Pyramids and Prophets:

History of the Ancient Near East

Class OutlookThis is the study of the birth and early development of civilization in western Asia and Egypt in the Bronze and Early Iron Ages (3000 to 500 BCE). Traditionally viewed as the cradle of Western Civilization, this area developed the earliest societies known to Western Civilization. From this soil sprang some of the greatest forces in World European and American history. There is much to learn from a study of this area, and it is necessary to understand that history continued in the area beyond the period covered by this class. This study is limited in time. The purpose of the class is

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Dr. Ronald Weber     

MW 1:30-2:50Lib. Arts Room 301History 3339 (26053)Humn 4390 (26326)

to examine first the evolution of the different social institutions of the region. 

Professor  and  students  will  seek  an understanding of the ideas and motivations of the peoples who lived within the jurisdictions of the temples, city-states, and kingdoms known as the Ancient Near East. Having studied their origins, it is hoped that students will achieve a better understanding of the different elements of their own culture and of their relationship to preceding ages. History is very personal, because history is the tale of how people with all their hopes, fears, and ambitions formed the apparatus for human interaction. Therefore, this class will seek to uncover real people and to form an appreciation of historical women and men not as dead characters in a book but as humans like ourselves.

Class Objective

This class seeks to stimulate students and to educate them in the intelligent collection and use of historical material. Students are required to participate in the evaluation of ancient documents and artifacts. Lectures by the professor will be held to a minimum. Class time will concentrate on the assessment of historical material with dialogue among students and the professor. The goal of this course is for every student, with the professor’s guidance, to research and complete a developed analysis of a significant historical person, event, or issue in Ancient Near Eastern history and to present the historiography of the topic. Each analysis will be formally presented to the whole class for discussion and evaluation.

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By the end of this class students will be better able to:

1.    Analyze ideas in whole texts from a wide range of disciplines.2.    Contextualize historical thoughts and ideas in broad movements of history, culture and science.3.     Read critically in a wide range of genres and disciplines, including writings in        philosophy, literature, politics, history, religion and science.4.    Apply past contexts to give perspectives to contemporary situations.5.    Identify the relation between situational factors and perspectives of past authors .6.     Demonstrate a proficiency in reading and interpreting primary texts derived from various cultural contexts, historical milieus, and academic disciplines.7.     Write analytically with greater ability to:     §         articulate complex ideas clearly and effectively.     §         examine claims and accompanying evidence.     §         support ideas with relevant reasons and examples.     §         sustain a well-focused, coherent discussion.     §         control the elements of standard written English.

Achieving the Class Objective

Students can successfully achieve the class objective by preparing for class, participating in classroom activities, and completing their historiographical analysis on time in four progressive steps: (1) research proposal, (2) oral report, (3) critiques of oral reports, and (4) final paper. The purpose of the research proposals, the oral reports, the report critiques, and the final

research paper shall be to identify and discuss how the primary and secondary source materials deal with the topic assigned to

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each student. The discussion of historical source material shall include: (1) A discussion of the assigned primary sources for each topic; (2) What the primary sources reveal about ancient history and culture; (3) The strengths and weaknesses of the primary sources; (4) Besides the sources in the assigned readings, what other primary source materials help to illuminate the assigned topic; (5) The methods and approaches of the different secondary interpretations of the assigned topic and its relevant primary sources. (6) How to organize the material into a coherent and useful course or presentation.

Step One will be the preparation of  an initial 500 word research proposal that presents a thesis, gives a concise prospective of the material that that illuminates the thesis, explains the method for researching the topic, provides an outline for the project, and cites a bibliography of at least two primary and eight secondary sources to be consulted in the course of the project (at least one of the secondary sources must be an article from a scholarly historical journal). Initial proposals must be posted as an Assignment on Blackboard by 11:55 pm October 1, 2007. (100 pts).

Following the submission of the initial proposal on October 1, each student must schedule a conference with the professor to discuss her/his research project. Failure to confer with the professor and satisfactorily rewrite the research proposal will lower the final grade for the class.

Step Two in the project will be for every student to revise and improve their proposal. All students wishing to gain credit must revise their entire proposal by October 15. Submission of the initial proposal by October 1 will be

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worth 100 points toward the student's final grade if it is revised by October 15 to the professor's satisfaction. Ten points will be deducted for every day either the initial or revised proposals are late. Both the initial and revised proposals must be submitted electronically

Step Three in the research project will be the preparation and presentation of an oral report to the class. Oral reports will explain the progress and results of each student's research into the documentary evidence concerning their topic. (Reports must be a minimum of fifteen minutes in length and not longer than twenty minutes.) Oral reports shall count 100 points toward the final grade. Oral reports will begin on Oct. . For the first oral report, every student must compose a typed written critique of the quality of the research explained in the oral report. For every other oral report one non-reporting student will be assigned to critique the quality of the research. (Critiques must be a minimum of 500 words) They are due at the second class meeting following each oral report. Each critique shall count 50 points toward the final grade. Assignments of reports will be made by the professor in the first weeks of the semester. Student participation in the discussions with the professor and discussions generated by the oral reports shall be considered in the assignment of final grades. Since the success of discussion depends upon student preparation and the free and open discussion of various opinions, all students must do the assigned readings before class meetings, participate in discussions, and act in a

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considerate manner when assessing the ideas of classmates. A lack of tolerance shall be considered cause for dismissal from the class.

Step Four in the research project will be the completion of a thoroughly researched and correctly written, 15 page,  final paper. Paper must contain proper footnote citations of information sources and a correctly presented bibliography of sources consulted in the student's research. In researching and writing the final paper, students must use and correctly cite at least two primary and eight secondary sources (at least one of the secondary sources must be an article from a scholarly historical journal). Final papers must be typewritten. Papers shall be submitted as an Assignment on Blackboard. Papers are due on December 12 at the time of the final exam, without exception.

In addition to the research project, at significant points in the semester there will be in-class evaluations of student readiness to engage the material. Student readiness depends upon the extent of the student's reading. The professor reserves the right to announce or not to announce these evaluations in advance.

Required Texts 

Nicolas Grimal, A History of Ancient Egypt

Benjamin & Karen Foster, Civilizations of Page 6 of 12

Ancient IraqJohn Bright, A History of IsraelAnthony Brundage, Going to the SourcesBible: The Old Testament

Class Meetings

Classes meet two times each week from 1:30 to 2:50 PM in Liberal Arts, Room 301. CLASS ATTENDANCE IS REQUIRED. Each student will be allowed a maximum of two absences without penalty. For each absence beyond the maximum, seven points will be deducted from the student's final grade up to a maximum of seven absences. More than seven absences will

result in a failing grade. After November 2 permission to drop the class cannot be given.

  Syllabus 

Date  Topic ReadingsJan.20 Introduction

25 What is Ancient History?   

Brundage, 1-27; Grimal: 1-13; Bright: 33-44; Foster: 1-14  

27Historiography Readings: Herodotus: (Bk II)

http://www2.cddc.vt.edu/gutenberg/etext00/agypt10.txt

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Grimal: 1-13Feb. 1 Beginnings Grimal: 17-59; Bright, 33-44; Readings;

Memphite Theology

3 Egypt: Old Kingdom

Grimal: 63-101

8

Beginning your Research  Meet in Library Room 204B    

Brundage: 28-86

10 City States of Sumer

Foster: 15-50; (Bright: 45-66, optional)

15 Mesopotamian World View

Genesis 1-36; Creation Epic http://dmc.utep.edu/westch/reading/epic.html

17 Mesopotamian Culture

Genesis 1-50; Readings: Epic of Gilgamesh

 22 Mind of Egypt Grimal: 102-136; Readings: Story of

Sinuhe

24 Sumerian vs Semite

Foster: 51-70; Readings: Legend of Sargon

Research Proposal Due

Brundage: 86-100

Mar. 1 Egypt: Middle Grimal: 137-181; Readings: Egyptian

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Kingdom Stories

3 Hammurabi and Codes of Law

Foster: 71-104

8 Indo-Europeans: Ethnic Change

Foster: 105-112; Bright: 67-103; Genesis, 1-50.

10 Egypt: The Great Trauma Grimal: 182-195

15-19 Spring Break

22 Egypt in Triumph

Grimal: 199-225

Reports Begin

24 Egypt: Revolution?

Grimal: 226-244; Bright: 105-120

29 End of Bronze Age Empires

Grimal: 245-308;

31 Cesar Chavez Day

Day Off

Apr. 5

Initiating the Iron Age

Grimal: 312-366

7 Hebrew People Bright: 120-182; Bk. of Judges

12 United Hebrew Bright: 183-228; 1 & 2 Samuel; 1 Kings 1-

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Kingdom  13.

14 Israel Divided                       

Bright: 229-266; 1 Kings 14-22

19 Assyria & Palestine

Foster: 113-128; Bright: 267-309; 2 Kings 1-20;

21 Art and Literature of Assyria

26 Medes & Babylonians

Foster: 129-146

28 Loss of Jewish Independence

Bright: 310-340

May 3 Jewish Exile

and Return Bright: 341-371

  5 Jews in the 5th

Cent. BCE. Bright: 372-402;

10 Last Temptation Finish Reports

10 Final Paper Due Brundage, 16-100.  

Report Topics

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Early Reports: Beginning After Spring Break

MesopotamiaMyth and History in MesopotamiaEpic of Gilgamesh As History

Israel Hebrew CovenantBiblical Law: Theory & PurposeBook of Genesis as History

EgyptEgypt: Self-ConceptBook of the DeadCulture and Economy of Death (Egypt)Pyramid ArchitectureSignificance of the Pyramids

GeneralForms and Development of WritingGods and Men: Order of the CosmosMigration and Change in Ancient Times

Later Reports: MesopotamiaWho were the Hyksos?

EgyptMiddle Kingdom: Attitude or State?Eighteenth DynastyEgyptian Architecture & ArtValley of the KingsEgyptian ImperialismWhat was the Amarna Revolution?Mesopotamia: Effect of the Amarna RevolutionEgypt's Borders

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Image and Authority of the PharaohsDynasty of RamesesAmun-Re of KarnakEgyptian ReligionIsis and Osiris Israel Who were the Hebrew Patriarchs?Nature and Structure of the Hebrew TribesMosesHebrew Conquest of PalestineArchaeology of JerichoReligion of IsraelSaul and 1st MonarchyKing DavidSolomon & United Hebrew MonarchyKingdom of JudahKingdom of IsraelHebrew Opposition to AssyriaIsaiahBabylon and JudahBabylonian Exile

Assyria Assyrian MilitarismAssyria Conquers Palestine: SennacheribArt and Culture of AssyriaFall of Assyria

General The Nature of Iron Age EmpiresLives of Women

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