September 16, 2009
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The document discusses the pyramids of Egypt, including how they were built and who built them. It notes that the oldest pyramids were step pyramids built in 2630 BCE for Pharaoh Djoser. The Egyptians, including many who willingly worked, built the pyramids for their pharaohs, who were considered divine rulers and needed protection for their bodies after death. Details are provided on the Great Pyramid, the largest pyramid built around 2550 BCE, and the Bent Pyramid, possibly the first attempt at a classic pyramid design.
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The document discusses the pyramids of Egypt, including how and why they were built. It explains that the oldest pyramids were step pyramids built in 2630 BCE for Pharaoh Djoser. The pyramids were built by Egyptians, including willing workers, to protect the body and possessions of the Pharaoh after death. The largest pyramid, the Great Pyramid, was built around 2550 BCE and was the world's tallest structure for nearly 4,000 years. The document also briefly mentions the Bent Pyramid and provides information about obelisks constructed by the Egyptians.
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The document discusses the pyramids of Egypt, including how and why they were built. It explains that the oldest pyramids were step pyramids built in 2630 BCE for Pharaoh Djoser. The pyramids were built by Egyptians, including willing workers, to protect the body and possessions of the Pharaoh after death. The largest pyramid, the Great Pyramid, was built around 2550 BCE and was the world's tallest structure for nearly 4,000 years. The document also briefly mentions the Bent Pyramid and provides information about obelisks constructed by the Egyptians.
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The Pyramids of Egypt were built over 4,000 years ago as tombs for pharaohs. The largest pyramid, the Great Pyramid of Giza, stands over 450 feet tall and covers over 13 acres of land. The pyramids were constructed using stone blocks some weighing over 15 tons that were transported and lifted into place. They demonstrate the immense wealth and power of ancient Egyptian civilization.
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- After Egypt came under rule from Napata, pyramid building revived in Sudan, with over 200 constructed.
- Pyramids were designed with symbolic meanings, representing the primordial mound from which Egypt was created and the sun's rays, being faced with reflective limestone.
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The Great Pyramid of Giza in Egypt was constructed around 2500 BC as the tomb of the Pharaoh Khufu. It was built over 20 years using around 2.3 million stone blocks and 100,000 workers, though how it was constructed remains a mystery. Standing 480 feet tall with a base of 750 feet per side, it remains one of the oldest structures in the world and an engineering marvel made of limestone.
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The pyramids were built as burial places and monuments for pharaohs. It was believed that pharaohs needed certain items to succeed in the afterlife, so they were buried with treasures. The largest pyramid, the Great Pyramid of Giza, stood as the tallest structure in the world for 3,800 years and took at least 20,000 workers over 23 years to build using 2.3 million blocks weighing 5.9 million tons.
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The document details an archeology group's mission trip to Egypt to study the Egyptian pyramids. It describes their travel to Egypt, arrival in Cairo, and visit to the pyramids of Khufu. It provides information about how the pyramids were constructed, including the materials used and the large number of workers involved. It also notes some key facts about the pyramids, such as their purpose as royal tombs and the ancient Egyptians' burial practices.
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The three largest pyramids in Egypt were built by Khufu, Khafre, and Menkaure. The oldest and largest, the Great Pyramid of Giza, was built around 2560 BC as a tomb for Pharaoh Khufu. Khafre, who built the second largest pyramid, may have also carved the Sphinx. It took around 100,000 people 20 years to build the Great Pyramid, which contains descending passageways, a grand gallery, and chambers for the king and queen.
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The pyramids of Egypt, especially the three large pyramids at Giza, were massive tombs built to protect the bodies of pharaohs and be lasting structures. The largest, Khufu's pyramid, was originally 146 meters tall and made of over 2 million stone blocks, each weighing around 2 tons. The pyramids were precisely constructed using advanced engineering to point north and slope at narrow angles. While their construction process is not fully understood, it is believed they required 20 years to build using thousands of workers who slowly moved and placed each block.
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The document provides information about the Great Pyramids of Egypt, including their history, construction, and appearances. It discusses how the pyramids were built as tombs for pharaohs between 2580 BC to 1700 BC. Their construction involved leveling the site, cutting stone blocks, and building ramps to move materials into place over many years using shifts of 100,000 workers. The three main types - true, bent, and stepped - have different shapes and were constructed through various periods over thousands of years as monuments and tombs in ancient Egypt.
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The document describes several ancient architectural wonders of the world including:
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- The Hanging Gardens of Babylon built around 600 BC that were destroyed by earthquakes after the 1st century AD.
- The Temple of Artemis built in 550 BC and rebuilt in 323 BC that was destroyed by arson and plundering.
- The Statue of Zeus at Olympia built in 435 BC that was disassembled and destroyed by fire in the 5th-6th centuries AD.
- The Mausoleum at Halicarnassus built in 351 BC that was destroyed by earth
Pyramids Facts
1. The Great Pyramid was used by Egyptian priests as an advanced scientific tool to calculate astronomical measurements and predict future events.
2. It served as a symbol of the priests' knowledge and power over the pharaoh who funded its construction.
3. Various theories suggest the Great Pyramid was used as an observatory, calendar, sundial, and landmark for navigation.
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The Great Sphinx of Giza was carved from limestone during the reign of Pharaoh Khafre around 4,600 years ago and stands guard behind Khafre's pyramid. The Egyptians built pyramids as tombs for pharaohs and their queens starting before the Old Kingdom, with the three largest at Giza constructed over three generations for Khufu, Khafre, and Menkaure. While it was once believed that slaves built Khufu's pyramid, it was actually constructed by 100,000 workers during the Nile's annual flooding. The Pyramid of Saqqara was the first to be built out of stone blocks rather than mudbrick and served as the prototype for later
Giza pyramids
The three main pyramids at Giza in Egypt were built in the 4th Dynasty around 2550 BC as tombs for kings. The largest and most famous is the Great Pyramid of Khufu, which was the tallest structure in the world for over 4,000 years. The other two major pyramids are those of Khafre and Menkaure, Khafre's being slightly taller than Khufu's due to its location on higher ground.
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The Pyramids of Giza consist of three large pyramids built for Khufu, Khafre, and Menkaure between around 2560 and 2490 BC. Khufu's Pyramid is the largest, built for Khufu around 2560 BC using an estimated 100,000 slaves. The Pyramids of Giza were declared a UNESCO World Heritage Site in 1979 due to their immense size and importance as representations of ancient Egyptian civilization and funerary practices. Today the pyramids are protected and maintained by the Egyptian government and organizations like UNESCO to preserve them for future generations.
The egyptian pyramids olivia pandolfi
The document summarizes key information about the Egyptian pyramids and mummification process. It describes how the pyramids were perfectly shaped structures built of granite by slaves for pharaohs like Khufu. The mummification process involved removing internal organs, covering the body in salt for 70 days, and wrapping it in linen before placing it in a coffin with valuable items for the afterlife. The document also mentions the discovery of King Tut's intact tomb and provides timelines of Egyptian history and pyramid construction from 5000 BC to 2500 BC.
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This document provides information about an English lesson given to a 9th form class. The lesson focused on enriching vocabulary and getting information about various landmarks and historical sites through group work and discussions. It included reading passages about the original Seven Wonders of the World and a new list from 2007. Students were asked to match landmarks to pictures, fill in blanks with verbs, answer true/false questions, and suggest modern wonders that have changed the world. For homework, students were asked to write a project about wonders they would like to visit.
The Great Pyramid Of Giza
The Great Pyramid of Giza was built around 2560 BC as a tomb for the Egyptian pharaoh Khufu. It was constructed over a 20-year period using over 2 million stone blocks, some weighing over two tons. When completed, it was the tallest human-made structure in the world for over 3,800 years. The pyramid is precisely oriented to the four cardinal directions and built with incredibly precise measurements and stonework. It remains one of the largest and oldest man-made structures still standing today.
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The document contains a series of questions about events in the story involving characters Kunta and Fiddler. It asks what the characters were doing at the start, whether Kunta looked surprised by something related to chains, why Fiddler was angry with Kunta, why Fiddler didn't go with Kunta, where Kunta slept, how Kunta was found, what Ames said he would make Kunta do and why, what Fiddler did when Kunta returned, and what Fiddler said to Kunta at the end. It concludes by asking if the character Kunta, who is now called Toby, should still be referred to as Kunta when teaching about the story.
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1) Wess Young, now 94, fled with his family during the 1921 Tulsa race riot when he was 4 years old. The riot destroyed Tulsa's thriving black community of Greenwood, known as the "Negro Wall Street", leaving up to 300 dead and over 8,000 homeless according to an official state report.
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The document contains information about the TV show Roots and slavery. It discusses Kunta's desire to run away after the last episode, asks students to analyze interactions between slaves on a plantation to understand their relationships, provides homework reminders to stay safe and out of trouble, defines terms like "jubilee" and "slave catcher", and assigns students to watch a Roots clip and respond to questions for class work.
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The document discusses a lesson plan about the 1793 Yellow Fever epidemic in Philadelphia. It provides context about the disease and its impact, particularly on the African American community. Students will analyze primary sources from the time period, complete a diary entry, and answer comprehension questions to assess their understanding of how African Americans like Richard Allen helped treat victims at the request of Dr. Benjamin Rush despite great risks.
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The document discusses slavery in the United States around the time of the Constitution. It summarizes that while the Constitution allowed slavery, it is seen as a document that establishes freedom. It then examines the impact of the 3/5 compromise and the cotton gin on slavery. The 3/5 compromise gave slaveholding states more representation. The cotton gin dramatically increased cotton production and slavery expanded significantly in the South as a result.
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The document contains a series of questions about events in the story involving characters Kunta and Fiddler. It asks what the characters were doing at the start, whether Kunta looked surprised by something related to chains, why Fiddler was angry with Kunta, why Fiddler didn't go with Kunta, where Kunta slept, who found Kunta and how, what Ames said he would make Kunta do and why, what Fiddler did when Kunta returned, and what Fiddler said to Kunta at the end. It concludes by asking if the character Kunta, who is now called Toby, should still be referred to as Kunta when teaching about the story.
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This document contains information from a lesson on the film Roots, including the objectives, homework assignments, vocabulary terms, and discussion questions. The lesson will have students watch a clip from Roots about slave owners removing African culture from slaves, then answer comprehension questions. Students are asked to create a poster to advertise showing Roots after school for extra credit.
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The document discusses updating a Facebook status upon arriving at school, with possible status updates including general greetings and reminders to stay safe. It also addresses using social media to discuss plantation culture, the privacy of online posts, and how future employers may view postings. Students are asked to watch a video clip and write a 140-character tweet about what they observed.
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The document discusses how African Americans began claiming citizenship in the new United States. It mentions that both the British and Colonial armies offered freedom to slaves who would fight for them during the Revolutionary War. Students are assigned to read pages 119 to 132 answering questions about how African Americans began pursuing citizenship rights through military service.
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Banneker's grandmother Molly Welsh was an English indentured servant who married one of her freed slaves in violation of Maryland law. At age 22, Banneker constructed an almost entirely wooden clock based on his own designs and calculations, which was unusual given he had only seen two timepieces before. In 1788 he nearly accurately predicted a solar eclipse and in 1791 assisted in surveying Washington D.C., proving Jefferson's views on racial inferiority wrong according to newspapers. In 1792 he published an almanac including his own calculated ephemeris and challenging Jefferson's ideas, and died in 1806 when his house burned down on the day of his burial.
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Uncle Blue was concerned that the name Octavius chosen by the Cattos for their newborn son would cause him trouble in the future. The document asks if parents should be careful about giving a child a "strange name" and considers Uncle Blue's opinion on the potentially problematic name Octavius. Homework involves creating a birth announcement for Octavius Catto and the document provides context on the characters and events from the previous week's reading of the novel "The Rains."
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This document discusses whether government money should be spent to preserve old slave cabins. It presents both sides of the argument - that slave cabins could be preserved to teach about plantation culture, or that they should be torn down due to their painful history. Students are assigned a diary entry imagining life on a plantation and asked questions about preserving slave cabins versus destroying them.
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September 16, 2009
- 8. Inside the Great Pyramid
- 9. How the pyramids were built
- 10. How the pyramids were built
- 11. How the pyramids were built