CLAA04H3_SyllabusF2023

1 CLAA04H3 = HISA07H3 The Ancient Mediterranean World – Fall 2023 C OURSE DIRECTOR : Prof. Katherine Blouin, department of Historical and Cultural Studies O FFICE : Kina Wiiya Enadong Building, 2nd floor @ : katherine.blouin@utoronto.ca Twitter: @isisnaucratis Blog: https://everydayorientalism.wordpress.com/ T IME AND LOCATION : Thursdays 11:00am - 1:00pm Toronto-time on zoom AA112 O FFICE HOURS : Thursdays 10am-11am I. C OURSE DESCRIPTION An introduction to the main features of the Mediterranean world from the development of agriculture to the spread of Islam. Long term socio-economic and cultural continuities and ruptures will be underlined, while attention will be dedicated to primary sources and disciplinary issues. The course consists in weekly 2- hour lectures. II. O BJECTIVES OF THE C OURSE At the end of the semester, each student should be able to: 1. Explain the main environmental, socio-economic and cultural features that shaped the history of the ancient Mediterranean world. 2. Identify the main cultures, States, and Empires that existed in the ancient Mediterranean world. 3. Date key events that shaped the evolution of the ancient Mediterranean world. 4. Locate on a map a selection of regions, geographical features and sites that played an important role in the history of the ancient Mediterranean world. 5. Identify the different types of primary sources related to the ancient Mediterranean world. 6. Explain the historical potential and limits of ancient primary sources. 7. Analyze a primary source in a critical way. 8. Demonstrate good notetaking and writing skills. III. G RADING S CHEME Evaluation % 1. Midterm 30 % 2. Movie pitch 30% 3. Final 40%

2 IV. R EQUIRED M ATERIAL : S EE WEEKLY CALENDAR FOR DETAILS . T HE FOLLOWING ARE REFERED TO IN ABBREVIATED FORM : • Podany, A.H. 2014. The Ancient Near East: A Very Short History . Oxford, OUP. @ • Shaw, I. 2004. Ancient Egypt: A Very Short Introduction . Oxford, OUP. @ • de Blois, L. and R.J. van der Spek 2008. An Introduction to the Ancient World . NYC, Routlege. @ • A selection of podcasts and videos, including: o BBC's In Our Time (c.45-50min each: https://www.bbc.co.uk/programmes/b006qykl/episodes/player ) o A History of the World in 100 Objects (AHOW, c. 15min each: https://www.bbc.co.uk/ahistoryoftheworld/about/british-museum-objects/ ) see weekly calendar for details V. W EEKLY C ALENDAR Week 1 Sept. 7 Course Presentation Podcast: Katherine Harloe 2021, Detoxifying the Classics , BBC (28min) Readings: - Kwame A. Appiah 2016. " There Is No Such Thing as Western Civilisation ", The Guardian - Katherine Blouin 2018. " Civilization: What's Up with That? ", Everyday Orientalism - Rebecca Futo Kennedy 2017. " We Condone it by our Silence : Confronting Classics' Complicity in White Supremacy", Eidolon Week 2 Sept. 14 Ancient Mesopotamia, from Uruk to the dynasty of Ur Podcasts : - AHOW 012 and 015 - In Our Time, Archaeology and Imperialism and The Epic of Gilgamesh Video: - Moudhy al-Rashid 2021, Making and remaking ancient history , Ancient Studies Alliance (c.40min) Optional readings: Podany 2014, ch.2-5 Week 3 Sept. 21 Ancient West Asia, from the Old Assyrian Empire to Cyrus' conquest Podcasts : - AHOW 016 and 21 - In Our Time, Babylon and The Library of Nineveh Videos: - " The rise and fall of the Assyrian Empire ", TedEd (c.5min) - Moudhy al-Rashid 2021, Mental health in ancient times (c.30min; Dr al-Rashid has also published a great Twitter thread on the topic) Optional readings: Podany 2014, ch.6-10 Week 4 Sept. 28 Ancient Egypt 1 Podcasts : - AHOW 011 and 017 - Kara Cooney & Jordan Galczynski 2022. "EP 09: Sickness and Death in Ancient Egypt", Afterlives http://karacooney.squarespace.com/podcast-afterlives (c.1:30hour) Videos: - 2020, Gift of the Nile , BBC A History of Africa with Zeinab Badawi (c.45min) - Heba Abd el Gawad, Sanchita Balachandran, Ahmed Elgharably, Charlotte Parent and Alice Stevenson 2020, #EOTalks 4: Your Mummies, Their Ancestors? Caring for and About Ancient

4 Week 10 Nov. 9 The Achaemenid and Hellenistic Worlds Podcast : 2015, In Our Time Persepolis , Alexander the Great and Ashoka the Great Video: - 2020. Art of Persia EP 1, BBC, https://www.dailymotion.com/video/x878vmw (c.45min) - Neil MacGregor 2011 , 2600 years of History in One Object , Ted Talk (c.19min) Optional readings: De Blois and van der Spek 2008, ch.11 Week 11 Nov. 16 Carthage, Etruria and Rome: From Cities to Empires Podcasts : - In Our Time The Etruscans and Carthage's Destruction Videos: - 2016, Mary Beard's Ultimate Rome: Empire Without Limits, Episode EP1 and 2, BBC (c.1hour each): EP1: https://www.youtube.com/watch?v=LL_acQHNs-o&t=498s EP2: https://www.youtube.com/watch?v=hzIWYI_zrBY - 2020, North Africa , A History of Africa with Zeinab Badawi (c.45min) Optional readings: - De Blois and van der Spek 2008, ch.12-13 - Rebecca Futo Kennedy 2017, Colorlines in Classical North Africa , Classics at the Intersections Optional video: -Nandini Pandey 2021, Roman Diversity: Modern Lessons from and Ancient Empire , American School in Berlin Week 12 Nov. 23 The Parthian and Roman Empires Special class w Heba Abd El Gawad - Dispersed Heritage Podcasts : - AHOW 035 and 040 - In Our Time Zeinobia Video: - 2016, Mary Beard's Ultimate Rome: Empire Without Limits, Episode 3 and 4, BBC (c.1hour each): EP3: https://www.youtube.com/watch?v=wXUVcrCq7ZI&t=92s EP4: https://www.youtube.com/watch?v=DhT5eufMrM0&t=305 s Optional podcast: - In Our Time Cleopatra and Josephus Optional readings: - De Blois and van der Spek 2008, ch.14-15 Week 13 Nov. 30 From the Sassanian to the Arab Conquests Podcasts : - AHOW 045 and 046 - In Our Time The Sassanid Empire and The Plague of Justinian Video: - - 2021, The Art of Persia EP2, https://www.dailymotion.com/video/x879gyj (c.45min) - 2020, Islam in Africa , A History of Africa with Zeinab Badawi Optional readings: - De Blois and van der Spek 2008, ch.16 - Daryaee, T. and K. Rezakhani 2017. " The Sasanian Empire ", T. Daryaee ed. King of the Seven Climes. - Sarris, P. 2015. "Byzantium and Islam", Byzantium: A Very Short Introduction. Oxford, OUP. Optional podcasts: - In Our Time Constantine the Great , Arianism and The Arab Conquests

5 Optional video: - 2016, The Caliph Part 1 , Al Jazeera English VI. E VALUATIONS 1. Exams 70% (30% + 40%) Oct. 19 (midterm) and during exam period (final) 1:50 long exams • Midterm : The midterm may include the following types of questions: Multiple-choice questions, matching questions, true/false questions, map and time line, short-answer questions, essay questions. No help is allowed. • Final : The final exam will consist of two sections: Section 1 (10%): Synthesis essay (cumulative; 1 double-sided or 2 one-sided notes sheets allowed). You will be asked to provide at least 2 specific examples. Section 2 (30%): Same format as midterm (no help is allowed), only on material seen from week 8 to 13. 2. Movie pitch 30% Team project Due Nov. 16 This assignment has 2 components: 1. Movie pitch (5-6 pages 1.5 or double-spaced, exclusive of cover page and bibliography) 20% 2. Trailer or visuals 10% Imagine that a movie studio is open to receiving pitches for movies about the Ancient Mediterranean World. They want something fresh, different than the usual movies about Cleopatra and Gladiators, and based on ancient evidence and modern scholarship. What would you like to pitch? Your team of 2 to 3 people is asked to conceive a movie pitch (either with real actors or an animé) that fits within the theme "The Ancient Mediterranean World on Film". Your movie must be inspired by an ancient event, person or general topics, and your pitch must show that the scenario is based on at least 2 ancient primary sources, and 7 secondary sources (all the references in the weekly material list count as secondary sources). There are 2 parts to this assignment First part: PITCH DOCUMENT Your pitch must include the following sections: - Title of the movie - What event, person or topic is your movie inspired by? - When does it take place? - Where does it take place? - Who are the main characters? Are they historically attested or not? - What is the general plot? - What ancient evidence is the movie drawing from? (here you must directly engage with that primary source) - How does the movie draw from scholarship? (here you must refer to at least 7 scholarly sources) - How is this movie tackling issues and conversations that pertain to the contemporary world? - Who is the intended audience - Do you have any vision re who could direct or play in it (or in the case of an animé/cartoon who could do the voices)? Second part: TRAILER OR VISUALS - What visuals would you show the movie producers in order to sell your idea? Your visuals can take different formats: comic-style drawings; electronic art; vision board with caption; poster; video. Be creative, and have fun! Maximum length: 3-4 minutes.

7 - We are now learning online, so try to see your screen as a classroom when we are meeting. Now many studies have shown how the use of laptops and other personal screens in the classroom significantly lowers the grades of both screen users and those around them. See on the matter: * http://www.theglobeandmail.com/life/parenting/back-to-school/laptops-in-class-lowers- students-grades-canadian-study/article13759430/ * http://hechingerreport.org/lower-test-scores-for-students-who-use-computers- frequently-in-school-31-country-study-finds/ * https://www.insidehighered.com/news/2016/05/13/allowing-devices-classroom-hurts- academic-performance-study-finds • This syllabus and the course materials belong to me, your instructor, the University, and/or other source depending on the specific facts of each situation and are protected by copyright. In this course, you are permitted to download materials for your own academic use, but you should not copy, share, or use them for any other purpose without the explicit permission of the instructor. To do so XI. AI P OLICY • The use of generative artificial intelligence tools or apps for assignments in this course, including tools like ChatGPT and other AI writing or coding assistants, is prohibited . • The use of generative artificial intelligence tools, including ChatGPT and other AI writing and coding assistants, for the completion of, or to support the completion of, an examination, term test, assignment, or any other form of academic assessment, may be considered an academic offense in this course. • Representing as one’s own an idea, or expression of an idea, that was AI-generated may be considered an academic offense in this course. • Students may not copy or paraphrase from any generative artificial intelligence applications, including ChatGPT and other AI writing and coding assistants, for the purpose of completing assignments in this course. • This course policy is designed to promote your learning and intellectual development and to help you reach course learning outcomes, including your own ability to learn, think, and create in a critical way. XII. A CCESS A BILITY Students with diverse learning styles and needs are welcome in this course. In particular, if you have a disability/health consideration that may require accommodations, please feel free to approach me and/or the AccessAbility Services as soon as possible. AccessAbility Services staff ( http://www.utsc.utoronto.ca/~ability/ , located in Room SW302, Science Wing) are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations 416-287-7560 or email ability@utsc.utoronto.ca. The sooner you let us know your needs the quicker we can assist you in achieving your learning goals in this course. XIII. R ELIGIOUS ACCOMODATIONS AND EQUITY The University has a commitment concerning accommodation for religious observances. I will make every reasonable effort to avoid scheduling tests, examinations, or other compulsory

8 activities on religious holy days not captured by statutory holidays. According to University Policy, if you anticipate being absent from class or missing a major course activity (like a test, or in-class assignment) due to a religious observance, please let me know as early in the course as possible, and with sufficient notice (at least two to three weeks), so that we can work together to make alternate arrangements. The University of Toronto is committed to equity, human rights and respect for diversity. All members of the learning environment in this course should strive to create an atmosphere of mutual respect where all members of our community can express themselves, engage with each other, and respect one another’s differences. U of T does not condone discrimination or harassment against any persons or communities. XIV. Student support services: o Student Mental Health web portal o Health and Wellness Peer Support o UTSC International Student Centre (UTSC students) o UTSC Health and Wellness Centre (UTSC students) o Navi - Your mental health wayfinder o Contacts to support you through different types of distress (24/7 Emergency, mental health, academic, financial, housing, sexual assault/safety, equity offices and communities of care on campus) o My Student Support Program (MySSP) - Confidential mental health counselling by online chat or phone is available from anywhere in the world, 24/7, in multiple languages through XV. I MPORTANT DATES Sessional dates are available on the Internet at the following address: http://www.utsc.utoronto.ca/registrar/dates-and-deadlines