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Monday, October 17, 2016

Assyrians and ISIS

                                                  (University of Chicago Oriental Institute)

The last of the Mesopotamian empires we will look at is that of the Assyrians, who had previously existed as a people under the rule of Babylon, and became a military empire that rose in the first millennium. The last notable Assyrian ruler was Ashurbanipal, whose library was discussed in today's reading. Other sources emphasize the military feats, as well as their reputation for cruelty, among those they conquered. Regardless, they provide the perfect opportunity for us to discuss thinking like a historian, which Rampola equates with avoiding obvious bias and value-laden judgments. Our question is how should we assess the Assyrians based on Hunt's article on Ashurbanipal's Library. Is it objective? Is it biased? Is it value-laden?


Ashurbanipal's Hunting Lions Video Tutorial from Dr. Harris and Dr. Zucker (5:54)


Lamassu from the Citadel of Sargon II Video Tutorial from Dr. Harris and Dr. Zucker (5:08)


The empire of the Assyrians was destroyed in 612 BCE when the Medes and New Babylonians (Chaldeans) forged an alliance and overtook Nineveh, resulting in the burning of the library you read about in Hunt's article, which ironically served to "bake" the clay cuneiform tablets and better preserve them.  Many began to be unearthed around 1849 CE.  

Ishtar Gate and Processional Way, Babylon, 575 BCE Video Tutorial (6:49)

Pillaging of archaeological sites and cultural repositories to destroy irreplaceable cultural heritage and to disperse rare and important artifacts is reprehensible.  This has caused irreparable damage to the heritage of the people of Iraq and humanity worldwide.
- Archeological Institute of America’s Joint Statement.

This quarter we have introduced you to a number of ancient artifacts that shed light on early river valley civilizations.  When we looked at Gilgamesh, we paired it with our analysis of the lion-taming statue that depicted divine and royal power. When we looked at the Standard of Ur, we learned of the necessity of examining the place and context in which an artifact was found, along with which other artifacts it was found. Unfortunately, the geographic region from which artifacts of the Ancient Near East originate have seen instability, revolution, and war in the last decade.  Many have worked tirelessly, and even sacrificed their own lives, to save archeological artifacts.  Archeological artifacts have been looted, sold, even purposefully destroyed.  Some have suggested 3D printing of all wonders of the ancient world to prevent the wholesale loss of priceless objects, while others note that a virtual version does not serve as an adequate replacement.  Nor are the artifacts of any of the civilizations we have examined this quarter entirely free from potential harm, whether found in Iraq, or Syria. During this 21st century CE, the U.S. invasion in 2003 endangered Iraqi artifacts, with immediate looting of Iraq’s museums, and ISIS purposefully destroys (and sells other) artifacts today.



All of these artifacts hold a special importance to those of us at University of Chicago.  The Oriental Institute houses both Egyptian artifacts and Assyrian artifacts and has reacted strongly to the destruction of artifacts, noting that their collections of artifacts from Iraq have seen their “counterparts” destroyed. http://oi.uchicago.edu/about/statement-cultural-destruction-iraq.

http://news.nationalgeographic.com/news/2015/02/150227-islamic-militants-destroy-statues-mosul-iraq-video-archaeology/

http://news.nationalgeographic.com/2015/04/150414-why-islamic-state-destroyed-assyrian-palace-nimrud-iraq-video-isis-isil-archaeology/ 

Friday, October 14, 2016

Unit II Test Scheduled for Friday, October 21

The test will have two sections. The first will be the Middle East map section and the second will be the Gilgamesh essay.  Reminder, you may pre-plan and MEMORIZE that pre-planning (e.g., memorize thesis and major topics of body paragraphs). You will be able to use your Gilgamesh book and your Sumerians article.  You may NOT have a pre-written outline of any kind during the test. I suggest 10 minutes for the map and 35 minutes for the essay.

Wednesday, October 12, 2016

Hammurabi's Code & Babylonian Court Simulation

As you've seen in Kramer, the Sumerians settled between the Two Rivers around 3000 BCE and reached its peak around 2500 BCE. They were followed by four empires, marked by their rule over peoples and territory beyond their own.

The Akkadians, including under Sargon the Great, moved into the area between 3000 and 2000 BCE. The most memorable Akkadian ruler was perhaps Sargon, whose "growing realm became an empire as it incorporated multiple kingdoms ruled by himself as the overall king."



The Akkadians were followed by the Babylonians, which rose to power around 1800 BCE. Under Hammurabi, Babylon acquired the law code we explore on Friday, which dealt with a wide array of topics, such as marriage, real estate, business transactions and criminal law. Many of these laws can be traced back to the Sumerians. Notably, the punishments differed based on class, meaning that punishments were more severe for commoners than elites.

During Friday's simulation, we will hear six cases.  Six cases will be prosecuted by six students, while six students will defend themselves, and six other students will act as Hammurabi, proclaiming his final decision. Read your legal code!  It might be a matter of life or death!



Case # 22
Case # 226
Case # 209
Case # 204
Case # 235
Case # 197

Me: Hear ye, hear ye -- the courtroom of the Great Hammurabi is now in session! Hear ye the decisions of the great Lord of the Universe, Ruler of the Land between the Two Rivers, and King of Babylon and Sumer!  Case # -- is called. 

Attorney and Lawbreaker come forward. 

Lawbreaker kneels before the Great King! 

Attorney: "Oh Great Hammurabi, Lord of the Universe -- Wise Servant of the gods Ishtar & Marduk -- I come to plead my case.  What say ye?  

Hammurabi: "Speak to me of this lawbreaker's crime or reason to come before my face!" 

Attorney: Defendant stands accused of breaking Case law # --.  Read it. 

Attorney: Make an argument why the law should be followed in this case. Why would this law be important to Babylon? 

Defendant:  Make an argument why the law should NOT be followed in this case. Why would this law be of lesser importance to Babylon?  Are there other similar laws on the books? 

YOU MUST BOTH TRY TO CONVINCE HAMMURABI, BUT NOT OFFEND HIM IN ANY WAY, OR THE PENALTY OF THE LAW MAY SIMPLY BE SENTENCED, AND EVEN MORE PUNISHMENT, INCLUDING OF THE ATTORNEY. 

Hammurabi: may consider the arguments and pass judgment. 

End of class question: 5 minute response: What do these cases suggest about the political, economic and social values of Babylon? 

Tuesday, October 11, 2016

Standard of Ur



https://www.khanacademy.org/humanities/history/ancient-medieval/Ancient/v/standard-of-ur-c-2600-2400-b-c-e

As a class, you watched and picked apart this mini-tutorial on the Standard of Ur.  You asked what questions must I consider when "reading an artifact" deeply in order to act as a visual detective? Below is the list generated by 7th period:




These questions should guide your visual analysis for the remainder of the year:
  • Where was the artifact found?  How was it found?  With what other artifacts was it found?  How can I use the other (outside) artifacts found with this artifact to interpret it? 
  • Of what is it made in terms of materials?  What is the origin (place) of those materials?  What do those materials suggest about the culture that produced it?
  • How difficult would you anticipate it was to build or create this artifact?  What technologies were have been used to build or create it?  What types of skilled and unskilled labor would have been required to build or create it?
  • Has this artifact been well-preserved, damaged, altered, or experienced decay? How, if at all, would it have appeared different at the time?
  • What is its size (and relative sizes within the composition)? 
  • If a scene, or consisting of separate parts, what is its layout or overall organization? 
  • What are the unique stylistic features? What specific details are represented? 
  • What is its purpose?  Who used it? How did they use it? Why did they use it? 
  • (For artifacts depicting people/animals,) what actions do the people seem to be undertaking? Who are they? What do they represent? Is any status or rank differences evident? 
  • How would you describe the life ways of the "people" based on their depictions? 
  • Why is this artifact significant?



Monday, October 10, 2016

Gilgamesh Essay: Analyzing, Synthesizing Sources & Developing a Strong Thesis

Kramer argues that "historical explorations have recovered hundreds of thousands of Sumerian tablets, great temples, monuments, tombs, sculptures, paintings, tools, irrigation systems and remnants of almost every aspect of the Sumerian culture.  As a result we have a fairly complete picture of what life in Sumer was like 5000 years ago."  Gilgamesh, as you know, is claimed to be one of its kings. Today, we will work in pairs to brainstorm an original thesis and roadmap comparing the two sources of Sumerian life at which we have looked: Kramer's article on the Sumerians and Gilgamesh.   Your QUESTION is "does the Gilgamesh story illuminate the lives of different classes of Sumerians?" 

AVAILABLE SOURCES: Gilgamesh, Kramer's The Sumerians, and Green's Crash Course Mesopotamia. 

SKILL GOAL # 1 how to develop a thesis and roadmap using selected analytical categories from GET PAST (not all of them). Pick no more than three topics or sub-topics. 

SKILL GOAL #2 how to compare/combine/corroborate/contradict the evidence of a secondary source with that of a primary source.* 

STARTER THESIS OPTION 1: Gilgamesh illuminated life across classes in Sumerian society because . . . (Main reasons, main evidence) 

STARTER THESIS OPTION 2: By focusing on the quest of a single king, Gilgamesh failed to illuminate the lives of  different classes of Sumerians because . . . (Main reasons, main evidence)




* Rampola calls this skill "synthesis."   As she put it on page 51, "analyzing each source, though, is not sufficient; you also need to synthesize the information in your sources. When you use several sources as a means for interpreting a historical event, you should take care to integrate evidence from each source throughout your paper. An essay for the above assignment, for example, should not take the form of two mini-papers—one on (the first source) and one on (the second source) —glued together. Rather, it should examine the two sources as they relate to each other. "

For example, when we played Clue: Montezuma edition, we discovered that the two sources agreed that Montezuma was killed (corroborating accounts), but that they differed in their interpretation of this event: the second source reported that he was killed by the Spanish while the first source reported that he was killed by other Aztecs (contradictory accounts).