Download HON 366 - Chapman University

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CHAPMAN UNIVERSITY
University Honors Program
One University Drive
Orange, CA 92866
COURSE SYLLABUS
HON 366
Deities and Demons: Ancient and Modern
Spring 2012
Catalog Description:
Prerequisite: acceptance to the University Honors Program, or consent of instructor.
Embark on a journey to ancient Mesopotamia through an examination of myths and
rituals from the “cradle of civilization.” Our journey moves thematically through the
literature exploring creation, afterlife, deities, magic, witchcraft, sexuality, and gender
roles, with special attention to modern expressions of these ancient themes. (Offered
as needed.) 3 credits.
Learning Outcomes:
Through an analysis of ancient literature (myths, rituals, narratives, legal accounts) and
archaeological remains (iconography, architecture, artifacts) you will understand the
social, historical, political, and religious development of the ancient Near Eastern
cultures.
While these texts originated within their unique socio-historical context, many of the
ideas and concerns they contain, such as life, death, afterlife, societal and gender roles are
still relevant for today. By understanding the variant interpretations and applications of
these texts, and how they have influenced the development of Western society, you
should gain insight into how ancient ideas resurface in modernity.
We will apply a variety of theoretical and interdisciplinary methodologies (feminist
critique, ideological criticism, comparative studies, textual criticism, historical analysis,
etc) to these primary texts to develop critical thinking skills and to understand that all
texts have multiple meanings. For example, in comparing different translations of the
cuneiform texts, you will grasp the power of language and the transmission of ideas. A
feminist approach to the text will aid in understanding society and gender roles. The
diversity of opinions encountered in the readings and in the class discussions will
necessarily provoke the scholarly question of how one reads such ancient texts.
You will develop effective communication skills, specifically in the areas of written and
oral exposition and analysis, through formal and informal writing assignments, class
presentations.
In addition to class time (discussing course readings, group-exercises, and shared
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projects, we will have guest speakers and field trips, providing the context for active
learning and engaging with others.
Course Objectives and Goals:
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Gain an appreciation and familiarity with the content, dating, themes, and literary
genres of classic Mesopotamian literature
Explore the cultural, historical, and socio-political world of the ancient
Mesopotamia and understand its influence on modern society
Employ theoretical and critical methodologies in the study of ancient texts
Understand how religion acts as both a response to and as an expression of the
human condition.
Develop writing, oral presentation, and critical thinking skills. Critical thinking
develops the ability to construct and discern relationships, analyze arguments, and
solve complex problems
Content:
Topics include:
• Mesopotamian Religion: Gods, Goddess, Demons
• Mesopotamian Iconography and Art
• History and Archaeology
• Cuneiform writing
• Genres of Mesopotamian Literature
• Theories of Myth
• Creation and Myths of Origin
• Flood Myths
• Underworld Myths
• Prayers and Hymns
• Astrology and Divination
• Incantations and Love Spells
• Exorcism, Witchcraft and Magic
• Religious Festivals including the New Year festival
• Deities and Demons today
• Mesopotamia in Popular Culture
Some of the major myths covered:
• Gilgamesh
• Enuma Elish (Creation Epic)
• Atrahasis
• Adapa and the South Wind
• Ishtar’s Descent into Underworld
• Nergal and Ereshkigal
• Enki and Ninhursag
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Enki and Ninmah
Enki and the World Order
Current Required Texts:
Foster, Benjamin R. Before The Muses: An Anthology of Akkadian Literature. 3rd
Edition. University of Maryland Press, 2005.
George, Andrew. Epic of Gilgamesh: a new translation. London: Penguin, 2003.
Dalley, Stephanie. Myths from Mesopotamia. Revised Ed. Oxford: Oxford University
Press, 2009.
Handouts and articles on Blackboard.
Instructional Strategies:
Classroom time will be spent mainly in discussion and group in-class assignments, with
some mini-lectures and multimedia presentations to establish context. Students will
utilize primary texts and scholarly articles or commentaries on those texts.
Methods of Evaluation:
Blog:
30%
Group Project:
20%
Class Participation: 20%
Research Project:
30 %
Class Participation: Your participation grade will include a combination of factors:
class attendance, arriving for class on time, preparation for the class session and
discussions, participation in small group discussions, asking and answering appropriate
questions during the lectures, attentiveness during class, etc. Many classes will have inclass assignments that count towards your grade. If you miss that particular class, you
will not be able to make up the assignment.
Readings: You will read primary texts and scholarly articles or commentaries on these
texts. Primary texts often require multiple readings. (See handout- “How to read ancient
Literature”). Informal writing, both in and outside class will be required.
Group Myth/Ritual Project: Creative collaborative project on a myth or ritual of your
choice. Projects will be presented to the class and peer-reviewed by class members.
Some suggestions for the project:
• Children’s storybook
• Comic strip
• Artwork (picture, sculpture, etc.)
• Short story or novella
• Song/Musical/Music video
• Movie /YouTube video
• TV commercial
• Website/Blog/Wiki
• Play or other dramatic performance
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Short story or novella
Poem
Game
Weekly Blog Questions: This blog is designed to help you comprehend and synthesize
the readings, as well as to help you develop your critical thinking and writing skills.
Academic blogs are not diary entries. Most of your blog entries will address specific
questions or prompts which allow you to explore a topic in greater detail or apply a
theoretical model to a given case study. Many of your blog entries/in-class assignments
will require various forms of written communication (i.e., first person accounts,
comparisons, resume forms, personal correspondences, outlines, expository writing, case
studies, opinion papers etc.) Each blog entry will be at least 2 pages (approx. 500-600
words) for each entry, but you are free to write as much as you want. The content of
your writing and reflection rather than quantity should be your guiding factor.
Research Paper: A research paper (10-12 pages) on a topic of your choice. The final
research paper will involve several components which will be due throughout the
semester:
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Paper Proposal
Annotated Bibliography
Personal Consultation /Outline
Research Paper
Class discussion of research paper
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Chapman University Academic Integrity Policy:
The course syllabus should include the following statement:
Chapman University is a community of scholars which emphasizes the mutual
responsibility of all members to seek knowledge honestly and in good faith. Students are
responsible for doing their own work, and academic dishonesty of any kind will not be
tolerated anywhere in the university
Students with Disabilities Policy:
The course syllabus should include the following statement:
In compliance with ADA guidelines, students who have any condition, either permanent
or temporary, that might affect their ability to perform in this class are encouraged to
inform the instructor at the beginning of the term. The University, through the Center for
Academic Success, will work with the appropriate faculty member who is asked to
provide the accommodations for a student in determining what accommodations are
suitable based on the documentation and the individual student needs. The granting of
any accommodation will not be retroactive and cannot jeopardize the academic standards
or integrity of the course.
Select Bibliography:
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Abusch, Tzvi. “Ishtar’s Proposal and Gilgamesh’s Refusal: an Interpretation of The
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Prepared by: Julye Bidmead, Fall 2011
Last revised: Julye Bidmead, Fall 2011
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