Atkinson School of Arts and Letters, 2008/2009

EXCEL FILE OF GRADES (Updated Nov. 19)

** Note: only those who have handed in the integrity test have their grades posted. Please send in the test results asap. 

Instructors:

     Dr. Tony Chartrand-Burke
      E-mail: tburke@yorku.ca
      Phone: x. 22329

     Dr. Frederick Sweet
      E-mail: frederick.sweet@gmail.com

Time and Location: Monday 7-10 pm, Curtis Lecture Hall "C"

Office Hours: Monday 5-6 pm, Room 617 (or by appointment)

1. Course description: This course is designed to introduce students to the history and literature that forms the basis of Western culture. We begin, however, in the East, with Mesopotamia (modern Iraq). Stories from Mesopotamia, such as the Enuma Elish and Gilgamesh cycles, offer parallels to several tales from the Hebrew Bible (Old Testament). From Mesopotamia we move into ancient Palestine, the birthplace of the Hebrew Bible itself. There we examine some key Hebrew Bible texts for recovering early Jewish history. We continue our look at Jewish history with an examination of first-century Judaism (via Philo, Josephus, and the Dead Sea Scrolls) before turning to texts from the Christian New Testament. The first term finishes with a survey of Christian and Jewish literature from the second and third centuries. In the second term we will read selected classics of Greek and Roman literature, from Homer’s The Odyssey to Ovid’s Metamorphoses. Students taking the course will finish having a firm grasp of how religion and history are approached in the Humanities, and a sound knowledge of fundamental writings that continue to influence Western culture.

2. Required Texts: All texts are available for purchase at the bookstore. Students are not required to use these particular editions (i.e., alternate versions of The Odyssey or Metamorphoses, etc. are acceptable also). However, for the Bible, please use only the NRSV or RSV editions.

TERM 1: 

New Revised Standard Version, The New Oxford Annotated Bible with Apocrypha, College Edition. M. Coogan et al (eds.). Oxford University Press, 2001.

A Supplementary Readings package of primary texts (available from the book store).

TERM 2: 

Aeschylus, The Oresteian Trilogy (trans. R. Fagles), Penguin.

Euripides, Medea and Other Plays (trans. J. Davie), Penguin.

Euripides. Electra and Other Plays (trans. J.Davie) Penguin.

Homer, The Odyssey (trans. E. V. Rieu), Penguin.

Ovid, Metamorphoses (trans. D.Raeburn), Penguin.

Sophocles, The Theban Plays (trans. D. Raeburn) Penguin.

Virgil, The Aeneid (trans. D. West), Penguin.

Recommended Reference Texts:

    Powell, B. Classical Mythology.  Pearson/Prentice Hall.

    Rose, H.J.  A Handbook of Greek Mythology.  Methuen.

3. Methods of Evaluation

A. Academic Integrity: York University is very concerned about the increase in student plagiarism. As heinous a crime as plagiarism is, sometimes it is perpetrated in ignorance. The university has set up an on-line tutorial to help students recognize acts of plagiarism. You are required to complete this tutorial (no papers will be accepted until you do so). Go to the web site and work your way through the tutorial. Print off the results of the quiz and hand them in the week of October 17. There is no grade value for this assignment. Site address:  http://www.yorku.ca/tutorial/academic_integrity/. 

B. Map Quiz:Learning about the literature of the ancient world necessitates a knowledge of the land in which it was written. To that end, locate the following in preparation for a map quiz: Asia Minor (=Asia), Carthage, Galatia, Greece, Athens, Corinth, Thessalonica, Sparta, Crete, Rome, Italy, Mesopotamia, the Tigris, the Euphrates, Judaea, Antioch, Tarsus, Damascus, Jerusalem, the Dead Sea, the Sea of Galilee, the Jordan River, the Mediterranean Sea, Memphis, Alexandria, the Nile, the Sinai, and the Arabian Peninsula. Students are responsible for finding these locations; many of them can be found in the maps at the back of the Bible assigned for the course. SPELLING WILL COUNT IN GRADING. The map quiz takes place in the first 15 minutes of class. Use this practice map to prepare. WARNING: there will be one sitting only for this quiz, with one exception: students with compelling reasons (medical concerns, family emergencies) will be allowed to write on another date. The quiz will take place September 22. Grade value: 10%.

C. Tutorial Assignments: In the first term each class will follow the following format: hour one is the lecture, hour two is the tutorial and hour three is a combination of going over the tutorial assignment and, if necessary, presentation of new material. During the tutorial hour, the class will be broken into small cells (four-five students maximum). This arrangement is intended to allow the students to discuss the material together in order to get more fully acquainted with the primary texts. Since each student will have already done the assigned reading and prepared something BEFORE CLASS, discussion in the tutorials should not be difficult. Do your personal best to prepare on your own, but if you consult secondary sources, you must include that information in your preparation. If you do not cite your sources you will receive a zero grade. Each student is expected to come to every class with about a one-two page well-conceived response to the tutorial question(s). These MUST BE laser printed or photo-copied in order to show that it was done before and not during the tutorial; handwritten work is NOT accepted. On five (5) occasions you will be asked to hand in your pre-tutorial preparation TOGETHER WITH notes about what was discussed among your group during the tutorial. It is suggested that you also add the names of your group members on the sheet. Your responses will be read and graded out of five (5) and will constitute your tutorial grade for the first term (worth 20%). The lowest grade will be dropped (4 assignments x 5% each = 20%). YOU MUST ALSO submit these five assignments to Turnitin.com BEFORE class.

TURNITIN.COM INSTRUCTIONS
For an overview of this service and the University’s policies regarding Turnitin.com, please see: http://www.yorku.ca/academicintegrity/students/TurnitinStudents.htm. It is very simple to use. Go to www.turnitin.com for instructions on how to create a user profile. You can use whatever email address you wish but it must be a working one since you will receive emails over the course of the year. It is recommended that you NOT use internet email accounts (e.g., Hotmail, Yahoo, etc.). You create your own password so make it easy to remember. You will also require the following information to sign in initially.
Class ID: 2348842
Password: roots
NOTE: If you miss the tutorial you lose the grade. Allowances will be made for submissions via email IF a legitimate reason is provided AND it is deemed acceptable by the instructors. These must be received via email BEFORE class. However, no matter what the reason, since these are tutorial grades, the submitted work, if accepted, will be marked out of 2.5 only. Absolutely no assignments are accepted AFTER the class via email or otherwise.

Grading Legend:
4-5 Excellent understanding of the reading and a sophisticated academic analysis (without an obvious bias)
.5 Good responses showing scholarly insight and application
3 Good honest effort but lacking academic consistency
0-2.5 Clear lack of any scholarly analysis and/or complete misunderstanding of the primary text; clear evidence of simply plagiarizing from the internet — ALL SOURCES MUST BE CITED OR YOU GET ZERO — no exceptions.

D. Tests: A mid-term test comprising all of the material from September to December will take place during the Winter examinations period. A final test comprising all of the material from January to March will take place on the final day of classes. More information on the exams will be provided in class. Value: 20% each.

E. Term Paper: On February 2 students will write a paper on Antigone in class. Students have the full three hours to complete the paper. More details will be provided in class. Value: 20%.

F. In-class Film Critique: On March 9 students will watch an adaptation of Electra. They will then complete an assignment dealing with the differences between the film and the play. Value: 5%.

G. Content Tests: Two surprise content tests will be conducted over the course of the second term. The goal of these tests is to ensure students are keeping up with the readings. Value: 5%.

4. Important Dates

September 18: Last date to enroll without permission of instructor
October 17: Last date to enroll with permission of instructor
February 6: Last date to drop course without receiving a grade

5. Class Schedule

Please come to class having read the assigned primary and secondary readings and having consulted the on-line resources. A lecture outline for each week’s class will be posted on-line by Friday afternoon of the previous week. It is your responsibility to print your own copy of the outline and bring it to class.

TERM 1 ~ Instructor: Tony Chartrand-Burke

Sept. 8: Introductions; Ancient Mesopotamia
HANDOUT
On-line Resources: To review some elements of Mesopotamian civilization, or to introduce yourself to it, visit: http://www.faculty.fairfield.edu/jmac/meso/meso.htm.

Sept. 15: In the Beginning: Genesis
LECTURE OUTLINE
Read for today’s class: “Introduction to the Pentateuch” (Bible p. 3-7), “Introduction to Genesis” (Bible p. 9-10), Gen 1-5 (ch. 1 to ch. 5); “Hymn to Ra” (Reader); “The Epic of Creation” (Reader).
Tutorial Preparation: it is widely believed in scholarship that Genesis 1-3 contains two different creation stories. Compare and contrast Gen. 1-2:4a (i.e., ch. 1 and ch. 2 verses 1-4) with 2:4b-3:22 (i.e., ch. 2 verse 4 to ch. 3 verse 22). Consider such points as the portrayal of God, the order of creation, the literary style of the stories, and others. Do you think scholarship is justified in seeing two separate stories here? What are the implications of this view? On-line Resources: Need help remembering the details of Jewish history? Check the following link for scenes from the Bible made entirely of Lego blocks: http://www.thebricktestament.com/.

Sept. 22: Noah, Abraham and Moses
LECTURE OUTLINE
Read for today’s class: Gen 6-9, 12, 15-17, 22; “Introduction to Exodus” (Bible p. 82-84), Exodus 1-12, 14, 19-21; Deut 20-21; Lev 18-20; Num 12, 16; “Stories of Gilgamesh” (Reader); “Annals of Sargon I” (Reader), “Code of Hammurabi” (Reader).
** Map quiz in class today **
Tutorial Preparation: Christians and Jews often debate the applicability of certain laws delivered by Moses on Mt. Sinai. Read the material from Deut 20-21 and Lev 18-20 in preparation for a discussion in today’s tutorial. In addition, read the stories of Moses and the Cushite (Num 12) and the Rebellion of Korah (Num 16). What do you find troubling in these stories?
On-line Resources: Have a question about Judaism? Need personal advice? Well, who better to ask than the legendary Jewish lawmaker Moses? Visit the Ask Moses site (http://www.askmoses.com/). 

Sept. 29: no class 

Oct. 6: The Rise and Fall of Israel
LECTURE OUTLINE
Read for today’s class: “Introduction to the Historical Books” (Bible p. 309-313 and additional introductions on pp. 398-399, 446, 487-489, 533, 974-977; Josh 23-24; 1 Sam 16-17; 2 Sam 7; 1 Kings 11-12, 17-20; 2 Kings 17, 25; Isaiah 1, 6-7.Tutorial Preparation: Read closely Isaiah 7:10-16. Jews and Christians have very different interpretations of this section of the text.  Compare the section of Isaiah with the Gospel of Matthew 1:18-25 (from the New Testament). Describe how Matthew has interpreted Isaiah: what has he used from Isaiah? what has he ignored? what would an academic biblical scholar think of how Matthew uses Isaiah? NOTE: this tutorial is to be handed in for grading.
On-line Resources: The existence of King David, Israel’s most famous and decorated king, is called into question by scholars who have been labeled “minimalists” by their critics. What is biblical minimalism? Essentially, its position is that the Bible is not reliable for reconstructing history; only archeological evidence is worthwhile empirical evidence for biblical events and figures. Find out more about minimalism at http://www.biblicalstudies.org.uk/article_history_reid.html and determine for yourself whether the Bible accurately portrays history.

Oct. 13: Thanksgiving

Oct. 20: Hellenistic Judaism
LECTURE OUTLINE
Read for today’s class: introductions to the biblical texts (Bible, pp. 904-905, 1180-1182, 1253-1254, 201-202 [Apocrypha]), Ezekiel 37-39; Daniel 1, 7; 1 Maccabees 1; Proverbs 1, 7-8, 31; Excerpts from Philo (Reader), Letter of Aristeas (Reader).
Tutorial Preparation: there is much speculation about the identity of the final beast of Daniel 7:7-12 (see also 7:23-26). Search the internet for information on interpretation of this beast. Do you find any of these interpretations compelling (i.e., are you convinced by any of them?). What would an academic biblical scholar feel about these interpretations? Be prepared to discuss your findings in your tutorial group. NOTE: this tutorial is to be handed in for grading.
On-line resources: For more information on apocalypticism in both Jewish and Christian thought, visit: http://www.pbs.org/wgbh/pages/frontline/shows/apocalypse/. 

Oct. 27: First-Century Judaism
LECTURE OUTLINE
Read for today’s class: The Community Rule (Reader); Excerpts from Philo and Josephus (=Judaea Under Rome Rule) (Reader).
Tutorial Preparation: prepare to discuss The Community Rule. How would you characterize the community behind this text? Does the text provide any clues as to their origins?
On-Line Resources: Over the centuries there have been numerous Jewish (and even non-Jewish) figures who claim to be the messiah promised in Hebrew scripture. Could you be the messiah? Take this test to determine if you have a messiah complex.

Nov. 3: Jesus of Nazareth
LECTURE OUTLINE
Read for today’s class: introductions to each of the gospels (Bible, pp. 3-8, 56-57, 93-95, 146-147), Gospel of Mark.
Tutorial Preparation: The vast majority of scholars believe Mark was the first gospel to have been written. Imagine you are living in the first-century and Mark is the only gospel text you know. Answer the following questions solely from information from the text: who is Jesus (where was he born? where did he live? what did he do?). Who are his most important followers and how are they portrayed? What happens when the women go to the tomb to prepare Jesus’ body (Mark 16:1-8; do not read 16:9-20 if it is included in your text)? NOTE: this tutorial is to be handed in for grading.
On-line Resources: Today’s lesson illustrates that there were many interpretations of Jesus’ life and death. Even today Jesus continues to be presented in new and even bizarre ways. For an amusing take on modern uses of Jesus’ image check out http://www.jesusoftheweek.com. Warning: may offend some. 

Nov. 10: The Gospels
LECTURE NOTES
Read for today’s class: Gospel of Matthew 1-2, 5-7; Gospel of Luke 1-2; Gospel of John 1-3; Infancy Gospel of Thomas (Reader), Gospel of Thomas (Reader); Gospel of Mary (Reader); Jesus’ Digestive System (Reader); Birth of Augustus (Reader).
Tutorial Preparation: Read the Infancy Gospel of Thomas. This text was not included in the New Testament, presumably because its portrayal of Jesus is not consistent with other New Testament texts. What do you find in the text that is different from what we find in the New Testament gospels? What is similar? Why do you think it was not included in the Bible?
On-line resources: today’s lesson discusses the proliferation of writings about Jesus in the second-century (the so-called Christian “Apocrypha”). To learn more about these texts (and read them yourself) see http://www.earlychristianwritings.com/.

Nov. 17: Paul and Revelation
LECTURE NOTES
Read for today’s class: introductions to the biblical texts (Bible, pp. 183-185, 309-310, 420-421); Acts 9:1-31; Galatians; Revelation.
Tutorial Preparation: The letters of Paul provide us with one side of a two-sided conversation between Paul and his churches. To fully understand the conversation we need more information about the problems that Paul is addressing in his correspondence. Read this modern letter (click HERE) and consider the questions you need answered in order to fully understand the conversation. NOTE: this tutorial is to be handed in for grading.
On-Line Resources: Paul traveled through Palestine, Asia Minor, Greece, and even to Rome to preach his “gospel.” To follow in the footsteps of Paul on his missionary journeys visit http://www.abrock.com/Greece-Turkey/FootstepsIntro.html.

Nov. 24: No class (conference)

Dec. 1: Gnosticism and Jewish/Christian/Pagan Relations
Read for today’s class: The Reality of the Rulers (Reader); Justin, Dialogue with Trypho (Reader); Origen, Against Celsus (Reader); Toledoth Yeshu (Reader).
Tutorial Preparation: Judeo-Christian Gnostic texts use the traditional stories from Genesis and transform them. Identify elements from genesis used in Reality of the Rulers and describe how these elements have been changed. NOTE: this tutorial is to be handed in for grading.
On-line Resources: If you would like to read more about Gnosticism, you can check out the web page of the Gnosis Society (http://www.gnosis.org), an organization dedicated to preserving the history of the movement and to promoting Gnosticism as a viable religion.

TERM 2 ~ Instructor: Frederick Sweet

Jan. 5: Introduction to Classical World (no tutorial)

Jan. 12: The Greek Theatre (no tutorial)

Jan. 19: The Heroic Archetype: Jason and the Golden Fleece, Euripides, Medea
Read for today’s class:  Euripides, Medea.
Tutorial Discussion Topics: Characterize Medea and Jason (where do your sympathies lie?). Why did Euripides decide to have Medea kill her own children? (5 possible reasons)

Jan. 26: The Doomed: Sophocles, Oedipus the King
Read for today’s class:  Sophocles, Oedipus the King.
Tutorial Discussion Topics: Characterize Oedipus.  Most tragic heroes are brought down by hubris. Is this true of Oedipus and his fall? In what sense is Oedipus’ fate the fate of us all?

Feb. 2: The Doomed: Antigone (Term Paper to be written in class)
Read for today’s class:  Sophocles, Antigone. 

Feb. 9: The Homeric Epic: Homer, The Odyssey
Read for today’s class:  Homer, The Odyssey (Books 5 to 24).
Tutorial Discussion Topics: Characterize Odysseus and Penelope. Discuss Odysseus' relationship with Athena. In what sense does The Odyssey fall into two distinct parts?

Feb. 16: No Class – Reading Week

Feb. 23: Homecoming: Aeschylus, The Oresteia
Read for today’s class: Aeschylus’ “Agamemnon” (first play of trilogy The Oresteia).
Tutorial Discussion Topics: Characterize Agamemnon and Clytemnestra (where do your sympathies lie?). Discuss the role of Cassandra and the chorus.

Mar. 2: Revenge Renewed: Euripides, Electra
Read for today’s class: Euripedes, Electra.
Tutorial Discussion Topics: How are Euripides’ version of events strikingly different from those of Aeschylus? Discuss Euripides’ characterization of the principal actors.

Mar. 9: Video: M. Cacoyannis’ Electra (followed by an in-class writing assignment based on the film)

Mar. 16: Rome’s Great Epic: Virgil, The Aeneid
Read for today’s class: Virgil, The Aeneid (Books 2, 4, and 6).
Tutorial Discussion Topics: How does Aeneas differ markedly from Homeric heroes like Achilles and Odysseus? How does Virgil’s Underworld differ markedly from Homer’s? Do your sympathies lie more with Aeneas or Dido?

Mar. 23: Roman Delight: Ovid, Metamorphoses
Read for today’s class:Ovid, Metamorphoses (passages to cover: Echo and Narcissus - pp.109-116; Pyramus and Thisbe – pp. 133-139; Demeter and Persephone – pp. 191-202; Tereus, Procne and Philomela – pp. 230-243; Baucis and Philemon – pp. 323-328; Orpheus and Eurydice – pp. 382-386; Pygmalion and Galatea – pp. 394-396; Ceyx and Alcyone – pp. 442-458).
Tutorial Discussion Topics: Discuss Ovid’s treatment of the Greco-Roman gods. Discuss (with examples) Ovid’s fascination with the grotesque and the bizarre.

Mar. 30: FINAL EXAM — In Class (Second Term material only)