WORLD LITERATURE, PART I Beginnings in the East (3000 BCE – 1350 CE)

WORLD LITERATURE, PART I

Beginnings in the East(3000 BCE – 1350 CE)

Objectives• To understand ancient Mesopotamian civilization• To understand ancient Egyptian civilization• To understand ancient Hebrew civilization• To understand that how we treat others is how we treat ourselves.

Using the Map, p. 1• Study the map in the textbook (you will have to share in class, since I

have not had the chance to move more books into the classroom) and respond to the following questions in writing, double-spaced, titled (the above is fine), and full name/date in the upper righthand corner.

1. What means do you think the ancient Egyptians used to trade with the Assyrians? Why?

2. Why were the Babylonians, whose capital city was Babylon, particularly well situated to engage in commerce?

3. Which geographical features favored the early development of civilization in Egypt and Mesopotamia (the region labeled theAssyrian Empire on this map)?

4. How do you explain the absence of cities and towns in the region labeled Arabia?

5. What does the location of Phoenicia suggest about the way its inhabitants earned their living?

other (adj.) •Read the etymology that follows, discuss with table partners, and respond in writing to the following questions:•How and when do we begin to perceive “otherness”?•How are we aware of “otherness”? •What can the concept of “otherness” engender?•How do we seek “not-otherness”?

other (adj.)• Old English oþer "the second" (adj.), also as a pronoun, "one of the two,

other," from Proto-Germanic *antharaz (cognates: Old Saxon athar, Old Frisian other, Old Norse annarr, Middle Dutch and Dutch ander, Old High German andar, German ander, Gothic anþar "other").

• These are from PIE *an-tero-, variant of *al-tero- "the other of two" (source of Lithuanian antras, Sanskrit antarah "other, foreign," Latin alter), from root *al- (1) "beyond" (see alias (adv.)) + adjectival comparative suffix *-tero-. The Old English, Old Saxon, and Old Frisian forms show "a normal loss of n before fricatives" [Barnhart]. Meaning "different" is mid-13c.

• Sense of "second" was detached from this word in English (which uses second, from Latin) and German (zweiter, from zwei "two") to avoid ambiguity. In Scandinavian, however, the second floor is still the "other" floor (Swedish andra, Danish anden). Also compare Old English oþergeara "next year.“

Source: Etymology Online http://www.etymonline.com/

Golden Rule

Golden Rule• “Inside every religion, the Golden Rule” sfgate.com 9 April 2006

Golden RuleDo unto others as you would have them do unto

you.• Given what we have discussed over the past month – the concept of “other”, various (cultural, religious, scientific, spiritual) perceptions of time, “star stuff”, the very human quest to find some meaning to our existence on earth, and, not least, the prospect of life after high school, discuss the significance of the “golden rule” in any way that you feel is relevant and valuable. • Include any references, be they from history, literature (in the

broadest sense; cf. my references to pop culture), or your own life.• Use essay format, and write at least 500 words, double-spaced.• Please refrain from indulging in any cliché or image resembling a

Disneyland ride or, in general, people of various cultures holding hands and singing.

The Danger of a Single Story• http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

Sumerian, Egyptian, and Hebrew Literature3000 BCE – 100 BCE

From now on, please have a designated notebook, section of your binder, or composition book for this class. Make sure to date and title new entries.• Write down whatever you know about the ancient Mesopotamian, Egyptian, and/or Hebrew civilizations.• Do not censor your writing or worry about accuracy.• After your table has finished, please exchange information

with your peers.

Jigsaw Reading• Read and summarize in writing the section of the introduction to Gilgamesh assigned to your group. Make note of salient points.• Find a 1-8 group to report findings. • In the 1-8 group, report your section group’s summary and findings, making sure that everyone has sufficient time to make note of the information.• Reading quiz on Monday.

Walking Lion in ReliefBabylonian mosaic on walls of processional road. The Metropolitan Museum of Art, New York.

Walking Lion in ReliefBabylonian mosaic on walls of processional road. The Metropolitan Museum of Art, New York.

Walking Lion in ReliefBabylonian mosaic on walls of processional road. The Metropolitan Museum of Art, New York.

Walking Lion in ReliefBabylonian mosaic on walls of processional road. The Metropolitan Museum of Art, New York.

•How do you think the Babylonians felt as they marched down this street in processions?•The lion symbolized the Babylonian goddess Ishtar, who is associated with love, fertility, and war. Name some animals that have symbolic value for us and explain what they represent.•What means do we use today to create impressive avenues for parades?•Why are parades and processions important for a society?

Gilgamesh, Tablet 1: Introduction to Uruk, Gilgamesh, and Enkidu

•What makes a good leader?•Does Gilgamesh have these qualities yet?

Gilgamesh, Tablet 2: Rex Kwon Do

•Gilgamesh and Enkidu develop their friendship here. What are qualities of a strong friendship? •Do you foresee these two men being able to maintain a strong friendship?

Gilgamesh, Tablet 3: Road Trip

•Do you think this journey is a good or bad idea? Why?

Gilgamesh, Tablet 4: Gilgamesh dreams

•Analyze the dreams of Gilgamesh. How do you interpret them?

Gilgamesh, Tablet 3: Road Trip

•Gilgamesh becomes almost compassionate towards Humbaba. What would change if he were not to kill him?

Gilgamesh, Tablet 5: Humbaba

•Gilgamesh almost shows compassion toward Humbaba. What would change about Gilgamesh if he hadn't killed Humbaba?

Gilgamesh: The Flood

•What do you know about the story of the flood in the Bible? Write in your journal.•Read Gilgamesh pp. 108-113•Read Anthology pp. 47-51•Discuss “Thinking about…” Analyzing…” and Critical Thinking” questions and write your responses in your journal.

Gilgamesh: The Flood

•Share with your table group the tale of the flood that you found last night•Then, in your journal, write 2-3 paragraphs comparing and contrasting the three stories.

GilgameshTheaterPerformances on Wednesday, October 28

• In your table group, read the tablet assigned by Dr. Fleming and develop a play from it. • You will use lines directly from the text as well as paraphrase lines to make the action move along.• You will also analyze your particular tablet and how it relates to the major themes in the epic.

•Performances will be five minutes in length and will begin with a reading of your group’s analysis of the tablet.•Points will be given for costumes, creativity, and adherence to the requirements