Education Standards
Ancient Nubia - Unit Overview
Overview
These educational videos provide an invaluable resource on Ancient Nubia for Middle and High School Ancient World History and Geography teachers and students. The video content aligns with Geography, Economics, Civics, and Historical Thinking Social Studies standards across the nation. Key concepts and inquiry skills from each content area weave seamlessly throughout the videos and associated lesson plans.
This unit overview document links to developed resources on the Archeology in the Community site.
Overview
Introduction to Ancient Nubia
Ancient Nubia has an AMAZING 3000+ year history that runs in parallel with that of Egypt to its North. The earliest populations migrated across the African continent to the Nile River Valley around 3800 BCE. Previously nomadic people, they settled along the Nile Valley and adopted a way of life dependent on cattle pastoralism, or herding. Their food, spiritual practices, burial practices, and even their fashion trends reflected the strength and importance of their budding cattle culture.
The powerful Kerman Kingdom rose around 2600 BCE and lasts for an astounding 1000 years! This dynamic city-state had powerful rulers that posed a threat to the Egyptian state. As a demonstration of their power, these rulers were buried in elaborate tumuli, or earthen mound burials, surrounded with beautifully decorated cattle bucrania, or skulls.
The next Nubian Kingdom, the Napatan Kingdom, flourished from about 850 BCE - 270 BCE. You may have heard of the famous Kushite Kings Piankhy and Taharqa that conquered Egypt and ruled as the 25th Dynasty. These kings paid homage to the ancestors by reviving ancient Egyptian customs like royal pyramid burials, while also bringing distinctly Nubian customs into Egypt, like the elevated status and role of the Queen Mother, or mother of the king.
The final Nubian Kingdom, the Meroitic Kingdom, develops and thrives from about 300 BCE to 300 CE. This kingdom was the seat of powerful, sole ruling warrior Queens like Amanirenas and Amanishakheto. These queens successfully repelled the Roman invasion of Meroe, and oversaw the development of the Meroitic script. The wealth and power of these queens is evident by their amazing gold riches, extravagant jewelry, and elaborately decorated pyramid burials.
Sound intriguing? It is! And there's so much more to learn!! Watch the Ancient Nubia: Pre-Kerma – The Kingdoms of Kush, Part One and Part Two videos, explore the paired lesson plans, and immerse yourself in the deep histories of this thriving ancient African civilization.
From Ancient Nubia: Pre-Kerma-The Kingdoms of Kush by Archeology in the Community
and American Society of Overseas Research
Goals and Objectives
- Create an invaluable resource on Ancient Nubia for Middle and High School World History and Geography courses
- Provide a comprehensive introduction to Ancient Nubian civilization and culture
- Introduce Ancient Nubia to wider teacher and student audiences
- increase visibility of BIPOC representation in academia
Contents
Lesson plans, video activity sheets, inquiry activities, and teacher guidance are included in this resource. Sections:
- Ancient Nubia: Pre-Kerma - The Kingdoms of Kush Part One & Part Two
- Learning To Look
- The Remix
- Who Tells Your Story
- Teacher Pages
Download Ancient Nubia Unit
Visit Archeology in the Community Site
Explore the Youth Reading List (K-12)
Attribution and License
Attribution
- archeology symbol by Maxicons from Noun Project
- archeology by Adrien Coquet from Noun Project
- Archeologist by Eucalyp from Noun Project
- Ancient Nubia Introduction by Archeology in the Classroom. Used pursuant to fair use.
License
Except where otherwise noted, this unit overview document by Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Ancient Nubia resource is copyright Archeology in the Community. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
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