121(ABS 120)/Rel. 121. Introduction to the Hebrew Bible. (3). (HU).
This course introduces the student to the modern study of the Old Testament or Tanakh. It is designed to challenge the student with a series of intriguing questions not typically addressed in Bible study. It focuses on ancient Israel as a culture, a nation, and a religion. The class will also look at how the Hebrew Bible was created, organized, and transmitted as well as its contribution to western civilization. The approach will be literary, historical, and critical using methods applied by scholars of both traditional and non-traditional persuasion. (Miller)
221(ABS 280)/Rel. 280. Jesus and the Gospels. (3). (HU).
The course will examine the four canonical Gospels as literary works and as expressions of the faith and thought of the first-century Christian communities. These documents will be studied within the broader context of the first-century Jewish world, which provided the primary milieu for both the life of Jesus and the life of the first Christians. The course will also introduce students to the various critical methods employed by New Testament scholars, and will explore what can be known by means of these methods of the history of the traditions found in the Gospels and of the person of Jesus of Nazareth, to whom these traditions testify. The study of these traditions will also take account of material found in the Gospel of Thomas. The course will consist of lecture and discussion. Students will be evaluated on the basis of class participation, written homework assignments, two examinations, and an optional research paper. (Kinzer)
281(GNE 260). Ancient Egypt and its World. (3). (HU).
The course is an undergraduate survey of the culture of ancient Egypt, focusing on Egyptian religion (the gods and their cults, life after death, mummification, etc.), ways of thinking (practical wisdom and elevated philosophy), basic institutions (the kingship, the priesthood, etc.), literature and science. The student will be taught the elements of Egyptian hieroglyphic writing, how it was deciphered and the derivation of our own alphabet from it. Throughout, special attention will be given to a comparison of Egyptian ideas, values and religious thought to our own – with open-ended class discussion. There is a midterm (40% of grade) and final exam (60% of grade) and an optional 10-page paper at term's end. Three textbooks, all paperbacks, are compulsory. (Krahmalkov)
291. Topics in Ancient Civilizations
and Biblical Studies. (3). (Excl).
Section 201 – Women and Gender in the Ancient Near East. The women of ancient Egypt, Mesopotamia and other ancient Near Eastern cultures will be the focus of this course. Women in the ancient Near East occupied complex political, religious, economic and social roles; these roles and their change over time and location represent an important aspect of Near Eastern history that is not always taken into account. Through lectures, discussion and readings of ancient sources in translation and modern scholarship, the instructor will introduce the students to the women of these ancient cultures and explore how their lives were affected by ancient conceptions of gender. The course will emphasize a variety of methodological approaches to the evidence, encouraging and equipping the students to treat the ancient sources critically. Student evaluation will be based on a short paper and an exam; there are no prerequisites for this course. (Wilfong)
101(Arabic 101). Elementary Modern Standard Arabic, I. (4). (LR).
This is the first course of a two-term sequence in elementary Arabic. It is designed for non-concentrators and those who need Arabic to fulfill the language requirement. It provides an introduction to the phonology and script of Modern Standard Arabic and its basic vocabulary and fundamental structures. It offers combined training in listening, speaking, reading and writing. There will be focus on simple interactive communicative tasks involving teacher-student, student-student and group interactions. Reading and cultural skills are developed through simple short texts and situational dialogues. There will be daily written assignments involving supplying answers to certain drills and questions on reading comprehension passages, filling out forms and writing short messages and paragraphs. Evaluation will be based on class participation, weekly achievement tests, monthly comprehensive tests, and a final exam. Regular use of the language laboratory or recorded tapes for home use is required to reinforce class work and also to do the recorded assignments. Class meets five days a week for 4 hours a day. Textbooks: (1) A Programmed Course in Modern Standard Arabic Phonology and Script by McCarus Rammuny; (2) Elementary Modern Standard Arabic Part One by Abboud, et al. (Lessons 1-10); (3) Supplementary Enrichment Vocabulary to Accompany EMSA; and (4) Standard Achievement Tests to Accompany EMSA. Cost:2 WL:3 (Kalliel)
102(Arabic 102). Elementary Modern Standard Arabic, II. APTIS 101 or equivalent. (4). (LR).
In 102, the basic vocabulary and fundamental structures of Arabic are continued through vocabulary lists, grammar presentations and oral and written practice based on short readings including simple news items, narration and description. There is increased emphasis on developing conversational, reading and writing skills. There will be focus on communicative drills and activities involving teacher-student, student-student, and group interactions. Daily written assignments are required involving biographical information, and writing short descriptions and narration utilizing vocabulary and structures covered in class. Class meets five days a week for 4 hours per day. Grades are based on class participation, weekly achievement tests, monthly comprehensive tests, and a final exam including an oral component. Textbooks: (1) Elementary Modern Standard Arabic, Part One (Lessons 1 1-20); (2) Supplementary Enrichment Vocabulary to Accompany EMSA, and (3) Standard Achievement Tests to Accompany EMSA. Cost:2 WL:3 (Kalliel)
141(Iranian 201). Elementary Persian, I. (4). (LR).
Persian has been called the French of the Near/Middle East. Certainly, Persia/Iran has been in the news. Persian is an Indo-European language, related to English, etc. Its literature, as in other arts, is a major part of Near/Middle Eastern and Muslim tradition. Persian 141 is the first term of a four term sequence. It takes the student through to the basic mastery of the skills of reading and writing, and of comprehension and speaking. Cultural as well as communicative skills are emphasized. By the end of the term the student should be well versed in these skills. Individual student by the instructor to polish and improve the student's Persian language skills. The objective is language use. Students who have special needs, such as those acquiring the knowledge of Persian for reading purposes, only, or for communicative skills, only, will be given special attention, and special sessions. Similarly, students of Iranian heritage, who may know some Persian in its colloquial form, will find the linguistic and cultural content of this course stimulating.
142(Iranian 202). Elementary Persian, II. APTIS 141. (4). (LR).
This course is the natural continuation of Elementary Persian 141. The emphasis will be on the use of the language in real-life situations, i.e., conversations and narratives, oral and written, on such topics as language and nationality, family, shopping, emergencies. etc. Oral and written drills, and the use of the language laboratory accompany the dialogs and compositions. By the end of the term the student should have acquired an adequate knowledge of all major points of Persian grammar with an active vocabulary of about 1000 items, should be able to read simple texts and to write short passages on simple topics. Grading will be based on attendance, homework, tests and the final examination. Incoming students may join the class pending examination and approval by the instructor.
201(Arabic 201/231). Intermediate Modern Standard Arabic, I. APTIS 102. (4). (LR).
This course will be offered in combination with Arabic 409 (Business Arabic I) for students and members of the business community who have completed a beginning Arabic course and wish to continue their Arabic for career and practical purposes. Arabic 201 aims to continue the process of acquiring proficiency in Modern Standard Arabic through short texts and drill practice emphasizing cultural content, linguistic and communicative competence as well as activities stressing listening and speaking. Daily class activities involve teacher-student, student-student, and group interactions. Evaluation is based on class participation, weekly quizzes and tests, and a final examination including an oral component. Classes meet daily for 4 hours from June 28 to July 21. The course will cover the equivalent of one term's work at the regular rate. Textbooks: (1) Elementary Modern Standard Arabic (EMSA) Part One (Lessons 21-30), (2) Supplementary Enrichment Vocabulary to Accompany EMSA, and (3) Standard Achievement Tests to Accompany EMSA. Students who complete this course are advised to continue with Arabic 409 which follows immediately (See course description for Arabic 409: Business Arabic I ). Cost:2 WL:3 (Khaldieh & Rammuny)
241(Iranian 401). Intermediate Persian, I. APTIS 142. (4). (LR).
Persian has been called the French of the Near/Middle East. It is an Indo-European language, related to English, etc. Lack, or partial lack, of the knowledge of the monumental historical achievements of Iran is not only due to inadequate coverage by the media, but also to first and second generation Iranians' failure to inform their children. This course invites students with interest in world affairs, and those children, and emphasizes not only language, but culture. APTIS 241 continues 141/142. Its objective is to lead the student to the improved mastery of the four language skills, viz. comprehension, reading, and speaking and writing. During the course, the student will learn higher levels of language registers, will be exposed to samples of Persian patterns of communicative skills via dialog, samples of expository prose, and of literature. Emphasis is on the use of Persian in these four skills. In addition, multi-media exposure, including video and news material via SCOLA and other means are utilized. Persian is the language of the class, with occasional discussions of linguistic matters in English. Cost:1 WL:1 (Windfuhr)
291. Topics in Arabic, Persian, Turkish and Islamic
Studies . (3). (Excl).
Section 201 – Muhammad and the Islamic Conquests. This course offers a comprehensive introduction to early Islamic history, from the birth of Muhammad (c. 570 AD) to the founding of Baghdad (763 AD). Lectures and readings will discuss the impact of Islam, the conflicts in the early community, and the difficulties encountered in studying this period. The course begins with an introduction to pre-Islamic Arabia and the Sasanian and Byzantine empires, followed by the life of Muhammad, the conquests of the early caliphs, the reign of the Umayyads, and the immediate impact of the 'Abbasid revolution. Topical discussions on Islamic religion and civilization will be inserted where appropriate. Topics will include: the problem of sources in Islamic history; Islamic religion, theology, and law; Islamic high culture and literature; and the status of women and minorities. Students will be evaluated on the basis of 2 exams and a short paper. No previous study of the Middle East is required. Cost:2 WL:1 (Judd)
409(Arabic 409). Business Arabic, I. APTIS 102 or 104. (4). (LR).
This course may be taken separately or in combination with Arabic 201 (Intermediate Modern Standard Arabic). It is intended for students and members of the business community who have completed a beginning Arabic course, but who wish to continue their Arabic study for career and professional purposes. The course focuses on language functions pertinent to travel and business transactions through a set of situational dialogues supported by video and audio cassettes and intensive drill practice including role playing and brief cultural notes in English. Students who successfully complete this course will be able to perform well in a variety of situations, both social and business. Evaluation is based on class participation, weekly quizzes and tests, and a final examination including an oral component. Classes meet daily for 4 hours from July 24 to August 18. Completion of the sequence Arabic 201 and Arabic 409 satisfies the foreign language requirement. Textbook: Business Arabic I by Raji Rammuny. Cost:2 WL:3 (Khaldieh & Rammuny)
495(GNE 495)/WS 471. Women's
Issues in the Middle East. Taught in English. (3).
Section 201 – Women Writers and the Middle East. How have women used writing as a means of self expression and a source of power and resistance in the Middle East? This course examines social and political issues in the region from a gendered perspective: from the colonial period, with readings by European women travelers, autobiographies by Middle Eastern women, the interconnectedness of "Harem Literature" and Orientalism, and 20th century autobiographies, poetry and fiction. Readings will be in English and drawn mainly from primary sources. (Balaghi)
591. Topics in APTIS. (3). (Excl).
Section 201 – Persian Language through Literature. Students will learn about Iran's history and geography through the study of its classical narratives, modern short stories, and children's literature. The prerequisite is two years of Persian. Lectures will be in Persian, with occasional use of English for clarification. Selected readings (in Persian) will be analyzed within their historical contexts from the ninth to the 20th centuries. (Amirsoleimani)
291. Topics in Hebrew and Judaic Cultural Studies. (3). (Excl).
Section 201 – Introduction to Women's Studies in Judaism. This course will introduce students to issues at the intersection of Judaic Studies and Women's Studies, comparing other cultures including Islam, Buddhism and Native American. We begin by establishing the theoretical framework of serious feminist thought. What are its key questions and concerns? We will survey writing on the relationship of women to the Jewish tradition. Other units of the course will seek to put the contribution of Jewish women into perspective by studying their biographies and writings. The final unit covers articles and books by contemporary Jewish feminists who wrestle with the questions in the form of creative writing, poetry and new liturgy. Previous exposure to Judaic Studies and Women's Studies is helpful but not necessary. Students will be graded on participation in discussion, reflective papers, a research paper and final exam. (Fine)
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