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.
2.
3.
4.
5.
What means do you think the ancient Egyptians used to trade with the
Assyrians? Why?
Why were the Babylonians, whose capital city was Babylon,
particularly well situated to engage in commerce?
Which geographical features favored the early development of
civilization in Egypt and Mesopotamia (the region labeled theAssyrian
Empire on this map)?
How do you explain the absence of cities and towns in the region
labeled Arabia?
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.“
Golden Rule
Golden Rule
• “Inside every religion, the Golden Rule” sfgate.com 9 April
2006
Golden Rule
Do 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_dang
er_of_a_single_story
Sumerian, Egyptian, and Hebrew Literature
3000 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 Relief
Babylonian mosaic on walls of processional road.
The Metropolitan Museum of Art, New York.
Walking Lion in Relief
Babylonian mosaic on walls of processional road.
The Metropolitan Museum of Art, New York.
Walking Lion in Relief
Babylonian mosaic on walls of processional road.
The Metropolitan Museum of Art, New York.
Walking Lion in Relief
Babylonian 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?
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.
GilgameshTheater
Performances 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