The Pharaoh Who Was Called Akh Essays - Eighteenth Dynasty Of Egypt

The Pharaoh Who Was Called Akh Essays - Eighteenth Dynasty Of Egypt The Pharaoh Who Was Called Akh The Pharaoh Who Was Called Akhenaten By Bob Disherman A research paper submitted to Mr. Touma in partial fulfillment of the requirements for World Cultures Charlotte Country Day School Charlotte, North Carolina November 20, 2000 Akhenaten will always be remembered as a great heretic ruler, who uprooted traditional Egyptian religions, and conjured a monotheistic religion that is very close in nature to Christianity and Judaism. His political power was not his strong point, but with the creation of the religion, and the vast change in art forms, Akhenaten will never be forgotten. Amenhotep IV, the name Akhenaten was born with, was the son of the Pharaoh Amenhotep III and Amenhotep IIIs second wife Tiye (Vansten 6). Amenhotep III was the great-grandson of the famous conquer Thutmose III (Editora, Part I 1), who had gained enormous amounts of land and respect from North Africa and the Middle East, and because he was, the glory that his great-grandfather produced, was laid onto him (Redford 34). Therefore, his role in Egypt was somewhat diminished because he accomplished no great victories or wars, but he did command the power of the people, and made them believe that he was the Sun King (Redford 34). However, one of his most significant ideas was the introduction of co-regency, (Aldred 178) which forever changed the way that Pharaohs would rule. Amenhotep III first marriage was slightly uncommon in traditional beliefs. Normally, a pharaoh would not be allowed to marry a commoner, but that is exactly what Amenhotep III did, he married Tiye (Editora, Part 1 1), a girl from the Middle Egypt whose father was a foreigner named Yuya (Redford 36). Tiye was the Great Kings Wife until one of their daughters, Sat-amun, was elevated higher then she was (Redford 36). During this marriage, Amenhotep III and Tiye produced two boys and six girls (Redford 36). Amenhotep IV was the second of the boys, and was born c. 1385 BC (Redford 36) Aminadab, the Hebrew equal to Amenhotep, lived and was educated in the eastern delta region, where Egyptian priests of Ra taught him about Amun, and the other important deities such as Aten (Vansten 6). After he was educated in the eastern delta region, he went to live in Thebes for his teenage years (Redford 24-25). Not much is known about his teenage or adolescent years, but many scholars believe that during his stay in Thebes, he became involved with a Ra cult, that worshiped the god Amun. Many believe this is where Amenhotep IV began to believe in the iconology such as the sun disk (Redford 170). During this time frame, circa 1368 BC, Amenhotep III became seriously ill, and could not continue governing Egypt without help (Vansten 6). Therefor, Amenhotep IV, who was the only male still in the direct hereditary line, sense his older brother was dead, was pronounced to marry Nefertiti, who was the daughter of Ay and Tey (Redford 222). Nefertiti was a niece of Tiye and Ay was a close friend of Amenhotep III, so it would easily come that Nefertiti and Amenhotep IV should rule as a co-regent until the death of Amenhotep III, so that the power could be buttressed (Aldred 170). There is some speculation during the co-regency, as to whether Nefertiti held a higher position then Amenhotep IV, but it is known that when Amenhotep III died, Amenhotep IV took over as Pharaoh, with Nefertiti being his chief queen (Aldred 178). After taking control of the throne in 1346, Amenhotep IV transferred the city of rule from Thebes to a new city called Armana (Akhen-taten)(Giuliano 2). Supposedly, Armana was the only spot in Egypt where the old religion had not tainted it (Hawkins Who 1), and where the natural surroundings outlined the city with a sun-disk-like design (Aldred 269). It took him a record four years to bring the entire capital cabinet, statues, and citizen population from the old city to the new (Ross 3). Once Amenhotep IV had settled into his new city, he changed his name from Amenhotep IV to Akhenaten, in recognition of the sun god Aten in 1344 BC (Hawkins Akhenaten's Life 2). Thus began the deconstruction period for ancient Egyptian polytheistic religions. After Akhenaten renounced

First-Grade Science Projects

First-Grade Science Projects First grade is a great time to introduce students to the scientific method, which involves looking at the world around you, coming up with an explanation for what you observe, testing your  hypothesis  to see if it could be valid, and then either accepting or rejecting it. Even at such an early grade level, students can begin to learn concepts related to this method.   Harness Their Curiosity Young children are innately curious about the world around them. Introducing them to the scientific method helps kids begin to explore what they see, hear, taste, and feel in a systematic way. First-grade projects should be interesting to the student and mostly exploratory in nature. At this age, a teacher or parent needs to help plan the project and offer guidance  on a report or poster. Some students may want to make models or perform demonstrations that illustrate scientific concepts. Project Ideas First-grade science offers a wonderful opportunity to explore how things work. Start your first-graders on the road to exploring science fair project ideas with some simple questions that might spark their interest, such as: What type of food attracts the most insects? (You can choose either flies or ants.) What do these foods have in common?In this experiment, students use vinegar to remove the calcium in chicken bones to make them rubbery. Questions for students: What happens to a chicken bone or an egg if you put in vinegar for a day? What would happen after a week? Why do you think it happens?  Do all students in the class have the same size hands and feet? Trace outlines of hands and feet and compare them. Do taller students have larger hands and feet or does height not seem to matter?You can also create a fun science project to determine whether mascaras are really waterproof. Simply put mascara on a sheet of paper and rinse it with water. Ask students to explain what happens. Do eight-hour lipsticks really keep their color that long? You may need to review the  concept of time  with students if they have forgotten or are unfamiliar with hours, minutes, and seconds. Other Project Ideas Spark further interest by suggesting- or assigning- other science fair projects. Asking questions related to each project is the best way to elicit a response from young students. Project-related questions you can ask include: Do clothes take the same length of time to dry if you add a dryer sheet or fabric softener to the load?Do all types of bread grow the same types of mold?Do frozen candles burn at the same rate as candles that were stored at room temperature? All of these questions give you the opportunity to review- or teach- concepts that are important for first-graders. For example, explain to students that  room temperature is a range of  temperatures  that denotes comfortable habitation for people. Talk About Temperature An easy way to demonstrate this idea is to turn up or down the temperature-control gage in the classroom. Ask students what happens when you turn the temperature control up or down. Some other fun projects include letting students figure out if raw eggs and hard-boiled eggs spin the same length of time/number of times, if light affects how fast foods spoil, and if you can tell from todays clouds what tomorrows weather will be. This is a great opportunity to take students outdoors, and as they peer at the sky, discuss the difference in outside temperature compared to inside.

First-Grade Science Projects

First-Grade Science Projects First grade is a great time to introduce students to the scientific method, which involves looking at the world around you, coming up with an explanation for what you observe, testing your  hypothesis  to see if it could be valid, and then either accepting or rejecting it. Even at such an early grade level, students can begin to learn concepts related to this method.   Harness Their Curiosity Young children are innately curious about the world around them. Introducing them to the scientific method helps kids begin to explore what they see, hear, taste, and feel in a systematic way. First-grade projects should be interesting to the student and mostly exploratory in nature. At this age, a teacher or parent needs to help plan the project and offer guidance  on a report or poster. Some students may want to make models or perform demonstrations that illustrate scientific concepts. Project Ideas First-grade science offers a wonderful opportunity to explore how things work. Start your first-graders on the road to exploring science fair project ideas with some simple questions that might spark their interest, such as: What type of food attracts the most insects? (You can choose either flies or ants.) What do these foods have in common?In this experiment, students use vinegar to remove the calcium in chicken bones to make them rubbery. Questions for students: What happens to a chicken bone or an egg if you put in vinegar for a day? What would happen after a week? Why do you think it happens?  Do all students in the class have the same size hands and feet? Trace outlines of hands and feet and compare them. Do taller students have larger hands and feet or does height not seem to matter?You can also create a fun science project to determine whether mascaras are really waterproof. Simply put mascara on a sheet of paper and rinse it with water. Ask students to explain what happens. Do eight-hour lipsticks really keep their color that long? You may need to review the  concept of time  with students if they have forgotten or are unfamiliar with hours, minutes, and seconds. Other Project Ideas Spark further interest by suggesting- or assigning- other science fair projects. Asking questions related to each project is the best way to elicit a response from young students. Project-related questions you can ask include: Do clothes take the same length of time to dry if you add a dryer sheet or fabric softener to the load?Do all types of bread grow the same types of mold?Do frozen candles burn at the same rate as candles that were stored at room temperature? All of these questions give you the opportunity to review- or teach- concepts that are important for first-graders. For example, explain to students that  room temperature is a range of  temperatures  that denotes comfortable habitation for people. Talk About Temperature An easy way to demonstrate this idea is to turn up or down the temperature-control gage in the classroom. Ask students what happens when you turn the temperature control up or down. Some other fun projects include letting students figure out if raw eggs and hard-boiled eggs spin the same length of time/number of times, if light affects how fast foods spoil, and if you can tell from todays clouds what tomorrows weather will be. This is a great opportunity to take students outdoors, and as they peer at the sky, discuss the difference in outside temperature compared to inside.

First-Grade Science Projects

First-Grade Science Projects First grade is a great time to introduce students to the scientific method, which involves looking at the world around you, coming up with an explanation for what you observe, testing your  hypothesis  to see if it could be valid, and then either accepting or rejecting it. Even at such an early grade level, students can begin to learn concepts related to this method.   Harness Their Curiosity Young children are innately curious about the world around them. Introducing them to the scientific method helps kids begin to explore what they see, hear, taste, and feel in a systematic way. First-grade projects should be interesting to the student and mostly exploratory in nature. At this age, a teacher or parent needs to help plan the project and offer guidance  on a report or poster. Some students may want to make models or perform demonstrations that illustrate scientific concepts. Project Ideas First-grade science offers a wonderful opportunity to explore how things work. Start your first-graders on the road to exploring science fair project ideas with some simple questions that might spark their interest, such as: What type of food attracts the most insects? (You can choose either flies or ants.) What do these foods have in common?In this experiment, students use vinegar to remove the calcium in chicken bones to make them rubbery. Questions for students: What happens to a chicken bone or an egg if you put in vinegar for a day? What would happen after a week? Why do you think it happens?  Do all students in the class have the same size hands and feet? Trace outlines of hands and feet and compare them. Do taller students have larger hands and feet or does height not seem to matter?You can also create a fun science project to determine whether mascaras are really waterproof. Simply put mascara on a sheet of paper and rinse it with water. Ask students to explain what happens. Do eight-hour lipsticks really keep their color that long? You may need to review the  concept of time  with students if they have forgotten or are unfamiliar with hours, minutes, and seconds. Other Project Ideas Spark further interest by suggesting- or assigning- other science fair projects. Asking questions related to each project is the best way to elicit a response from young students. Project-related questions you can ask include: Do clothes take the same length of time to dry if you add a dryer sheet or fabric softener to the load?Do all types of bread grow the same types of mold?Do frozen candles burn at the same rate as candles that were stored at room temperature? All of these questions give you the opportunity to review- or teach- concepts that are important for first-graders. For example, explain to students that  room temperature is a range of  temperatures  that denotes comfortable habitation for people. Talk About Temperature An easy way to demonstrate this idea is to turn up or down the temperature-control gage in the classroom. Ask students what happens when you turn the temperature control up or down. Some other fun projects include letting students figure out if raw eggs and hard-boiled eggs spin the same length of time/number of times, if light affects how fast foods spoil, and if you can tell from todays clouds what tomorrows weather will be. This is a great opportunity to take students outdoors, and as they peer at the sky, discuss the difference in outside temperature compared to inside.