Courses

This sequence meets the general education requirement in civilization studies. This sequence introduces three great empires of the ancient world. Each course in the sequence focuses on one empire, with attention to the similarities and differences among the empires being considered. By exploring the rich legacy of documents and monuments that these empires produced, students are introduced to ways of understanding imperialism and its cultural and societal effects—both on the imperial elites and on those they conquered.

Designed for those with no previous knowledge of the Middle East, this course aims to facilitate a general understanding of some key factors that have shaped life in this region, with primary emphasis on modern conditions and their background, and to provide exposure to some of the region's rich cultural diversity. The course can serve as a basis for the further study of the history, politics, and civilizations of the Middle East.

This sequence introduces three great empires of the ancient world. Each course in the sequence focuses on one empire, with attention to the similarities and differences among the empires being considered. By exploring the rich legacy of documents and monuments that these empires produced, students are introduced to ways of understanding imperialism and its cultural and societal effects—both on the imperial elites and on those they conquered.

For most of the duration of the New Kingdom (1550-1069 BC), the ancient Egyptians were able to establish a vast empire and becoming one of the key powers within the Near East. This course will investigate in detail the development of Egyptian foreign policies and military expansion which affected parts of the Near East and Nubia. We will examine and discuss topics such as ideology, imperial identity, political struggle and motivation for conquest and control of wider regions surrounding the Egyptian state as well as the relationship with other powers and their perspective on Egyptian rulers as for example described in the Amarna letters.

This course will explore four broad aspects of Middle Eastern religious minority communities: 1) their origins and histories; 2) their religious beliefs and cultures; 3) their relationships with political power and the religious majority; 4) their contemporary political situation and recent experiences. Prior knowledge of Islam or Middle East studies will be useful, but is not a prerequisite for this course

This course is part of the new curricular initiative Course Cluster on Climate Change, Culture and Society. Using primarily case studies from the Ancient Near East (from prehistory to the first millennium BCE) as a basis for discussion, the course will investigate the nature of the relationship between human societies and their environment, with a specific focus on situations of climatic change. Students will be invited to reflect on discourses on human-environment interactions from Herodotus to the IPCC, on notions such as environmental or social determinism, possibilism and reductionism, societal collapse and resilience, and on recent academic trends at the crossroads of Humanities, Social Sciences and Environmental Studies. This will allow them to develop critical skills that nurture their reflexions on current debates on anthropogenic climate change and the Anthropocene.

Taking as its central theme the cultural situatedness of the earliest systems of mathematics and astronomy—from their origins in ancient Mesopotamia (Iraq, c. 3400 BCE) until the Common Era (CE)—this course explores topics in mathematical language and script, metrology, geometry and topology, music theory, definitions of time, models of stars and planets, medical astrology, and pan-astronomical hermeneutics in literature and an ancient board game. Pushing against boundaries separating the humanities and social and physical sciences, students discover how histories of science and mathematics could be decisively shaped not merely by sensory experience or axiomatic definition, but also by ideas and imagery derived from the cultures, societies, and aesthetics of their day.

This sequence introduces three great empires of the ancient world. Each course in the sequence focuses on one empire, with attention to the similarities and differences among the empires being considered. By exploring the rich legacy of documents and monuments that these empires produced, students are introduced to ways of understanding imperialism and its cultural and societal effects—both on the imperial elites and on those they conquered.

This course is an introduction to the texts, contexts, functions and rhythms of Arabic poetry. Students read, translate, and analyze the most eloquent verse of the Arabic poetic canon, with a view to understanding its themes, metaphors, and forms. Among the genres studied are brigand poetry, love lyrics, court panegyrics, satires, and mystical poetry. In addition, students study the prosody and rhetoric that underpins these texts in order to acquire a feel for its music and aesthetics. Focus is on the classical material, but modern poetry is also introduced. Excerpts from poetry texts are read in the original Arabic, and full poems in translation.

This course provides a thorough introduction to the grammar of the Aramaic portions of the Hebrew Bible during the first few weeks. The remainder of the course is spent reading texts from the books of Daniel and Ezra.

This is the first in a three-quarter sequence that covers the basic grammar and cuneiform writing system of the Hittite language. It also familiarizes the student with the field's tools (i.e., dictionaries, lexica, sign list). Readings come from all periods of Hittite history (1650 to 1180 B.C.).

This sequence concentrates on the acquisition of speaking, reading, and aural skills in modern formal Arabic.

This three-quarter sequence utilizes the most advanced computer technology and audio-visual aids enabling the students to master a core vocabulary, the alphabet and basic grammatical structures and to achieve a reasonable level of proficiency in modern formal and spoken Armenian (one of the oldest Indo-European languages). A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

Beginning intro to Egyptian grammar and script

The first two quarters are devoted to acquiring the essentials of descriptive and historical grammar (including translation to and from Hebrew, oral exercises, and grammatical analysis).

1st year of Modern Kazakh language.

This sequence concentrates on modern written Persian as well as modern colloquial usage. Towards the end of the sequence the students will be able to read, write and speak Persian at an elementary level. Introducing the Iranian culture is also a goal. The class meets three hours a week with the instructor and two hours with a native informant who conducts grammatical drills and Persian conversation.

First Quarter of 1st Year Modern Turkish

Elementary Modern Uzbek language, Part 1.

The first quarter of Elementary Sumerian.

Texts from the Old Aramaic period (c. 1000-600 BCE) are read with special attention to the dialectal differences among various subgroups of texts.

The second quarter of Elementary Sumerian.

This is the second in a three-quarter sequence that covers the basic grammar and cuneiform writing system of the Hittite language. It also familiarizes the student with the field's tools (i.e., dictionaries, lexica, sign list). Readings come from all periods of Hittite history (1650 to 1180 B.C.).

This sequence concentrates on the acquisition of speaking, reading, and aural skills in modern formal Arabic.

This three-quarter sequence utilizes the most advanced computer technology and audio-visual aids enabling the students to master a core vocabulary, the alphabet and basic grammatical structures and to achieve a reasonable level of proficiency in modern formal and spoken Armenian (one of the oldest Indo-European languages). A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

Beginning intro to Egyptian grammar and script

The first two quarters are devoted to acquiring the essentials of descriptive and historical grammar (including translation to and from Hebrew, oral exercises, and grammatical analysis).

Second Quarter of Elementary Modern Kazakh.

This sequence concentrates on modern written Persian as well as modern colloquial usage. Towards the end of the sequence the students will be able to read, write and speak Persian at an elementary level. Introducing the Iranian culture is also a goal. The class meets three hours a week with the instructor and two hours with a native informant who conducts grammatical drills and Persian conversation.

2nd quarter of Elementary Modern Turkish.

Elementary Modern Uzbek language, Part 2.

This is the third in a three-quarter sequence that covers the basic grammar and cuneiform writing system of the Hittite language. It also familiarizes the student with the field's tools (i.e., dictionaries, lexica, sign list). Readings come from all periods of Hittite history (1650 to 1180 B.C.).

This sequence concentrates on the acquisition of speaking, reading, and aural skills in modern formal Arabic.

This three-quarter sequence utilizes the most advanced computer technology and audio-visual aids enabling the students to master a core vocabulary, the alphabet and basic grammatical structures and to achieve a reasonable level of proficiency in modern formal and spoken Armenian (one of the oldest Indo-European languages). A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

This course features readings in a variety of genres, including historical, literary, and scientific texts.

The third quarter is spent examining prose passages from the Hebrew Bible and includes a review of grammar.

3rd Quarter or Elementary Modern Kazakh Language.

This sequence concentrates on modern written Persian as well as modern colloquial usage. Towards the end of the sequence the students will be able to read, write and speak Persian at an elementary level. Introducing the Iranian culture is also a goal. The class meets three hours a week with the instructor and two hours with a native informant who conducts grammatical drills and Persian conversation

Third Quarter of Elementary Modern Turkish Language.

Texts from the Imperial Aramaic period (c. 600-200 BCE) are read with special attention to the historical development of the grammar of Aramaic during this time period.

An introductory course in the written language of the Orkhon Inscriptions, dating back to the 5th-8th Century Kök Türk State of Central Eurasia, and of related inscriptions from the Yenisei River area, Mongolia, Central Asia and Eastern Europe. The language of the inscriptions is considered to be the ancestor of the majority of Turkic languages spoken today, and uses a distinctive alphabet sometimes known as the Old Turkic Runiform Alphabet. The course covers a brief historic overview, basic grammar, reading selections from the inscriptions in the original and in translation, and familiarization with the alphabet itself. K. Arik, Autumn.

An introduction to the language and inscriptions of the Old Turkic period.

An introduction to the language and inscriptions of the Old Turkic period.

This course introduces the last native language of Egypt, which was in common use during the late Roman, Byzantine, and early Islamic periods (fourth to tenth centuries CE). Grammar and vocabulary of the standard Sahidic dialect are presented in preparation for reading biblical, monastic, and Gnostic literature, as well as a variety of historical and social documents.

This course builds on the basics of grammar learned in EGPT 10201 and provides readings in a variety of Coptic texts (e.g., monastic texts, biblical excerpts, tales, Gnostic literature).

This is a proficiency-based course designed to develop the linguistic skills necessary for personal day-to-day life. The course focuses on spoken rather than Standard written Arabic, and will therefore target primarily the oral/aural skills. Through the knowledge of Modern Standard Arabic and the introduction of colloquial vocabulary, expressions and grammar, the course will build the students' competence in spoken Arabic. Students will also be introduced to the Levantine culture of Syria, Lebanon, Jordan, and Palestine.

This course is meant to supplement the Novice-High student of Modern Standard Arabic with the spoken Arabic of Egypt (more precisely, of urban Egypt). As the largest Arab country (over 90 million), and with a vibrant presence on the cultural scene, the spoken language of Egypt will be introduced to students through this vibrant cultural production. We will use songs and films as well as social media exchanges, both written and oral, to bring Egyptian culture and spoken language to the student.

This is a proficiency-based course designed to develop the linguistic skills necessary for personal day-to-day life. The course focuses on spoken rather than Standard written Arabic, and will therefore target primarily the oral/aural skills. Through the knowledge of Modern Standard Arabic and the introduction of colloquial vocabulary, expressions and grammar, the course will build the students' competence in spoken Arabic. Students will also be introduced to the Levantine culture of Syria, Lebanon, Jordan, and Palestine.

This class provides an introduction to the Babylonian language (Akkadian), a Semitic language spoken and written in Mesopotamia from 2250-50 BCE. The participants will be introduced to grammar of the Old Babylonian period (ca. 19th to 16th BCE) and learn how to read cuneiform script. The reference grammar used for this course is John Huehnergard's A Grammar of Akkadian (third edition).

The beginner's class is the first of three sequential courses, offered through one academic year. The course aims to introduce students to reading, writing and speaking Modern Hebrew. Students gain experience with a variety of skills: • Comprehension: Reading & Listening to short texts and recorded conversations
• Conversation: Simple dialogues and stories
• Reading: dialogues and texts in non-diacritical easy Hebrew on various topics
• Writing: Short dialogues and passages on the topics taught in class
• Grammatical Skills: Elementary grammatical structures, inflection of the strong and some weak verb in the past and present tenses. Basic semantic and syntactic topics are also introduced.
By the end of that course, students usually know 800-1000 words and are expected to be able to conduct short conversations in Hebrew; read materials designed to this level and write short compositions.
Final grade is based on attendance, class participation, homework, quizzes and tests, oral exam.

The course focuses on the basic grammatical structure and vocabulary of the Classical Armenian language, Grabar (one of the oldest Indo-European languages). It enables students to achieve basic reading skills in the Classical Armenian language. Reading assignments include a wide selection of original Armenian literature, mostly works by 5th century historians, as well as passages from the Bible, while a considerable amount of historical and cultural issues about Armenia are discussed and illustrated through the text interpretations. Recommended for students with interests in Armenian Studies, Classics, Divinity, Indo-European or General Linguistics.

This course is the second quarter of the annual introductory sequence to the Babylonian language and the Cuneiform script. Students will further explore the grammar of Babylonian in its Old Babylonian dialect (19th–16th c. BCE) and read ancient inscriptions (especially the Laws of Hammu-rabi) in the Old Babylonian monumental script. The reference grammar used for this course is John Huehnergard's A Grammar of Akkadian (third edition), 2011.

The beginner's class is the first of three sequential courses, offered through one academic year. The course aims to introduce students to reading, writing and speaking Modern Hebrew. Students gain experience with a variety of skills: • Comprehension: Reading & Listening to short texts and recorded conversations
• Conversation: Simple dialogues and stories
• Reading: dialogues and texts in non-diacritical easy Hebrew on various topics
• Writing: Short dialogues and passages on the topics taught in class
• Grammatical Skills: Elementary grammatical structures, inflection of the strong and some weak verb in the past and present tenses. Basic semantic and syntactic topics are also introduced.
By the end of that course, students usually know 800-1000 words and are expected to be able to conduct short conversations in Hebrew; read materials designed to this level and write short compositions.
Final grade is based on attendance, class participation, homework, quizzes and tests, oral exam.

Selected readings of Akkadian texts in the Standard Babylonian dialect of the 1st millennium BC.

The beginner's class is the first of three sequential courses, offered through one academic year. The course aims to introduce students to reading, writing and speaking Modern Hebrew. Students gain experience with a variety of skills: • Comprehension: Reading & Listening to short texts and recorded conversations
• Conversation: Simple dialogues and stories
• Reading: dialogues and texts in non-diacritical easy Hebrew on various topics
• Writing: Short dialogues and passages on the topics taught in class
• Grammatical Skills: Elementary grammatical structures, inflection of the strong and some weak verb in the past and present tenses. Basic semantic and syntactic topics are also introduced.
By the end of that course, students usually know 800-1000 words and are expected to be able to conduct short conversations in Hebrew; read materials designed to this level and write short compositions.
Final grade is based on attendance, class participation, homework, quizzes and tests, oral exam.

This sequence does not meet the general education requirement in civilization studies. This sequence surveys the archaeology and art of the Near East from prehistoric times to the Hellenistic and Roman periods. Each course in the sequence focuses on a particular cultural region.

This course gives an overview over the richness of Mesopotamian Literature (modern Iraq) written in the 3rd-1st millennium BC. We will read myths and epics written on clay tablets in Sumerian and Akkadian language in English translation and discuss content and style, but also the religious, cultural and historic implications. Special focus will be on the development of stories over time, historical context of the literature and mythological figures.
The texts treated cover not only the famous Epic of Gilgamesh, but also various legends of Sumerian and Akkadian kings, stories about Creation and World Order, and destruction. The topics covered range from the quest for immortality, epic heros and monsters, sexuality and love.

This course will provide an overview of Anatolian/Hittite literature, as “defined” by the Hittites themselves, in the wider historical-cultural context of the Ancient Near East. In the course of discussions, we will try to answer some important questions about Hittite inscriptions, such as: why were they written down, why were they kept, for whom were they intended, and what do the answers to these questions (apart from the primary content of the texts themselves) tell us about Hittite society?

This course employs English translations of ancient Egyptian literary texts to explore the genres, conventions and techniques of ancient Egyptian literature. Discussions of texts examine how the ancient Egyptians conceptualized and constructed their equivalent of literature, as well as the fuzzy boundaries and subtle interplay between autobiography, history, myth and fiction.

This is the general introduction to Egyptian Archaeology which is part of the Archaeology of the Ancient Near East sequence.
This course will examine in detail the archaeology of ancient Egypt. The aim is to give a detailed overview of major sites and discoveries as well as including as much as possible material from recent excavations. Additionally, problems and priorities concerning fieldwork in Egypt will be discussed throughout this course.

Is Islam a religion or a political ideology? What is sharīʿa and what is sharīʿa law? What do Muslims mean when they use terms like sharīʿa, fiqh and Islamic law? Does Islamic law represent a challenge to the authority of the nation-state? In this course, we will examine all of these issues and more.In this course, we will approach Islamic law from three main angles, jurisprudence, substantive law, and the judiciary. The substantive areas of Islamic law to be covered include the following: ritual worship, family and personal status law, criminal law, contract law, constitutional & international law. We will also be dealing with the challenges posed by the advent of modernity and colonialism to Muslims' understanding and practice of Islamic law.
The course will combine readings in primary and secondary literature with case studies to illustrate the workings of Islamic law. The main textbooks will be Wael Hallaq's Introduction to Islamic Law and Knut Vikor's Between God and the Sultan: A History of Islamic Law. Supplemental readings will be provided from other works. Students will be required to write three 3-4 page response papers, take a midterm and a final exam. The final exam will comprise take home essay questions.

This is a two-course sequence that introduces students to theory and method in landscape studies and the use of Geographical Information Systems (GIS) to analyze archaeological, anthropological, historical, and environmental data. Course one covers the theoretical and methodological background necessary to understand spatial approaches to landscape and the fundamentals of using ESRI's ArcGIS software, and further guides students in developing a research proposal. Course two covers more advanced GIS-based analysis (using vector, raster, and satellite remote sensing data) and guides students in carrying out their own spatial research project. In both courses, techniques are introduced through the discussion of case studies (focused on the archaeology of the Middle East) and through demonstration of software skills. During supervised laboratory times, the various techniques and analyses covered will be applied to sample archaeological data and also to data from a region/topic chosen by the student.

This is a two-course sequence that introduces students to theory and method in landscape studies and the use of Geographical Information Systems (GIS) to analyze archaeological, anthropological, historical, and environmental data. Course one covers the theoretical and methodological background necessary to understand spatial approaches to landscape and the fundamentals of using ESRI's ArcGIS software, and further guides students in developing a research proposal. Course two covers more advanced GIS-based analysis (using vector, raster, and satellite remote sensing data) and guides students in carrying out their own spatial research project. In both courses, techniques are introduced through the discussion of case studies (focused on the archaeology of the Middle East) and through demonstration of software skills. During supervised laboratory times, the various techniques and analyses covered will be applied to sample archaeological data and also to data from a region/topic chosen by the student.

This course introduces students to the figure of Abu Hamid al-Ghazali and his enormously influential contributions to philosophy, theology, Sufism, and law. In addition to reading his writings, we examine al-Ghazali's reception in secondary scholarship and the various roles attributed to him – extinguisher of reason, proponent of double truth, architect of a grand synthesis. Open to undergraduates with sufficient Arabic and instructor permission.

This sequence concentrates on speaking, reading, and aural skills at the intermediate level of modern formal Arabic.

This three-quarter sequence enables the students to reach an Intermediate level of proficiency in the Armenian language. The course covers a rich vocabulary and complex grammatical structures in modern formal and colloquial Armenian. Reading assignments include a selection of original Armenian literature and excerpts from mass media. A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

This course features readings in a variety of genres, including historical, literary, and scientific texts.

Intermediate Modern Kazakh Language.

This sequence deepens and expands the students' knowledge of modern Persian at all levels of reading, writing and speaking. Grammar will be taught at a higher level and a wider vocabulary will enable the students to read stories, articles and poetry and be introduced to examples of classical literature towards the end of the sequence. Introducing the Iranian culture will be continued. Class meets three hours a week with the instructor and (with enough students) two hours with a native informant who conducts grammatical drills and Persian conversation.

This sequence features proficiency-based instruction emphasizing speaking and writing skills as well as reading and listening comprehension at the intermediate to advanced levels in modern Turkish. Modern short stories, novel excerpts, academic and journalistic articles form the basis for an introduction to modern Turkish literature. Cultural units consisting of films and web-based materials are also used extensively in this course, which is designed to bring the intermediate speaker to an advanced level of proficiency. 

First readings in texts in the Ugaritic language (1250-1185BC).

This sequence concentrates on speaking, reading, and aural skills at the intermediate level of modern formal Arabic.

This three-quarter sequence enables the students to reach an Intermediate level of proficiency in the Armenian language. The course covers a rich vocabulary and complex grammatical structures in modern formal and colloquial Armenian. Reading assignments include a selection of original Armenian literature and excerpts from mass media. A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

This course introduces the cursive literary and administrative script of Middle Egyptian (corresponding to the Middle Kingdom period in Egypt) and is intended to provide familiarity with a variety of texts written in hieratic (e.g., literary tales, religious compositions, wisdom literature, letters, accounts, graffiti).

Second Quarter of Intermediate Modern Kazakh Language.

This sequence deepens and expands the students' knowledge of modern Persian at all levels of reading, writing and speaking. Grammar will be taught at a higher level and a wider vocabulary will enable the students to read stories, articles and poetry and be introduced to examples of classical literature towards the end of the sequence. Introducing the Iranian culture will be continued. Class meets three hours a week with the instructor and (with enough students) two hours with a native informant who conducts grammatical drills and Persian conversation

This sequence features proficiency-based instruction emphasizing speaking and writing skills as well as reading and listening comprehension at the intermediate to advanced levels in modern Turkish. Modern short stories, novel excerpts, academic and journalistic articles form the basis for an introduction to modern Turkish literature. Cultural units consisting of films and web-based materials are also used extensively in this course, which is designed to bring the intermediate speaker to an advanced level of proficiency. 

Continued reading of texts in the Ugaritic language, emphasis on prose texts.

This sequence concentrates on speaking, reading, and aural skills at the intermediate level of modern formal Arabic.

This three-quarter sequence enables the students to reach an Intermediate level of proficiency in the Armenian language. The course covers a rich vocabulary and complex grammatical structures in modern formal and colloquial Armenian. Reading assignments include a selection of original Armenian literature and excerpts from mass media. A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

Third Quarter of Intermediate Kazakh.

This sequence deepens and expands the students' knowledge of modern Persian at all levels of reading, writing and speaking. Grammar will be taught at a higher level and a wider vocabulary will enable the students to read stories, articles and poetry and be introduced to examples of classical literature towards the end of the sequence. Introducing the Iranian culture will be continued. Class meets three hours a week with the instructor and (with enough students) two hours with a native informant who conducts grammatical drills and Persian conversation.

This sequence features proficiency-based instruction emphasizing speaking and writing skills as well as reading and listening comprehension at the intermediate to advanced levels in modern Turkish. Modern short stories, novel excerpts, academic and journalistic articles form the basis for an introduction to modern Turkish literature. Cultural units consisting of films and web-based materials are also used extensively in this course, which is designed to bring the intermediate speaker to an advanced level of proficiency.

Continued reading of texts in the Ugaritic language.

A continuation of Elementary Classical Hebrew. The first quarter consists of reviewing grammar, and of reading and analyzing further prose texts. The last two quarters are devoted to an introduction to Hebrew poetry with readings from Psalms, Proverbs, and the prophets

A continuation of Elementary Classical Hebrew. The first quarter consists of reviewing grammar, and of reading and analyzing further prose texts. The last two quarters are devoted to an introduction to Hebrew poetry with readings from Psalms, Proverbs, and the prophets

A continuation of Elementary Classical Hebrew. The first quarter consists of reviewing grammar, and of reading and analyzing further prose texts. The last two quarters are devoted to an introduction to Hebrew poetry with readings from Psalms, Proverbs, and the prophets.

Intro to OE texts and grammar

The course provides a general introduction to the theology and ritual practice of Ancient Egypt from the Predynastic Period to the late Roman Empire (ca. 3100 BC to AD 543).  Illustrated lectures will  survey primary mythology, the nature of Egyptian “magic,” the evolving role of the priesthood, the function of temple and tomb architecture, mummification and funerary rites, the Amarna revolution and the origins of monotheism, as well as the impact of Egyptian religion on neighboring belief systems.  Students will read a wide array of original texts in translation in addition to modern interpretive studies.  Course requirements include two (2) papers and a final exam.  In the first paper the student should discuss in 5-10 pages a specific deity or temple site.  The second paper should contain a concise analysis (5-10 pages) of a theological issue pertinent to class discussion and readings.  All topics must be cleared in advance with the instructor. Proper bibliographies and footnotes are expected, and any internet sources must be cleared with the instructor.

This course is an introduction to the methodologies of Comparative and Historical Linguistics and basic data used for the reconstruction of the Semitic languages.

This course covers the period from ca. 600 to 1100, including the rise and spread of Islam, the Islamic empire under the Umayyad and Abbasid caliphs, and the emergence of regional Islamic states from Afghanistan and eastern Iran to North Africa and Spain.

This course covers the period from ca. 1100 to 1750, including the arrival of the Steppe Peoples (Turks and Mongols), the Mongol successor states, and the Mamluks of Egypt and Syria. We also study the foundation of the great Islamic regional empires of the Ottomans, Safavids, and Moghuls.

This course covers the period from ca. 1750 to the present, focusing on Western military, economic, and ideological encroachment; the impact of such ideas as nationalism and liberalism; efforts at reform in the Islamic states; the emergence of the "modern" Middle East after World War I; the struggle for liberation from Western colonial and imperial control; the Middle Eastern states in the cold war era; and local and regional conflicts.

This course is an exploration of the continuities of Egyptian culture from the Ptolemaic period down to modern times, a span of over 2000 years.  The emphasis will be on the archaeology of Coptic and Islamic Egypt.  The focus will be on the role of medieval archaeology in amplifying the history of economic and social systems.  It is this connective quality of archaeology which contributes to an understanding of Pharaonic culture and fills the gap between ancient and modern Egypt.

This one quarter course is designed to provide students with skills for viewing original movies, reading short newspaper articles as well as watching T.V. shows - all dealing with cultural and social issues in Israel. The learning stages include reading and listening comprehension, oral and written expression, vocabulary and grammar enrichment. The movies, articles and shows are supplemented with a simultaneous script and a dictionary. This courseware is suitable for students who had at least one year of Modern Hebrew studies or were placed into Intermediate Modern Hebrew. Consent of instructor is required.

This course is intended to follow the Introduction to Islamic archaeology, a survey of the regions of the fertile crescent from the 9th to the 19th century. Beginning with P. Wheatley's Places where Men Pray Together, the institution of the Islamic are examined in light of its beginnings and definitions. Emphasis is on archaeological remains from the Middle East.

This course focusses on the patterns and archaeological evidence for travel throughout the Islamic world. These patterns of movement are combined with evidence of trade essential for urban development, financial instruments, and industrial scale production among the many aspects of medieval Islamic cultures.

This sequence explores the thought and literature of the Islamic world from the coming of Islam in the seventh century C.E. through the development and spread of its civilization in the medieval period and into the modern world. Including historical framework to establish chronology and geography, the course focuses on key aspects of Islamic intellectual history: scripture, law, theology, philosophy, literature, mysticism, political thought, historical writing, and archaeology. In addition to lectures and secondary background readings, students read and discuss samples of key primary texts, with a view to exploring Islamic civilization in the direct voices of the people who participated in creating it. All readings are in English translation. No prior background in the subject is required. This course sequence meets the general education requirement in civilization studies.

This course covers the period from ca. 950 to 1700. We survey works of literature, theology, philosophy, Sufism, politics, and history that were written in Arabic, Persian, and Turkish. We also consider the art, architecture, and music of the Islamicate traditions. Through primary texts, secondary sources, and lectures, we trace the cultural, social, religious, political, and institutional evolution through the period of the Fatimids, the Crusades, the Mongol invasions, and the “gunpowder empires” (Ottomans, Safavids, Mughals).

This sequence explores the thought and literature of the Islamic world from the coming of Islam in the seventh century C.E. through the development and spread of its civilization in the medieval period and into the modern world. Including historical framework to establish chronology and geography, the course focuses on key aspects of Islamic intellectual history: scripture, law, theology, philosophy, literature, mysticism, political thought, historical writing, and archaeology. In addition to lectures and secondary background readings, students read and discuss samples of key primary texts, with a view to exploring Islamic civilization in the direct voices of the people who participated in creating it. All readings are in English translation. No prior background in the subject is required. This course sequence meets the general education requirement in civilization studies.

This course is specifically aimed at students having completed the first year of Elementary Akkadian (AKKD 10101–10103), but can be taken by more advanced students as well. Building on the knowledge acquired in the Elementary sequence, this course will further explore the Standard Babylonian dialect and Neo-Assyrian Cuneiform scripts, through a detailed analysis of the Annals of king Sennacherib (704–681 BCE) as they are represented in the ‘Chicago Prism' acquired by J. H. Breasted in 1920 and currently on display in the Assyrian gallery of the Oriental Institute Museum. These include, among other military and building exploits of the king, his campaign to the Levant against Ezekiah, king of Judah — an episode also recounted in the Hebrew Bible (books of Second Kings, Isaiah and Chronicles) and Josephus' Judean Antiquities.

This course covers the period from ca. 1700 to the present. It explores Muslim intellectuals' engagement with tradition and modernity in the realms of religion, politics, literature, and law. We discuss debates concerning the role of religion in a modern society, perceptions of Europe and European influence, the challenges of maintain religious and cultural authenticity, and Muslim views of nation-states and nationalism in the Middle East. We also give consideration to the modern developments of transnational jihadism and the Arab Spring.

This sequence explores the thought and literature of the Islamic world from the coming of Islam in the seventh century C.E. through the development and spread of its civilization in the medieval period and into the modern world. Including historical framework to establish chronology and geography, the course focuses on key aspects of Islamic intellectual history: scripture, law, theology, philosophy, literature, mysticism, political thought, historical writing, and archaeology. In addition to lectures and secondary background readings, students read and discuss samples of key primary texts, with a view to exploring Islamic civilization in the direct voices of the people who participated in creating it. All readings are in English translation. No prior background in the subject is required. This course sequence meets the general education requirement in civilization studies.

This is a course about the rise of the graphic novel and comics culture in the Middle East. We will apply key theoretical materials from the field of comics studies to help us understand the influences, motivations and interventions of these graphic narratives in their cultural contexts. While we will primarily focus on the Arabic-speaking regions of the Middle East, the course will also include texts from Iran, Turkey, and the US and Europe.

An ethnomusicological survey of the traditional musical cultures associated with the indigenous inhabitants of Central Eurasia.

This course examines responses to the Mongol destruction of the Abbasid caliphate in 1258 and the background to formation of regional Muslim empires. Topics include the opening of confessional boundaries; Ibn Arabi, Ibn Taymiyya, and Ibn Khaldun; the development of alternative spiritualities, mysticism, and messianism in the fifteenth century; and transconfessionalism, antinomianism, and the articulation of sacral sovereignties in the sixteenth century. All work in English. This course is offered in alternate years.

The course concerns the ways Jewish history has been constructed and conceptualized in the State of Israel since 1948. It will examine academic and para academic research, popular history books, TV series, educational programs, national archives and public ceremonies.

The course concerns the many ways Oriental Jews are represented in Israeli discourse: in academic writings, in history curricula, in Israeli novels and films, in ethnic museums and in political discourse. It will also discuss Mizrahi self-identities as manifested in protest movements, civil organizations, and political parties. The course will take a chronological path and will follow the changes that occurred in the discourse about ethnicity from the state`s early years until recent days.

This course is an advanced seminar in Comparative Semitics that critically discusses important secondary literature and linguistic methodologies concerning topics in the field, including topics in phonology, morphology, syntax, etc.

The seminar covers the history of the region during the 19th and 20th centuries. It looks at how the modern historiography of modern Middle Eastern studies shaped, and was shaped by, post-colonial studies, subaltern studies, and historical perceptions of urbanity, modernity, Orientlaism, and class. The class will pay heed to the fluid and constructed nature of Arab national culture, and the terminology used by Arab nationalists concerning ""nahda," “revival,” and “rebirth.” We will explore various "golden ages" Arab nationalists envisioned, like pre-Islamic Semitic empires, the first Islamic state under the leadership of the Prophet Muhammad, the Ummayds, the Abbasids and Muslim Spain, as a way of analyzing the the constructed and temporal nature of national discourses. We will finally examine the distinction between Pan-Arab nationalism (qawmiyya), which considered Arab culture, history, and language as markers of one's national identity, and often strove for political unity with other Arab states; and territorial-patriotic nationalism (wataniyya), which hailed the national cultures of particular Arab states (Egyptian, Iraqi, Lebanese), focusing on their geography, archaeology, and history the key features of national identity.

“The first man on moon”, “the first Thanksgiving” or “the first kiss” – our society is still fascinated and remembers the exact moment something happened for the first time. The history of the Ancient Near East, especially the ancient civilization of Mesopotamia (modern Iraq), is quite rich of such “firsts in history”.
From the moment, writing is discovered there is an abundance of textual record, covering the first documents about politics, law, and economics. The first private documents allow us a glimpse into what living and dying were life like more 5000 years ago.

This class will explore what the cultural conditions of those innovations are and how innovations transform societies and why it matters to study ancient civilizations.

By discovering primary sources (in English translation), the fascination of reading those texts for the “first” time will be experienced. Visits at the Oriental Institute Museum will link textual record and object-based inquiry.

This course immerses the student in Arabic through the genre of film, specifically, Egyptian film, a potent and pervasive medium since Arabs started making films in the 1920s, but more pervasive with the advent of television in the early 1960s. Proceeding chronologically, we examine the Egyptian film through distinct stages, from the early musicals and romantic comedies of the forties and fifties, to the slew of post-1952 films offering new notions of the nation, of citizens, of womanhood, to the films of the 1970s with their commentary on the new capitalist society Sadat espoused, to the nuanced realism and focus on individual angst of the 1980s and 90s, to the gritty realism of the pre and post Arab Spring period.

In this intensive, three-quarter sequence course student will gain skills corresponding to two full years of study. The course brings students to high-intermediate levels in all four skills: reading, writing, comprehension and grammar so that students can enter third-year level courses in Reading Modern Hebrew. With the main emphasis this course places on grammar, students that graduates this course successfully can enter third-year level courses in Reading Modern Hebrew

In this intensive, three-quarter sequence course student will gain skills corresponding to two full years of study. The course brings students to high-intermediate levels in all four skills: reading, writing, comprehension and grammar so that students can enter third-year level courses in Reading Modern Hebrew. With the main emphasis this course places on grammar, students that graduates this course successfully can enter third-year level courses in Reading Modern Hebrew

In this intensive, three-quarter sequence course student will gain skills corresponding to two full years of study. The course brings students to high-intermediate levels in all four skills: reading, writing, comprehension and grammar so that students can enter third-year level courses in Reading Modern Hebrew. With the main emphasis this course places on grammar, students that graduates this course successfully can enter third-year level courses in Reading Modern Hebrew

NEHC 30019. Mesopotamian Law, LLSO 20019 SIGN 26002. Ancient Mesopotamia -- the home of the Sumerians, Babylonians, and Assyrians who wrote in cuneiform script on durable clay tablets -- was the locus of many of history's firsts. No development, however, may be as important as the formations of legal systems and legal principles revealed in contracts, trial records, and law collections (codes), among which The Laws of Hammurabi (r. 1792-1750 BC) stands as most important for understanding subsequent legal practice and thought of Mesopotamia's cultural heirs in the Middle East and Europe until today. This course will explore the rich source materials of the Laws and relevant judicial and administration documents (all in English translations) to investigate topics of legal, social, and economic practice including family formation and dissolution, crime and punishment (sympathetic or talionic eye for an eye, pecuniary, corporal), and procedure (contracts, trials, ordeals).

Imagining the Text: Books and Manuscripts in the Ancient Middle East offers a unique perspective within the larger paradigm of approaches to the written word known as the “History of the Book.” While many such courses look only briefly at pre-printed textual material, this course will provide an overview on the use of texts from antiquity (from the earliest writing to the Middle Ages) in the Middle East. Site visits to local repositories will provide hands-on experience with papyri, clay tablets, parchment, vellum, and rare books. Readings and discussions will explore what is meant by the term “text” in order to deeply investigate the methodologies of book history and textual criticism.The course will be organized around two primary themes: methodology and pre-print manuscript culture. During the first five weeks, we will look at how texts are studied, thereby setting a foundation for looking at actual examples in the second part of the course. The central component of the course will be spent deeply studying the pre-print manuscript culture from across the ancient Middle East in a roughly chronological order. We will devote significant time to the transmission of texts in the ancient Mediterranean world, an area of particular interest to me that is rarely covered with such depth in a "book history" class. During this time, we will have several site visits to area institutions to see firsthand treasures from their collections, including cuneiform tablets preserving the epic of Gilgamesh, papyrus copies of the Egyptian Book of the Dead, fragments of the Dead Sea Scrolls, Coptic prayer books, Syriac hagiographies, ancient Greek biblical manuscripts, medieval monastic literature, and much more. In the final weeks of the course, we will turn to the early revolution of paper and print technology.

This course investigates public and private buildings in which ancient records have been found in situ, seeking to find correlations based on architecture, artifacts, and the contents of texts. Often, in the past, the findspots of texts have not been meticulously recorded, resulting in the loss of valuable information on the function of specific buildings or even rooms in buildings; the layout of a building can also give information that can add significantly to the interpretation of the texts.

Advanced Turkish / Ottoman Turkish class is designed for students with at least two years of Turkish or equivalent experience. The course is organized in two modules. The first module aims to develop advanced language skills in Modern Turkish through reading, writing, listening, and speaking, with special emphasis on the proper usage of vocabulary and idiomatic expressions. In the second module, the students will be introduced to the Ottoman Turkish language through primary sources. This module aims to provide students with Ottoman reading, transliteration and translation skills primarily for printed material, and to introduce them to Ottoman grammar. Students will be given the option to follow only one of the modules upon consultation with the instructor.

Advanced Turkish / Ottoman Turkish class is designed for students with at least two years of Turkish or equivalent experience. The course is organized in two modules. The first module aims to develop advanced language skills in Modern Turkish through reading, writing, listening, and speaking, with special emphasis on the proper usage of vocabulary and idiomatic expressions. In the second module, the students will be introduced to the Ottoman Turkish language through primary sources. This module aims to provide students with Ottoman reading, transliteration and translation skills primarily for printed material, and to introduce them to Ottoman grammar. Students will be given the option to follow only one of the modules upon consultation with the instructor.

Intro to Demotic script and grammar

Reading course in Demotic texts

This is a three course sequence in High Intermediate Modern Standard Arabic.

This is a three course sequence in High Intermediate Modern Standard Arabic.

This is a three course sequence in High Intermediate Modern Standard Arabic.

This is a three-segment course offered in three quarters; Autumn, Winter and Spring. The main objective of the complete three segment is to develop strong pedagogical strategies in the four Arabic language skills to acquire proficiency in handling Arabic classical texts. By the end of the three quarters students should know the distinctive features of classical Arabic texts and the various genres and sources of such texts. They will build strong command on expanded grammatical features and structural rules governing classical texts of different variations. Students will be able to produce written documents reflecting reading comprehension, personal opinions and text critique. Students should be able to make oral presentation and conduct research using electronic resources as well as traditional classical sources. The class is conducted entirely in Arabic with occasional use of English in translation and explanation of complex cultural and linguistic issues. Prerequisite(s): ARAB 20103 or equivalen

This is a three-segment course offered in three quarters; Autumn, Winter and Spring. The main objective of the complete three segment is to develop strong pedagogical strategies in the four Arabic language skills to acquire proficiency in handling Arabic classical texts. By the end of the three quarters students should know the distinctive features of classical Arabic texts and the various genres and sources of such texts. They will build strong command on expanded grammatical features and structural rules governing classical texts of different variations. Students will be able to produce written documents reflecting reading comprehension, personal opinions and text critique. Students should be able to make oral presentation and conduct research using electronic resources as well as traditional classical sources. The class is conducted entirely in Arabic with occasional use of English in translation and explanation of complex cultural and linguistic issues. Prerequisite(s): ARAB 20103 or equivalen

This is a three-segment course offered in three quarters; Autumn, Winter and Spring. The main objective of the complete three segment is to develop strong pedagogical strategies in the four Arabic language skills to acquire proficiency in handling Arabic classical texts. By the end of the three quarters students should know the distinctive features of classical Arabic texts and the various genres and sources of such texts. They will build strong command on expanded grammatical features and structural rules governing classical texts of different variations. Students will be able to produce written documents reflecting reading comprehension, personal opinions and text critique. Students should be able to make oral presentation and conduct research using electronic resources as well as traditional classical sources. The class is conducted entirely in Arabic with occasional use of English in translation and explanation of complex cultural and linguistic issues. Prerequisite(s): ARAB 20103 or equivalen

In this course we will read widely in the archaeological, historical, and sociological literature pertaining to ancient Mediterranean and Near Eastern households, kinship, and demography, with attention to methodological issues involved in interpreting relevant archaeological and textual evidence.

This course explores a variety of key issues in ancient narrative, by means of investigating the role of literature as history in the Erra Epic, features of orality or aurality such as verse, meter, and prosody in The Poor Man of Nippur, as well as the appropriation and reinterpretation of metaphors and other figurative imagery in Marduk's Address to the Demons and its ancient commentary.

This two-quarter seminar is offered as part of an ongoing collaborative research project called “Coping with Changing Climates in Early Antiquity: Comparative Approaches Between Empiricism and Theory,” developped jointly at the University of Chicago, the University of Michigan and Purdue University. Using a shared syllabus at the three institutions, and some joint sessions in the form of webinars, the seminar will cover the theoretical framework that allows for an in-depth understanding of the relations between human societies and their environments, and on social response to change in their social, political and environmental climates (Winter quarter); it will present a series of case studies in three key geographic areas: Egypt and Nubia; the Eastern Mediterranean and Anatolia; and Mesopotamia (Spring quarter). Students will be exposed to cross-cultural approaches and will be able to interact with partners at other institutions through an online discussion group. Students will have the opportunity to work collaboratively (2-3 students) within their institution and across institutions on a research project of their choice, whose results will be presented at a poster session during the project's final conference in 2020, and will then be exhibited at the three partner institutions in the course of Academic Year 2020-2021.

This two-quarter seminar is offered as part of an ongoing collaborative research project called “Coping with Changing Climates in Early Antiquity: Comparative Approaches Between Empiricism and Theory,” developped jointly at the University of Chicago, the University of Michigan and Purdue University. Using a shared syllabus at the three institutions, and some joint sessions in the form of webinars, the seminar will cover the theoretical framework that allows for an in-depth understanding of the relations between human societies and their environments, and on social response to change in their social, political and environmental climates (Winter quarter); it will present a series of case studies in three key geographic areas: Egypt and Nubia; the Eastern Mediterranean and Anatolia; and Mesopotamia (Spring quarter). Students will be exposed to cross-cultural approaches and will be able to interact with partners at other institutions through an online discussion group. Students will have the opportunity to work collaboratively (2-3 students) within their institution and across institutions on a research project of their choice, whose results will be presented at a poster session during the project's final conference in 2020, and will then be exhibited at the three partner institutions in the course of Academic Year 2020-2021.

A selection of Turkish printed texts in Arabic script from the nineteenth and twentieth centuries is introduced in order of difficulty. Hakan Karateke's unpublished "Ottoman Reader" serves as a text book. The texts are drawn from historical textbooks, official documents, novels, and other genres.

A selection of Turkish printed texts in Arabic script from the nineteenth and twentieth centuries is introduced in order of difficulty. Hakan Karateke's unpublished "Ottoman Reader" serves as a text book. The texts are drawn from historical textbooks, official documents, novels, and other genres.

A selection of Turkish printed texts in Arabic script from the nineteenth and twentieth centuries is introduced in order of difficulty. Hakan Karateke's unpublished "Ottoman Reader" serves as a text book. The texts are drawn from historical textbooks, official documents, novels, and other genres.

Media Arabic is a course designed for the advanced student of Modern Standard Arabic. The course objective is to improve students' listening comprehension skills. Students will advance toward this goal through listening to a variety of authentic materials from Arabic TV (on politics, literature, economics, education, women, youth, etc.).

This course is designed to acquaint the student with the basic problems and concepts as well as the sources and methodology for the study of premodern Islamic history. Sources will be read in English translation and the tools acquired will be applied to specific research projects to be submitted as term papers. Offered in alternate years.

This course will cover the history of the Fatimid (Shiite) caliphate, from its foundation in the North Africa about 909 until its end in Egypt 1171. Most of the material will be presented in classroom lectures. Sections of the course deal with Fatimid history treated chronologically and others with separate institutions and problems as they changed and developed throughout the whole time period. Readings heavily favored or highly recommended are all in English.

This course is meant to prepare heritage speakers of Arabic to enter either Arabic 202 or Arabic 302 in the Winter Quarter. By “heritage” learners, we mean those students who know the alphabet, speak or have spoken Arabic at home, are familiar with a broad vocabulary but lack the grammatical underpinnings of Arabic, its case system, its structure, verb forms, etc. As such, the course will train students in listening, speaking, reading and writing in Modern Standard Arabic, but with an overt and systematic focus on grammar. Materials used will be authentic, up-to-date, and relevant to student interests.

This course will examine important themes in late Ottoman history such as institutional reform, the development of consultative structures, taxation, capitulations, and nationalism.

This two-quarter seminar focuses on the transformation of the Muslim Ottoman principality into an imperial entity--after the conquest of Constantinople in 1453--that laid claim to inheritance of Alexandrine, Roman/Byzantine, Mongol/Chinggisid, and Islamic models of Old World Empire at the dawn of the early modern era. Special attention is paid to the transformation of Ottoman imperialism in the reign of Sultan Süleyman the Lawgiver (1520-1566), who appeared to give the Empire its “classical” form. Topics include: the Mongol legacy; the reformulation of the relationship between political and religious institutions; mysticism and the creation of divine kingship; Muslim-Christian competition (with special reference to Spain and Italy) and the formation of early modernity; the articulation of bureaucratized hierarchy; and comparison of Muslim Ottoman, Iranian Safavid, and Christian European imperialisms. The first quarter comprises a chronological overview of major themes in Ottoman history, 1300-1600; the second quarter is divided between the examination of particular themes in comparative perspective (for example, the dissolution and recreation of religious institutions in Islamdom and Christendom) and student presentations of research for the seminar paper. In addition to seminar papers, students will be required to give an oral presentation on a designated primary or secondary source in the course of the seminar.

This two-quarter seminar focuses on the transformation of the Muslim Ottoman principality into an imperial entity--after the conquest of Constantinople in 1453--that laid claim to inheritance of Alexandrine, Roman/Byzantine, Mongol/Chinggisid, and Islamic models of Old World Empire at the dawn of the early modern era. Special attention is paid to the transformation of Ottoman imperialism in the reign of Sultan Süleyman the Lawgiver (1520-1566), who appeared to give the Empire its “classical” form. Topics include: the Mongol legacy; the reformulation of the relationship between political and religious institutions; mysticism and the creation of divine kingship; Muslim-Christian competition (with special reference to Spain and Italy) and the formation of early modernity; the articulation of bureaucratized hierarchy; and comparison of Muslim Ottoman, Iranian Safavid, and Christian European imperialisms. The first quarter comprises a chronological overview of major themes in Ottoman history, 1300-1600; the second quarter is divided between the examination of particular themes in comparative perspective (for example, the dissolution and recreation of religious institutions in Islamdom and Christendom) and student presentations of research for the seminar paper. In addition to seminar papers, students will be required to give an oral presentation on a designated primary or secondary source in the course of the seminar.

The first quarter will take the form of a colloquium on the sources for and the literature on the political, social, economic, technological, and cultural history of Western and Central Asia from 900 to 1750. Specific topics will vary and focus on the Turks and the Islamic world, the Mongol universal empire, the age of Timur and the Turkmens, and the development of the "Gunpowder Empires." The second quarter will be devoted to the preparation of a major research paper.

The second quarter will be devoted to the preparation of a major research paper.

Advanced Readings in Arabic

Treaties written in Akkadian are one of the oldest surviving witnesses of international law. Furthermore, those texts give an insight in the organization of international trade, the treatment of fugitives, and state organization. The curse – an integral part to protect the legal arrangements – give us furthermore information about religion, fears and believes, and forms of divine punishments. In this class we will read and discuss selected treaties from different periods of Mesopotamian history: we will start with Old Babylonian and Old Assyrian documents, read texts from the so-called “International Age”, and end with the Neo-Assyrian Succession Treaty of Esarhaddon.

This is a graduate level survey course of the rise and development of the modern Arabic novel. It will cover texts from the nahḍa to the late twentieth century. We will read these texts with particular attention not only to the ways they engage the key social and political issues of their day, but also to the manner in which they probe central questions of form, genre, and language. By reading the novels alongside theoretical readings in English and Arabic that frame them, we will also interrogate the processes of the formation of the modern Arabic literary canon.

Based on selected readings from major Ottoman chronicles from the fifteenth to the seventeenth centuries, the course provides an introduction to the use of primary narrative materials and an overview of the development and range of Ottoman historical writing. Knowledge of modern and Ottoman Turkish required.

Through a close reading and analysis of the orations, epistles and words of wisdom attributed to Ali ibn Abi Talib in the Nahj al-balagha, this course will explore an early stage of the development of these three important prose genres of classical Arabic literature, and Ali's key themes and stylistic features. A main focus of the class will be on themes of virtue and piety.

The course introduces students to Islamic texts of the first two centuries, covering early Islamic poetry, history, sira, hadith collections, law, theology, and political polemics. In the process, we address the overall questions of how and to what extent historical events and ideas of the early period can be reconstructed, what hitherto un- or underused sources might be at our disposal, and what approaches and methods could be appropriate for examining these sources.

This course on classical Arabic literary theory will focus on close reading of sections from the seminal works of Abd al-Qahir al-Jurjani: Asrar al-balagha and Dala'il al-Ijaz.

This class is designed to provide an advanced grammar course focusing on syntactic topics for students who have intermediate or advanced knowledge of Akkadian. The class will read texts from different periods and genres to compare the treatment of certain syntactic structures.

This course surveys the political, social, and economic history of ancient Egypt from pre-dynastic times (ca. 3400 B.C.) until the advent of Islam in the seventh century of our era.

This sequence meets the general education requirement in civilization studies. This sequence introduces three great empires of the ancient world. Each course in the sequence focuses on one empire, with attention to the similarities and differences among the empires being considered. By exploring the rich legacy of documents and monuments that these empires produced, students are introduced to ways of understanding imperialism and its cultural and societal effects—both on the imperial elites and on those they conquered.

Humans across cultures have historically attached great religious, cultural, political, and social value to a variety of cultural artifacts and sites, usually with significant immediate and historical consequences. Political ideologies, such as colonialism and nationalism, wars, poverty, a thriving illicit antiquities market: all of these are entwined with the ways in which the knowledge about the past is manipulated, collected, interpreted, presented, preserved, and destroyed to create meaning in the present. This course explores this relationship between past cultural heritage and the present through a cross-cultural and cross-disciplinary survey of the human obsession with the past. We will consider a variety of topics such as the history of archaeology, the antiquities trade, and disputes over cultural ownership, along with a discussion of the repatriation of artifacts and current controversies surrounding antiquities around the globe.

This course will explore the narrative history of Central Asia from rise of the nomadism up to the end of the Central Asian Timurids in the fifteenth century. We will discuss the people who lived there, the political entities that ruled, and the region's role in the pre-modern world. This course assumes that Central Asia can be studied as a cohesive unit of historical inquiry and that its peoples, civilizations, and cultures share common elements that make this approach possible. We will devote considerable effort to problems of historiography and methodology and will explore possible solutions to these problems.

Required of fourth-year students who are majoring in NELC. This is a workshop course designed to survey the fields represented by NELC and to assist students in researching and writing the BA paper. Students must get a Reading and Research form from their College Adviser and complete the form in order to be registered. Signatures are needed from the adviser and Director of Undergraduate Studies. Please indicate on the form that you wish to register for NEHC 29800 Section 01.

Designed for those with no previous knowledge of the Middle East, this course aims to facilitate a general understanding of some key factors that have shaped life in this region, with primary emphasis on modern conditions and their background, and to provide exposure to some of the region’s rich cultural diversity. The course can serve as a basis for the further study of the history, politics, and civilizations of the Middle East.

<p>This sequence introduces three great empires of the ancient world. Each course in the sequence focuses on one empire, with attention to the similarities and differences among the empires being considered. By exploring the rich legacy of documents and monuments that these empires produced, students are introduced to ways of understanding imperialism and its cultural and societal effects—both on the imperial elites and on those they conquered.</p><p>For most of the duration of the New Kingdom (1550-1069 BC), the ancient Egyptians were able to establish a vast empire and becoming one of the key powers within the Near East. This course will investigate in detail the development of Egyptian foreign policies and military expansion which affected parts of the Near East and Nubia. We will examine and discuss topics such as ideology, imperial identity, political struggle and motivation for conquest and control of wider regions surrounding the Egyptian state as well as the relationship with other powers and their perspective on Egyptian rulers as for example described in the Amarna letters.</p>

Students in this course will explore and engage two categories frequently deployed in the study of ancient and modern societies—“magic” and “monsters”—through interaction with textual and iconographic material from the ancient 

The course includes readings in modern Hebrew prose, poetry and non-fiction; TV broadcasts and movies, with emphasis on cultural & social issues.

This three-quarter sequence covers basic grammar and cuneiform writing system of the Hittite language. It also familiarizes the student with the field's tools (i.e. dictionaries, lexica, sign list). Readings come from all periods of Hittite History (1650 to 1180 B.C.).

This course employs English translations of ancient Egyptian literary texts to explore the genres, conventions and techniques of ancient Egyptian literature. Discussions of texts examine how the ancient Egyptians conceptualized and constructed their equivalent of literature, as well as the fuzzy boundaries and subtle interplay between autobiography, history, myth and fiction. 

This sequence meets the general education requirement in civilization studies. This sequence introduces three great empires of the ancient world. Each course in the sequence focuses on one empire, with attention to the similarities and differences among the empires being considered. By exploring the rich legacy of documents and monuments that these empires produced, students are introduced to ways of understanding imperialism and its cultural and societal effects—both on the imperial elites and on those they conquered.

The interests by Europeans in Egypt extends back to famous scholars such as Athanasius Kircher in the 17th century and was fueled by the mysteries of the Orient and seeking to understand the birth of civilization. While the beginnings of exploring the land of the Nile can be traced as least as far back as the Renaissance, it is within the context of the age of Enlightenment that Europeans sponsored research expeditions into this so far little known territory. By the late 18th century interests in Egypt, particularly by the French and British, had evolved considerably and were motivated by a diverse number of factors (political, colonial, economic, scientific). However, it was Napoleon Bonaparte’s campaign to Egypt in 1798 that took the first initiative to explore this distant land from a scientific point of view through the involvement of a group of leading French scientists (savants) who were tasked to document and analyze all aspects of this fascinating country and its past. This went beyond the recording of ancient monuments but also included the natural environment, extensive cartography as well observations of modern life of Muslim society. The results of this albeit failed military expedition featured in the famous multi-volume work ‘La Déscription de l’Égypte’ which became incredibly popular among European scientists but also the general public. It awakened a never before seen fascination with Egypt, which had dire consequences for the removal and plundering of artifacts and monuments in the long run, but also saw the birth of a scientific Institute, l’Institut d’Égypte, in Cairo (recently severely damaged during the revolution).

What is forensic science and how do archaeologists fit into the equation? Where forensics generally refers to the application of scientific principles to matters of criminal justice, forensic archaeology is the application of archaeological methods and theories to questions of medicolegal significance. In this course, we will explore the history and development of the role of the archaeologist in forensic investigations of ancient and modern origin, on both local and global scales. We will follow the processes undertaken by forensic archaeologists during their inquiries and examine the methods utilized in a number of cases ranging from mass graves and mass disasters, to crime scenes and crimes against humanity. We will explore the role of the forensic archaeologist in the study of warfare, examine forgeries like the Piltdown Man, and analyze the process of investigation from identification and survey, to recovery, and the analysis and reporting of evidence. Finally, we will consider the ethical responsibilities and standards of archaeologists in their methodologies and the legal implications of their findings. This class is intended for both archaeologists who want to understand how their methods finds purpose and meaning in modern contexts and for students who are more generally interested in the impact of forensic archaeology on contemporary medical and legal landscapes.  

This three-quarter sequence covers basic grammar and cuneiform writing system of the Hittite language. It also familiarizes the student with the field's tools (i.e. dictionaries, lexica, sign list). Readings come from all periods of Hittite History (1650 to 1180 B.C.).

The first two quarters of this sequence cover the elements of Babylonian grammar and the cuneiform writing system, with reading exercises in Old Babylonian texts (ca. 1900 to 1600 B.C.), such as the Laws of Hammurabi. The third quarter introduces Standard Babylonian, the literary language of ca. 1200 to 600 B.C., with readings in royal inscriptions and literary texts. Introduction to the grammar of Akkadian, specifically to the Old Babylonian dialect. 

This sequence concentrates on the acquisition of speaking, reading, and aural skills in modern formal Arabic.

This three-quarter sequence utilizes the most advanced computer technology and audio-visual aids enabling the students to master a core vocabulary, the alphabet and basic grammatical structures and to achieve a reasonable level of proficiency in modern formal and spoken Armenian (one of the oldest Indo-European languages). A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

This sequence examines hieroglyphic writing and the grammar of the language of classical Egyptian literature. Prerequisite(s): Second-year standing Equivalent Course(s): ANCM 30500

This course provides an introduction into the grammar and writing system of Classical Ethiopic (Ge'ez), a language still used for liturgical purposes in Ethiopia today.

The purpose of this three-quarter sequence is to enable the student to read biblical Hebrew prose with a high degree of comprehension. The course is divided into two segments. The first two and one-half quarters are devoted to acquiring the essentials of Hebrew grammar. The last half of the third quarter is spent reading prose passages from the Hebrew Bible.

This sequence concentrates on modern written Persian as well as modern colloquial usage. Towards the end of the sequence the students will be able to read, write and speak Persian at an elementary level. Introducing the Iranian culture is also a goal. The class meets three hours a week with the instructor and two hours with a native informant who conducts grammatical drills and Persian conversation.

First Quarter of 1st Year Modern Turkish

Readings from the Code of Hammurapi, in the Old Babylonian dialect of Akkadian.

This sequence concentrates on the acquisition of speaking, reading, and aural skills in modern formal Arabic.

This three-quarter sequence utilizes the most advanced computer technology and audio-visual aids enabling the students to master a core vocabulary, the alphabet and basic grammatical structures and to achieve a reasonable level of proficiency in modern formal and spoken Armenian (one of the oldest Indo-European languages). A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

This course examines hieroglyphic writing and the grammar of the language of classical Egyptian literature.

This course is the continuation of Ge'ez 10101. Ge'ez 10101 is a prerequisite for participating in this course.

The purpose of this three-quarter sequence is to enable the student to read biblical Hebrew prose with a high degree of comprehension. The course is divided into two segments. The first two and one-half quarters are devoted to acquiring the essentials of Hebrew grammar. The last half of the third quarter is spent reading prose passages from the Hebrew Bible.

This sequence introduces students to Kazakh, a Turkic language spoken in Kazakhstan and neighboring countries. The course teaches the fundamentals of grammar and it enables students to read, write, and speak Kazakh. Students will be exposed to the history and culture of Kazakhstan through modern and 19th-century literature, as well as to current events through mass media. The second and third quarters of this sequence and the Intermediate Kazakh sequence (KAZK 20101-20102-20103) are offered based on interest.

This sequence concentrates on modern written Persian as well as modern colloquial usage. Towards the end of the sequence the students will be able to read, write and speak Persian at an elementary level. Introducing the Iranian culture is also a goal. The class meets three hours a week with the instructor and two hours with a native informant who conducts grammatical drills and Persian conversation.

Second Quarter of 1st Year Modern Turkish

This sequence covers the elements of Sumerian grammar, with reading exercises in Ur III, pre-Sargonic, and elementary literary texts.

This three-quarter sequence covers basic grammar and cuneiform writing system of the Hittite language. It also familiarizes the student with the field's tools (i.e. dictionaries, lexica, sign list). Readings come from all periods of Hittite History (1650 to 1180 B.C.).

The third quarter of the Elementary Akkadian sequence continues with the learning of the Akkadian language and the cuneiform script. As in the previous quarters, readings and exercises are from John Huehnergard, A Grammar of Akkadian (3rd edition), Winona Lake: Eisenbrauns, 2011.

This sequence concentrates on the acquisition of speaking, reading, and aural skills in modern formal Arabic.

This three-quarter sequence utilizes the most advanced computer technology and audio-visual aids enabling the students to master a core vocabulary, the alphabet and basic grammatical structures and to achieve a reasonable level of proficiency in modern formal and spoken Armenian (one of the oldest Indo-European languages). A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

This course features readings in a variety of genres, including historical, literary, and scientific texts.

In this course, we will finish the grammar of Classical Ethiopic (Ge'ez) and start readings in Classical Ethiopic literature.

The purpose of this three-quarter sequence is to enable the student to read biblical Hebrew prose with a high degree of comprehension. The course is divided into two segments. The first two and one-half quarters are devoted to acquiring the essentials of Hebrew grammar. The last half of the third quarter is spent reading prose passages from the Hebrew Bible.

This sequence concentrates on modern written Persian as well as modern colloquial usage. Towards the end of the sequence the students will be able to read, write and speak Persian at an elementary level. Introducing the Iranian culture is also a goal. The class meets three hours a week with the instructor and two hours with a native informant who conducts grammatical drills and Persian conversation

Third Quarter of 1st Year Modern Turkish

An introductory sequence in the written language of the Orkhon Inscriptions, dating back to the fifth-to-eighth-century Kök Türk State of Central Eurasia, and of related inscriptions from the Yenisei River area, Mongolia, Central Asia, and Eastern Europe. The language of the inscriptions is considered to be the ancestor of the majority of Turkic languages spoken today and uses a distinctive alphabet sometimes known as the Old Turkic Runiform Alphabet. The sequence covers a brief historic overview, basic grammar, reading selections from the inscriptions in the original and in translation, and familiarization with the alphabet itself. An introductory sequence in the written language of the Orkhon Inscriptions, dating back to the fifth-to-eighth-century Kök Türk State of Central Eurasia, and of related inscriptions from the Yenisei River area, Mongolia, Central Asia, and Eastern Europe. The language of the inscriptions is considered to be the ancestor of the majority of Turkic languages spoken today and uses a distinctive alphabet sometimes known as the Old Turkic Runiform Alphabet. The sequence covers a brief historic overview, basic grammar, reading selections from the inscriptions in the original and in translation, and familiarization with the alphabet itself.

This course introduces the last native language of Egypt, which was in common use during the late Roman, Byzantine, and early Islamic periods (fourth to tenth centuries CE). Grammar and vocabulary of the standard Sahidic dialect are presented in preparation for reading biblical, monastic, and Gnostic literature, as well as a variety of historical and social documents.

This course builds on the basics of grammar learned in EGPT 10201 and provides readings in a variety of Coptic texts (e.g., monastic texts, biblical excerpts, tales, Gnostic literature).

Colloquial Levantine Arabic is a proficiency-based course designed to develop the linguistic skills necessary for personal day-to-day life. The course focuses on spoken rather than Standard written Arabic, and will therefore target primarily the oral/aural skills. Through the knowledge of Modern Standard Arabic and the introduction of colloquial vocabulary, expressions and grammar, the course will build the students’ competence in spoken Arabic. Students will also be introduced to the Levantine culture.

Colloquial Levantine Arabic is a proficiency-based course designed to develop the linguistic skills necessary for personal day-to-day life. The course focuses on spoken rather than Standard written Arabic, and will therefore target primarily the oral/aural skills. Through the knowledge of Modern Standard Arabic and the introduction of colloquial vocabulary, expressions and grammar, the course will build the students’ competence in spoken Arabic. Students will also be introduced to the Levantine culture.

The purpose of this three-quarter sequence is to enable the student to read Syriac literature with a high degree of comprehension. The course is divided into two segments. The first two quarters are devoted to acquiring the essentials of Syriac grammar and vocabulary. The third quarter is spent reading a variety of Syriac prose and poetic texts and includes a review of grammar.

The purpose of this three-quarter sequence is to enable the student to read Syriac literature with a high degree of comprehension. The course is divided into two segments. The first two quarters are devoted to acquiring the essentials of Syriac grammar and vocabulary. The third quarter is spent reading a variety of Syriac prose and poetic texts and includes a review of grammar.

The purpose of this three-quarter sequence is to enable the student to read Syriac literature with a high degree of comprehension. The course is divided into two segments. The first two quarters are devoted to acquiring the essentials of Syriac grammar and vocabulary. The third quarter is spent reading a variety of Syriac prose and poetic texts and includes a review of grammar.

<p>The beginner course is the last part of a three sequential courses. It aims to introduce students to the basic skills of reading, writing and pronunciation of Modern Hebrew. Students learn to read both vocalized and non-vocalized texts, to write simple sentences, and engage in simple conversation. In the field of grammar, students learn the Hebrew root pattern system as well as the basic present tense. At the end of the year, students can conduct short conversations in Hebrew, read materials designed to the students level of comprehension, and write short compositions.</p><p>Note: This course aims to meet the needs not only of undergraduate students but also of graduate students in programs such as Jewish Studies, Middle Eastern Studies, Near Eastern Languages and alike. It is recommended also for students who have at least one level of Biblical Hebrew and would like to learn Modern Hebrew.</p>

This course focuses on the basic structure and vocabulary of the Classical Armenian language of Grabar, which is one of the oldest Indo-European languages. Course work enables students to acquire the alphabet, phonology, and grammar to achieve basic reading skills in the Classical Armenian language. Reading assignments include a selection of original Armenian literature. This course is recommended for students who intend to conduct research in Armenian studies, Indo-European studies, or general linguistics.

<p>The beginner’s course is the first of three sequential courses offered to students at the university. The Introductory level course 2 aims to introduce students to reading, writing and speaking Modern Hebrew. Four-language skills are emphasized: comprehension of written and oral materials; reading of non-diacritical text; writing of directed sentences, paragraphs, and compositions; speaking. Students will learn the Hebrew root pattern system, and by the end of the year you will have mastered the five (active) basic verb conjugations in both the past and present tenses (as well as simple future). This grammatical knowledge is complemented by an 800+ word vocabulary, which is presented with an eye toward the major syntactic structures, including the proper use of prepositions. At the end of the year, you will conduct short conversations in Hebrew; read materials designed to this level and write short compositions.</p><p>The beginner course is the last part of a three sequential courses. It aims to introduce students to the basic skills of reading, writing and pronunciation of Modern Hebrew. Students learn to read both vocalized and non-vocalized texts, to write simple sentences, and engage in simple conversation. In the field of grammar, students learn the Hebrew root pattern system as well as the basic present tense. At the end of the year, students can conduct short conversations in Hebrew, read materials designed to the students level of comprehension, and write short compositions.</p><p>Note: This course aims to meet the needs not only of undergraduate students but also of graduate students in programs such as Jewish Studies, Middle Eastern Studies, Near Eastern Languages and alike. It is recommended also for students who have at least one level of Biblical Hebrew and would like to learn Modern Hebrew.</p>

<p>The beginner course is the last part of a three sequential courses. It aims to introduce students to the basic skills of reading, writing and pronunciation of Modern Hebrew. Students learn to read both vocalized and non-vocalized texts, to write simple sentences, and engage in simple conversation. In the field of grammar, students learn the Hebrew root pattern system as well as the basic present tense. At the end of the year, students can conduct short conversations in Hebrew, read materials designed to the students level of comprehension, and write short compositions.</p><p>Note: This course aims to meet the needs not only of undergraduate students but also of graduate students in programs such as Jewish Studies, Middle Eastern Studies, Near Eastern Languages and alike. It is recommended also for students who have at least one level of Biblical Hebrew and would like to learn Modern Hebrew.</p>

This course involves reading and analysis of the inscriptional material from Palestine written during the first millennium BC (including texts from Transjordan). This course is offered in alternate years.

This course surveys the archaeology and art of Mesopotamia.

Reading and analysis of the inscriptions, primarily on stone and primarily from the Phoenician homeland, that belong to the early and middle first millennium B.C.

This course introduces students to the history of ancient Anatolia and its neighbors from the first historical texts around 2000 BCE to the arrival of Alexander the Great. Some of the famous ancient Near Eastern civilizations that we encounter include the Assyrians, Hittites, Phrygians, Lydians, Persians, and Israelites. We will focus on the information provided by inscriptions - especially political and socioeconomic history - as well as the relevant archaeological and art historical records. No prior knowledge of Anatolian or Near Eastern history is required.

A continuation of HEBR 20002, studying the texts resulting from the Phoenician expansion into the Western Mediterranean (primarily North Africa).

This course provides an introduction to the social, political, and cultural history of Mesopotamia, from the origins of writing and cities in Sumer (ca. 3200 B.C.), through the great empires of Assyria, Babylon, and Persia.

This course takes as its topic the literary tradition surrounding Gilgamesh, the legendary king of the Mesopotamian city-state of Uruk. The course will focus on the Babylonian Epic of Gilgamesh and its Sumerian forerunners, and their cultural and historical contexts. We will also read a number of Sumerian and Akkadian compositions that are thematically related to the Gilgamesh tradition, including Atrahasis, the Sumerian Flood story, and the Epics of Enmerkar and Lugalbanda, also of first dynasty of Uruk.

This course will provide an overview of Anatolian/Hittite literature, as “defined” by the Hittites themselves, in the wider historical-cultural context of the Ancient Near East. In the course of discussions, we will try to answer some important questions about Hittite inscriptions, such as: why were they written down, why were they kept, for whom were they intended, and what do the answers to these questions (apart from the primary content of the texts themselves) tell us about Hittite society?

The first quarter of Intermediate Modern Standard Arabic

This three-quarter sequence enables the students to reach an Intermediate level of proficiency in the Armenian language. The course covers a rich vocabulary and complex grammatical structures in modern formal and colloquial Armenian. Reading assignments include a selection of original Armenian literature and excerpts from mass media. A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

This course features readings in a variety of genres, including historical, literary, and scientific texts.

This sequence deepens and expands the students' knowledge of modern Persian at all levels of reading, writing and speaking. Grammar will be taught at a higher level and a wider vocabulary will enable the students to read stories, articles and poetry and be introduced to examples of classical literature towards the end of the sequence. Introducing the Iranian culture will be continued. Class meets three hours a week with the instructor and (with enough students) two hours with a native informant who conducts grammatical drills and Persian conversation.

First Quarter of Intermediate Modern Turkish.

ARAB 20102 is the winter quarter continuation of the Intermediate Arabic course that began with ARAB 20101 last fall. We are working through the central chapters of Al-Kitaab Part 2. As in any language class, we address all four of the fundamental skills: reading, writing, listening, and speaking. A particular focus this quarter is making sure that students have a solid, comprehensive understanding of the rules of Arabic syntax. In addition to readings and exercises from the textbook, we often look at articles from Arabic-language news media.

This three-quarter sequence enables the students to reach an Intermediate level of proficiency in the Armenian language. The course covers a rich vocabulary and complex grammatical structures in modern formal and colloquial Armenian. Reading assignments include a selection of original Armenian literature and excerpts from mass media. A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

This course is an introduction to the cursive literary and administrative script of Middle Egyptian (corresponding to the Middle Kingdom period in Egypt) and is intended to provide the student with a familiarity with a variety of texts written in Hieratic, including literary tales, religious compositions, wisdom literature, letters, accounts, and graffiti.

This sequence deepens and expands the students' knowledge of modern Persian at all levels of reading, writing and speaking. Grammar will be taught at a higher level and a wider vocabulary will enable the students to read stories, articles and poetry and be introduced to examples of classical literature towards the end of the sequence. Introducing the Iranian culture will be continued. Class meets three hours a week with the instructor and (with enough students) two hours with a native informant who conducts grammatical drills and Persian conversation

Second Quarter of Intermediate Modern Turkish.

ARAB 20103 is the spring quarter continuation of the Intermediate Arabic sequence that began with ARAB 20101 last fall, and continued with ARAB 20102 in the winter. We will continue to work through the second half of Al-Kitaab Part 2. As in any language course, we address all four of the fundamental skills: reading, writing, listening, and speaking. A particular focus of this sequence, however, is ensuring that students have a solid, comprehensive understanding of the rules of Arabic syntax. In addition to readings and exercises from the textbook, we will increasingly make use of articles from Arabic-language news media.

This three-quarter sequence enables the students to reach an Intermediate level of proficiency in the Armenian language. The course covers a rich vocabulary and complex grammatical structures in modern formal and colloquial Armenian. Reading assignments include a selection of original Armenian literature and excerpts from mass media. A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

This sequence deepens and expands the students' knowledge of modern Persian at all levels of reading, writing and speaking. Grammar will be taught at a higher level and a wider vocabulary will enable the students to read stories, articles and poetry and be introduced to examples of classical literature towards the end of the sequence. Introducing the Iranian culture will be continued. Class meets three hours a week with the instructor and (with enough students) two hours with a native informant who conducts grammatical drills and Persian conversation.

Third Quarter of Intermediate Modern Turkish.

<ol><li>Review basic Hebrew grammar, emphasis on morphology and basic syntax</li><li>Review/acquire historical morphology</li><li>Acquire facility in reading Biblical Hebrew prose</li></ol>

A continuation of Elementary Classical Hebrew. The first quarter consists of reviewing grammar, and of reading and analyzing further prose texts. The last two quarters are devoted to an introduction to Hebrew poetry with readings from Psalms, Proverbs, and the prophets

A continuation of Elementary Classical Hebrew. The first quarter consists of reviewing grammar, and of reading and analyzing further prose texts. The last two quarters are devoted to an introduction to Hebrew poetry with readings from Psalms, Proverbs, and the prophets.

This course examines the hieroglyphic writing and grammar of the Old Kingdom (Egypt's "Pyramid Age"), focusing on monumental readings from private tombs, royal and private stelae, administrative decrees, economic documents, and Pyramid texts. Some attention is given to Old Egyptian texts written in cursive Hieratic.

Advanced Readings in Hittite (Letters)

Advanced Readings in Hittite (Letters)

Central Asia Past and Present serves as a multi-disciplinary course, spanning anthropology, history and political science. This course introduces students to the fluid, political-geographic concept of Central Asia as well as to the historical and cultural dimensions of this particular and oft-redefined world.  My understanding of Central Asia comes from studies of ex-Soviet Central Asia, which includes five independent countries (since 1991) within central Eurasia--the former U.S.S.R. Thus the course encompasses Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan in addition to parts of northern Iran, Afghanistan, Pakistan, India, and western China (Xinjiang/Sinkiang).  Students will familiarize themselves with universal and divergent factors among the Central Asian peoples based on phenomena such as human migrations, cross-cultural influences, historical events, and the economic organization of peoples based on local ecology and natural boundaries. Working together and as individuals, we will study maps and atlases to gain a fuller understanding of historical movements and settlements of the Central Asian peoples.  In addition to lectures and book discussions, I will present photographs, slides, and video from fieldwork in Central Asia as well as professional documentary and art films about the societies of this area. 

This course is a comprehensive examination of the grammar, vocabulary, and orthographic styles of the nonliterary vernacular of New Kingdom Egypt (Dynasties XVII to XXIV), as exhibited by administrative and business documents, private letters, and official monuments. We also study the hybrid "literary Late Egyptian" used for tales and other compositions. Texts from the various genres are read and analyzed in EGPT 20211.

Building on the basics of grammar, vocabulary, and orthographic styles learned in EGPT 20210, this course focuses on the reading and analysis of Late Egyptian texts from the various genres.

After an introduction to Lydian and Carian history, the position of Lydia and Caria in Anatolia and the relation of the Lydian and Carian language to each other as well as to other languages in the same area, we will go over the Lydian and Carian (alphabetic) scripts, their grammar, and we will read a number of relevant texts.

This is the first quarter of a three quarter sequential course. This course is designed for students who possess a basic knowledge of modern

This course will investigate the intellectual, political and socio-economic background of Europe’s discovery of Egypt within the framework of the Age of Enlightenment and the following transformative years of the birth of a new scientific discipline called Egyptology but also greatly influencing European archaeology. The aim for the students is to explore the reasoning, pre-conceptions and attitudes of the first explorers and scientists travelling to Egypt and the ensuing aftermath of ‘Egyptomania’ in Europe. The students will be introduced to the consequences of Napoleon’s campaign on European fashion, art and architecture and what inspired the ensuing cultural plunder to satisfy the growing European demand for things Egyptian. The course is structured around primary sources (in translation) but also secondary literature including theoretical works such as the influential monograph by Edward Said on Orientalism and its criticism.

This is the second quarter of a three quarter sequential course. Intermediate course is designed for students who already have a basic knowledge of modern or Biblical Hebrew (either the first year course or the placement exam are prerequisites). The course is going to include/cover materials for two levels: Intermediate low & Intermediate high. The main objective is to provide the student with the skills necessary to approach Modern Hebrew prose, both fiction and non-fiction. The course aims at consolidating and broadens the grammatical structures and vocabulary studied in level Aleph. By the end of the course, the student is expected to be familiar with and have advanced knowledge of the basic structure of the Hebrew language:<ul><li>Comprehension: Listening to dialogues, texts and lectures in easy Hebrew</li><li>Conversation: Conversations, discussions and short presentations based on the passages read and heard.</li><li>Reading: Passages from stories and texts adapted into easy Hebrew; short newspaper articles as well as short stories, slightly edited.</li><li>Writing: Writing structured compositions and short passages on the topics studied</li><li>Grammatical Skills: Syntactic consolidation and elaboration of fundamental structures, inflection of the strong verbs in the future tense and frequent weak verbs.</li></ul>

This sequence surveys the main trends in the political history of the Islamic world, with some attention to economic, social, and intellectual history. This course covers the period from ca. 1100 to 1750, including the arrival of the steppe peoples (Turks and Mongols), the Mongol successor states, and the Mamluks of Egypt and Syria. We also study the foundation of the great Islamic regional empires of the Ottomans, Safavids, and Moghuls.

<p>This is the third quarter of a three quarter sequential course. This is the first quarter of a three quarter sequential course. Intermediate course is designed for students who already have a basic knowledge of modern or Biblical Hebrew (either the first year course or the placement exam are prerequisites). The course is going to include/cover materials for two levels: Intermediate low & Intermediate high. The main objective is to provide the student with the skills necessary to approach Modern Hebrew prose, both fiction and non-fiction. The course aims at consolidating and broadens the grammatical structures and vocabulary studied in level Aleph. By the end of the course, the student is expected to be familiar with and have advanced knowledge of the basic structure of the Hebrew language:<ul><li>Comprehension: Listening to dialogues, texts and lectures in easy Hebrew</li><li>Conversation: Conversations, discussions and short presentations based on the passages read and heard.</li><li>Reading: Passages from stories and texts adapted into easy Hebrew; short newspaper articles as well as short stories, slightly edited.</li><li>Writing: Writing structured compositions and short passages on the topics studied</li><li>Grammatical Skills: Syntactic consolidation and elaboration of fundamental structures, inflection of the strong verbs in the future tense and frequent weak verbs.</li></ul>

This sequence surveys the main trends in the political history of the Islamic world, with some attention to economic, social, and intellectual history. This course covers the period from ca. 1100 to 1750, including the arrival of the steppe peoples (Turks and Mongols), the Mongol successor states, and the Mamluks of Egypt and Syria. We also study the foundation of the great Islamic regional empires of the Ottomans, Safavids, and Moghuls.

This course is an exploration of the cultural patterns in the Levant from the late Byzantine period down to modern times, a span of some 1500 years. While the subject matter will be archaeological sites of this period in Syria, Lebanon, Jordan and Israel, the focus will be on the role of medieval archaeology in amplifying the history of economic and social systems. It is this connective quality of Islamic archaeology which contributes to an understanding of the earlier history and archaeology of this region.

This course is intended to follow the Introduction to Islamic archaeology, a survey of the regions of the fertile crescent from the 9th to the 19th century. Beginning with P. Wheatley's Places where Men Pray Together, the institution of the Islamic are examined in light of its beginnings and definitions. Emphasis is on archaeological remains from the Middle East.

This course is intended to present the dominant typologies of Islamic ceramics, most of which have been studied from an art historical approach. Specific archaeological typologies will be assembled from published reports and presented in seminar meetings. Half of the course will consist of analysis of shred collections, observatory analysis of typological criteria, and training in drawing these artifacts.

This sequence explores the thought and literature of the Islamic world from the coming of Islam in the seventh century C.E. through the development and spread of its civilization in the medieval period and into the modern world. Including historical framework to establish chronology and geography, the course focuses on key aspects of Islamic intellectual history: scripture, law, theology, philosophy, literature, mysticism, political thought, historical writing, and archaeology. In addition to lectures and secondary background readings, students read and discuss samples of key primary texts, with a view to exploring Islamic civilization in the direct voices of the people who participated in creating it. All readings are in English translation. No prior background in the subject is required. This course sequence meets the general education requirement in civilization studies.

Intermediate Akkadian

<p>Survey of Islamic thought and literature during the “middle periods,” from 950 to 1750 C.E., stretching across a broad geographic area, from Morocco and Iberia to the Maldives and India, and even into the New World. The course engages with a broad selection of primary texts in English translation, and various visual, aural and material artifacts, contextualizing them through lectures, secondary readings and discussion. We explore the notion of Islamicate culture(s) and civilization in its many facets – the intellectual milieu; literary, artistic and musical production; political, social, scientific, philosophical and theological thought; concepts of the heroic, the beautiful, the good, the poetic; piety, devotion and spirituality; religious, educational, governmental, commercial and social institutions; geographic, ethnic, confessional, gender, social and spatial constructs. In brief, how did noteworthy Muslims at various points and places think through questions of life & death, man & God, faith & belief, the sacred & the profane, law & ethics, tradition vs. innovation, power & politics, class & gender, self & other? How did they think about and wage war, make love, eat & drink, tell stories, educate their youth, preserve the past, imagine the future, etc.?</p><p>This sequence explores the thought and literature of the Islamic world from the coming of Islam in the seventh century C.E. through the development and spread of its civilization in the medieval period and into the modern world. Including historical framework to establish chronology and geography, the course focuses on key aspects of Islamic intellectual history: scripture, law, theology, philosophy, literature, mysticism, political thought, historical writing, and archaeology. In addition to lectures and secondary background readings, students read and discuss samples of key primary texts, with a view to exploring Islamic civilization in the direct voices of the people who participated in creating it. All readings are in English translation. No prior background in the subject is required. This course sequence meets the general education requirement in civilization studies.</p>

This course covers the period from ca. 1800 to the present, exploring the works of authors, film-makers, poets, intellectuals, political theorists, religious reformists and scholars of Islam who interpreted various aspects of Islam or Islamicate civilizations: the history of the former Dar al-Islam and the histories of modern Muslim-majority nation states; the encounter with colonialism and the West; attitudes toward "modernity"; calls for religious and social reform; ideas of political legitimacy; modern forms of spirituality; issues of gender, class, race, multiculturalism; the development of new genres of literature and art; etc. We focus primarily on Iran, Turkey, Egypt, Lebanon, Palestine and Israel.  The course focuses on encountering primary works (non-fiction, fiction, and poetry, films, music, etc.), contextualized through lectures, discussion and secondary readings.

This course is designed to acquaint the student with the basic problems and concepts as well as the sources and methodology for the study of premodern Islamic history. Sources will be read in English translation and the tools acquired will be applied to specific research projects to be submitted as term papers.

This course offers an introduction to the terms and concepts current in Arabic philosophical writings in the classical period of Islamic thought (roughly 9th to 17th century). It begins with the movement to translate Greek texts into Arabic and the debate among Muslims about the validity of philosophy versus revelation. From a close reading of key works (in English) by important philosophers such as al-Kindī, al-Rāzī, al-Sijistānī, al-Fārābī, Ibn Sīnā (Avicenna), al-Ghazzālī, Ibn Bājja, Ibn Tufayl, Ibn Rushd (Averroes), Suhrawardī, and Mullā Ṣadrā, a series of lectures will follow the career of philosophy in the Islamic world, first as a ‘foreign’ science and then, later, as selectively rejected but also substantially accepted as a natural component of sophisticated discourse.

Course examines responses to the Mongol destruction of the Abbasid caliphate in 1258 and the background to formation of regional Muslim empires. Topics include the opening of confessional boundaries; Ibn Arabi, Ibn Taymiyya, and Ibn Khaldun; the development of alternative spiritualities, mysticism, and messianism in the fifteenth century; transconfessionalism, antinomianism, and the articulation of sacral sovereignties in the sixteenth century. Readings will be in English, though some acquaintance with primary languages (Arabic, French, German, Greek, Latin, Spanish, or Turkish) is desirable.

The class studies the ways in which modern archaeology shaped discourses in the Middle East regarding nationalism, colonialism, culture, and modernity; we will likewise explore the rise of the discipline in Europe and the United States. We will begin our class studying Napoleon's occupation of Egypt (1798), and the archaeological activities it inspired and end our discussions with very recent debates about cultural heritage, pertinent to the Iraq War and the battle against the Islamic State. Great emphasis in the class will be placed on how Arab, Turkish, Iranian and Zionist national movements appropriated the ancient past in order to make modern claims about territoriality and ethnicity.

The class explores the history of Iraq during the years 1917-2015. We will discuss the rise of the Iraqi nation state, Iraqi and Pan-Arab nationalism, and Iraqi authoritarianism. The class will focus on the unique histories of particular group in Iraqi society; religious groups (Shiis, Sunnis, Jews), ethnic groups (especially Kurds), classes (the urban poor, the educated middle classes, the landed and tribal elites), Iraqi women, and Iraqi tribesmen. Other classes will explore the ideologies that became prominent in the Iraqi public sphere, from communism to Islamic radicalism. We will likewise discuss how colonialism and imperialism shaped major trends in Iraqi history. The reading materials for the class are based on a combination of primary and secondary sources: we will read together Iraqi novels, memoirs and poems (in translation), as well as British and American diplomatic documents about to Iraq.

This course surveys the political, social, and economic history of ancient Egypt from pre-dynastic times (ca. 3400 B.C.) until the advent of Islam in the seventh century of our era.

NEHC 30019. Mesopotamian Law (= LLSO 20019; SIGN 26002). Ancient Mesopotamia -- the home of the Sumerians, Babylonians, and Assyrians who wrote in cuneiform script on durable clay tablets -- was the locus of many of history’s “firsts.” No development, however, may be as important as the formations of legal systems and legal principles revealed in contracts, trial records, and law collections (“codes”), among which “The Laws of Hammurabi” (r. 1792-1750 BC) stands as most important for understanding subsequent legal practice and thought of Mesopotamia’s cultural heirs in the Middle East and Europe until today. This course will explore the rich source materials of the Laws and relevant judicial and administration documents (all in English translations) to investigate topics of legal, social, and economic practice including family formation and dissolution, crime and punishment (sympathetic or talionic “eye for an eye,” pecuniary, corporal), and procedure (contracts, trials, ordeals). M. Roth. Winter 2018.

Students may register for this course during quarters in which they are overseas participating in archaeological field projects.

This three-quarter sequence enables the students to reach an advanced level of proficiency in the Armenian language. Reading, discussion and writing assignments include a selection of original Armenian literature and excerpts from mass media. A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

First quarter of Advanced Turkish / Elementary Ottoman

This three-quarter sequence enables the students to reach an advanced level of proficiency in the Armenian language. Reading, discussion and writing assignments include a selection of original Armenian literature and excerpts from mass media. A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

Second quarter of Advanced Turkish / Elementary Ottoman

This three-quarter sequence enables the students to reach an advanced level of proficiency in the Armenian language. Reading, discussion and writing assignments include a selection of original Armenian literature and excerpts from mass media. A considerable amount of historical-political and social-cultural issues about Armenia are skillfully built into the course for students who have intention to conduct research in Armenian Studies and related area studies or to pursue work in Armenia.

Third quarter of Advanced Turkish / Elementary Ottoman

This course is tailored to the needs of individual students, with a list of readings to be set depending on the interests and level of the student. The readings are meant to fill in gaps in knowledge of Mesopotamian Archaeology, and are often used by the student to refine the area to be selected for a doctoral dissertation.  The student meets with the professor once a week to discuss what has been read and decide what should be the next logical source to be read.  The student's detailed notes on all the reading or a paper summing up the quarter's findings, as well as the discussion sessions are the basis for grading.  The schedule of meetings is flexible and will be arranged with each student. 

The first quarter of High Intermediate Modern Standard Arabic

This course introduces the student to the language of Arabic media, both written and oral. Students will listen to and read a wide variety of authentic texts in modern standard Arabic, using these to continue to strengthen the four language skills and to become familiar with current issues discussed in today's Arab media. As the final course in the High Intermediate sequence, the course is meant for students who have completed at least two years of Arabic study and attained an Intermediate high level of proficiency.

The first quarter of High Intermediate Modern Standard Arabic

<p>This course will provide an introduction on Egyptian art focusing specifically on a diachronic analysis of statues, reliefs and paintings. The aim is acquire the basic stylistic overview of the material and the contexts as well as purpose of these objects. This is class is not designed as ‘material culture’ class and therefore cannot take into account other object categories which would simply be too much to cover in the available time frame.</p><p>For each class the readings will be discussed in depth with additional points concerning the cultural framework and context being provided by the instructor. In addition, there will be short visits to the OI museum galleries whenever appropriate. For the class presentations at the end of the Quarter, each student will select an object or a group of objects and do an in-depth analysis. This can be from a catalogue or from the OI museum / basement.</p>

This course is intended for those students who have learned Persian well enough to start enjoying Persian poetry in the original language. Starting from the Constitutional Revolution of 1906, each session several new poems by one or more poets will be discussed against the socio-political background of the time. The poets will include some women poets also, and the poems range in form, style and subject matter from traditional to modern, from satirical to prison poems and issues of human/women’s rights. The students are expected to prepare for each session, participate actively in discussions, be ready for short presentations based on the assigned secondary literature, and write an essay.

The aim of this seminar is to challenge prevailing views on Egypt's non-urban past and investigating Egypt as an early urban society. The emergence of urban features will be traced starting with the Predynastic Period up to the disintegration of the powerful Middle Kingdom state (ca. 3500–1650 BC). This seminar offers a synthesis of the archaeological data that sheds light on the different facets of urbanism in ancient Egypt. Drawing on evidence from recent excavations as well as a vast body of archaeological data, the changing settlement patterns will be explored by contrasting periods of strong political control against those of decentralization. On a microlevel, the characteristics of households and the layout of domestic architecture will be addressed, which are key elements for understanding how society functioned and evolved over time. In addition, settlement patterns will provide further insights into the formation of complex society and the role of the state in the urban development in ancient Egypt.

The first quarter of High Intermediate Modern Standard Arabic

The first quarter of High Intermediate Modern Standard Arabic

The main objective of the complete three-quarter segment is to develop strong pedagogical strategies in the four Arabic language skills to acquire proficiency in handling Arabic classical texts. By the end of the three quarters students should know the distinctive features of classical Arabic texts and the various genres and sources of such texts. They will build strong command on expanded grammatical features and structural rules governing classical texts of different variations. Students will be able to produce written documents reflecting reading comprehension, personal opinions and text critique. Students should be able to make oral presentation and conduct research using electronic resources as well as traditional classical sources. The class is conducted entirely in Arabic with occasional use of English in translation and explanation of complex cultural and linguistic issues.

This course consists of readings in cuneiform texts on therapeutic prescriptions, incantations, and rituals, pharmacopoeia, the Diagnostic Handbook, medical commentaries, and medical astrology, along with scholarly articles on various ancient medical topics. 

Themes covered in this introductory course will include: Sufism as an interior personal response to the Qur’an and the numinous; Sufi visions; the psychology, spiritual disciplines and practices of Sufism; Sufism as a social reaction against legalism and literalism in religious institutions; the development of institutions and rituals within Sufism itself (shrines, lodges, orders, rules, etc.); saint worship and hagiographies; the body in Sufism; Sufi poetry; Sufi music; theological attacks against Sufism as an antinomian or heretical movement; modernist critiques of Sufism as escapism from political and social responsibility; and Sufism as perennial de-Islamicized theosophy in the modern middle east and in the west.  In addition to lectures and discussion, students will keep an introspective "sufi" diary, observe or participate in Sufi meditation/contemplation.

Designed for the advanced student of MSA, this course aims to improve listening comprehension and instill an awareness of the social associations accompanying different speech/writing styles. Students will intensively listen to  audio /video materials  clustered around the themes of diglossia and code-switching; gendered discourse; urban-rural; class. A heavily aural course, class activities will involve student presentations (group and solo), discussion groups, and to a lesser degree, textual analysis.

This advanced course examines grammar, scripts and texts typically called "Ptolemaic," but employed in formal, priestly inscriptions of both the Ptolemaic and Roman eras. Texts to be examined include, among others, synod decrees and inscriptions from Dendera, Philae, Edfu, and Esna.

<p>This course assumes that students have full mastery of the grammatical and lexical content at the intermediate level. The main objective is literary fluency and is taught in Hebrew.</p><p>The course is intended to introduce students not only to “daily” Hebrew but also to different styles of writing such as newspaper articles and literary texts which include short stories and poetry. The course introduces students to documentaries and series produced in and broadcasted on Israeli T.V. Students are required to give short presentations on a weekly basis.</p>

This course explores the topic of gender in ancient Egypt, including translations and commentary about many texts involving women dating from the Old Kingdom into the Ptolemaic period.  This course is intended for people interested in women and gender but with no necessary background in study of the ancient Near East.  

Advanced seminar in Sumerian literary texts

The course examines a wide array of scholarship surveying the problems posed by the rise of Islam from the historical and historiographical points of view.

Close reading of classical Arabic texts on ‘ibādāt / Islamic ritual law, with some discussion of concepts of ritual.

<p>This course explores the ways linguistic theory can be used in the study of extinct languages.</p><p>We will investigate how to use typological data and the predictive force of modern theories to critically assess claims regarding grammatical issues in extinct languages. In case of a conflict between general linguistics and grammatical descriptions arising from the philological tradition, students will be expected to indicate how to remedy this situation, or even to solve the issue.</p><p>We will also start developing a method for fact-finding in extinct languages. In the absence of native speakers it becomes nearly impossible to judge the ungrammaticality of a sentence, because the absence of a construction may simply be an accident of transmission. So, instead of using form to arrive at judgments regarding structure, meaning, or use (the semasiological approach), we will reverse the process and start with well-defined concepts from the fields of morpho-syntax, semantics and pragmatics. Through this onomasiological approach we will be able to detect phenomena that may have gone unnoticed in the philological tradition.</p><p>The course will focus on three topics that are known to be relevant for several extinct languages of the Mediterranean and Middle Eastern area, covering many extinct languages ((near)-isolates, Sumerian, Elamite, Hurrian, Semitic (Akkadian, Ugaritic, Phoenician, Hebrew Aramaic), Indo-European (Hittite, Indo-Iranian, Greek, Latin, etc. etc.), Egyptian:<ol><li>Ergativity (typology, morpho-syntax, semantics)</li><li>Topic and Focus (morpho-syntax, information structure)</li><li>Lexical and grammatical aspect (semantics, morphology, discourse grammar)</li></ol>This list of topics may be modified depending on the interests of the students. Students have worked on Chukchi (N-E Russia), Kiriri (Amazon), Old French, Ancient Greek, Egyptian, Old Persian, Hittite, and Sumerian.</p>

This course explores the rituals, oral literature, and music associated with the nomadic cultures of Central Eurasia. It is a continuation of the course titled "Intriduction to the Musical Folklore of Central Asia", offered on odd-numbered years in the Spring Quarter. The course covers the traditional musical performances, oral literature, and other oral performance genres of the Kazakhs, Kirghiz, Turkmens, Siberian peoples, and Mongols, and examines topics in Central Eurasian animist/shamanist/Tengriist cultural practices.

This course consists of readings in cuneiform sources and scholarly literature on the classification of astronomical tablets, measurement of celestial time and space, invention of the zodiac, astronomical omen series and reports, the Mul-apin star compendium and astrolabes, astronomical diaries, goal year texts, horoscopes, and mathematical astronomy. 

In this course, we will read Akkadian letters from the correspondence found at Tell el-Amarna, Egypt, that date to the 14th century BCE. We will read letters from various locations, including Babyonia, Assyria, Mitanni and Hatti, although the main focus of the class will be on the letters sent from Canaan. In all these corpora we will look at features that mark the language as different from core Babylonian and that reveal substrate influence from the native languages of the scribes.

The course focuses on the formation of the Ottoman polity as an imperial entity following the conquest of Constantinople in 1453 and up to the end of the sixteenth century. Taking as its thematic center point the ideological, social, cultural, and administrative changes introduced by Sultan Suleyman (1520–1566), the seminar also provides a survey of the institutions of his most extensive of early modern Muslim empires. Themes of particular significance are the changing relationship of religion and state, the development of imperial culture, the rule of law, rivalry with contemporary Christian and Muslim powers, and the transition from universal to regional empire. Reading knowledge of at least one European language recommended.

In the second quarter we focus on research topics for students writing the seminar paper.

Course introduces students to the historical context and specific characteristics of the mass printed press (newspapers, cultural and political journals, etc.) in the Ottoman Empire in the 19th C. We will investigate issues such as content, censorship, production, readership and distribution through secondary reading and the examination of period publications.

This course will offer a survey of the main political and social developments in Turkey and Iran since the end of WWI.

In this course, we will read a variety of texts that imagine or represent the Arab experience of exile to and diaspora within the United States, focusing on the ways that these texts re-construct and imagine the key dialectic of home/diasporic space, specifically within the framework of the complicated and dynamic relationship between the Arab world and the United States. Throughout the quarter, the readings would enable us to engage with several key concepts related to the Arab (and broader) immigrant experience in the US, including race, memory and nostalgia, language, and second-generational post-memory, as well as the role of the immigrant community in forming the ‘homeland’s’ vision of itself. We would begin with a historical overview of emigration from the Arabic-speaking world, beginning with the vast emigration of Lebanese and Syrians from Mount Lebanon and Syria in the mid-nineteenth century, but will pay particular attention to moments in which this identity has been or become particularly fraught, for example, following such events as the 1967 war, the 9/11 attacks, or the recent Executive Order by the Trump Administration (1/2017).

This is a required introductory course for all CMES ancient-track students.

The focus of this class is on the social and political history of Central Eurasia from the end of the Timurid era to the present day, and will consider themes such as gender, ethnicity, religion, nation-building, nationalism, modernity discourse, language, and literature. Central Eurasia as a region is notoriously difficult to define, but in this course the geographic focus will span regions, which today comprise Mongolia, Xinjiang, Tibet, the former Soviet Republics, and will touch upon neighboring areas, including Anatolia, Iran, Siberia, and India. As a course developed to engage students with the historiographical themes within a specific regional context, we will be able to analyze the historical and cultural developments of a region crucial to Islamic history. There is no prerequisite to enroll in this course.

This course takes gender as a critical analytical tool in the study of the late Ottoman and early Turkish republican Armenian history. It offers a close reading of a range of original Armenian texts in English translation (mostly from the manuscript of Feminism in Armenian: An Interpretive Anthology by Melissa Bilal and Lerna Ekmekçioğlu, forthcoming 2019). These texts are primary sources in the form of literary works and political essays written by Armenian women in their native Ottoman capital and in its diaspora. They document a century of Armenian feminist thinking and activism. They provide us with precious resources to examine the ways in which Armenian women of the period defined and tackled feminism, equality, womanhood, manhood, freedom, justice, solidarity, awakening, enlightenment, modernity, progress, power, oppression, society, nation, community, state, homeland, and related concepts. The course situates their fight for emancipation both as Armenians and as women within the global beginnings of women’s liberation cause. It also historicizes women’s writings within the contemporary Armenian social, political, and intellectual life and the late Ottoman and early republican politics of sex and ethnic/national/racial difference. Throughout the term, we will be contextualizing women’s responses and interventions to the patriarchal family, moral double standards regulating female sexuality, male dominance in communal decision-making bodies, and the overall politics of modern Armenian nationhood. Secondary sources will help us better frame Armenian women’s 2 interventions to the public opinion and discourses on the relationship between the sexes and between communities in periods of social change and transformation. They will also enable us raise critical questions about gender and production of knowledge, about historical consciousness, and about politics of memory. We will situate the history of Armenian feminism within the scholarship on feminist historiography of the Ottoman Empire and the Republic of Turkey and will address the formative silences in historical narratives.

Previously taught by Mickey Dietler in Anthropology as Anthro 36200; needs to be cross-listed with Anthro

This two-quarter sequence is an introduction to the classical Arabic language. It is useful for students whose research includes the reading of classical Arabic texts in varied fields such as literature, history, political science, theology and philosophy. In the class 1) rules of Arabic grammar are studied intensively, topic by topic; 2) parsing (i'rab) is an important component, with a view to understanding the structure of the language; 3) brief texts from different fields of classical Arabic are read focusing on their grammatical structure, and 4) some theory about the development of the grammatical genre is introduced, as are the basic features of prosody ('arud) and rhetoric (balagha).

This two-quarter sequence is an introduction to the classical Arabic language. It is useful for students whose research includes the reading of classical Arabic texts in varied fields such as literature, history, political science, theology and philosophy. In the class 1) rules of Arabic grammar are studied intensively, topic by topic; 2) parsing (i'rab) is an important component, with a view to understanding the structure of the language; 3) brief texts from different fields of classical Arabic are read focusing on their grammatical structure, and 4) some theory about the development of the grammatical genre is introduced, as are the basic features of prosody ('arud) and rhetoric (balagha).

Advanced Readings in Arabic

Advanced Readings in Arabic

Advanced Readings in Arabic

In this course, we will investigate the historical, theoretical, and literary contexts and aftermaths of the Lebanese civil war (1975-1990). We will explore an array of texts from the war period, then a selection of texts written in the immediate post-war period, and in the post-post war moment. We will interrogate the manner in which these texts deal with complex issues of violence, trauma, and memory and post-memory while framing them within local and global debates around these themes.

Al-Mutanabbī is arguably the best known and most quoted poet of the Arabic language. Scores of streets and bookstores in the Arab Middle East are named after him, as are schools, poetry festivals, markets, and even ships. What did al-Mutanabbī do to merit this enormous fame? Was it the power of the panegyrics that he composed celebrating the victories of important kings and princes? Or was it the biting humor of the satires that he wrote censuring these same potentates? Indeed, his poems provoked great political, lexical, critical, and grammatical debate, during his lifetime and beyond. A close reading of a selection of al-Mutanabbī’s poetry in various genres and medieval critique of his alleged “sariqāt,” will—inshaallah!—illuminate some of the answers.

Based on selected readings from major Ottoman chronicles from the fifteenth to the seventeenth centuries, the course provides an introduction to the use of primary narrative materials and an overview of the development and range of Ottoman historical writing. Knowledge of modern and Ottoman Turkish required.