cultures, myths, religions, worldviews and literature of all the people living in the ANE. A comparative study acknowledges that cultures are separate, but that these separate cultures are aware of and understand the religions and rituals of the other surrounding cultures and at times even engages in those rituals. Many of the Scholars were so biased that they tended to argue for the importance of the Old Testament, or vice-versa defended the mythology concept of scripture so vehemently that the cultural comparison was lost. Not until Friedrich Delitzsch, who was the son of the famous biblical commentator Franz Delitzsch, did a more focused and unbiased approach to comparative study begin to take place. Delitzsch created controversy with the evidence that the Old Testament was a secondary piece of literature to the ancient texts of the Mesopotamia. Delitzsch suggested that...
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...Hogarth Blake Presents: Wonderful Ethiopians Of The Ancient Cushite Empire By Drusilla Dunjee Houston First published in 1926 This e-book was edited by Hogarth Blake Ltd Download this book and many more for FREE at: hh-bb.com hogarthblake@gmail.com ‘Wonderful Ethiopians Of The Ancient Cushite Empire’ by Drusilla Dunjee Houston Reproduction & duplication of this work for FREE is permitted. Refer to the terms & conditions page for more details. Terms & Conditions Scanned at sacred-texts.com, October, 2004. John Bruno Hare, redactor. This text is in the public domain in the United States because it was not renewed at the US Copyright Office in a timely fashion as required by law at the time. These files may be used for any non-commercial purpose, provided this notice of attribution is left intact in all copies and subject to the sacred texts Terms of Service at http://www.sacred-texts.com/tos.htm Hogarth Blake presents this e-book FREE of charge; it may be used for whatever purpose you see fit. The only limitations are that you may not decompile, disassemble, reverse engineer, modify, create derivative works based upon, sell, publish, license or sub-license the work or any part of it without the express written consent of Hogarth Blake Ltd. The work is provided as is. Hogarth Blake Ltd. makes no guarantees or warranties as to the accuracy, adequacy or completeness of or results to be obtained from using the work via hyperlink or otherwise, and expressly...
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...Hogarth Blake Presents: Wonderful Ethiopians Of The Ancient Cushite Empire By Drusilla Dunjee Houston First published in 1926 This e-book was edited by Hogarth Blake Ltd Download this book and many more for FREE at: hh-bb.com hogarthblake@gmail.com ‘Wonderful Ethiopians Of The Ancient Cushite Empire’ by Drusilla Dunjee Houston Reproduction & duplication of this work for FREE is permitted. Refer to the terms & conditions page for more details. Terms & Conditions Scanned at sacred-texts.com, October, 2004. John Bruno Hare, redactor. This text is in the public domain in the United States because it was not renewed at the US Copyright Office in a timely fashion as required by law at the time. These files may be used for any non-commercial purpose, provided this notice of attribution is left intact in all copies and subject to the sacred texts Terms of Service at http://www.sacred-texts.com/tos.htm Hogarth Blake presents this e-book FREE of charge; it may be used for whatever purpose you see fit. The only limitations are that you may not decompile, disassemble, reverse engineer, modify, create derivative works based upon, sell, publish, license or sub-license the work or any part of it without the express written consent of Hogarth Blake Ltd. The work is provided as is. Hogarth Blake Ltd. makes no guarantees or warranties as to the accuracy, adequacy or completeness of or results to be obtained from using the work via hyperlink or otherwise, and expressly...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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