KEMET, NOMES, PHARAOH [PER-O], HIEROGLYPHICS, UNAS, MAXIMS OF PTAH HOTEP, PLEA OF THE ELOQUENT PEASANT, OSIRIS, HYKSOS, BOOK OF THE DEAD
SUMER, CUNEIFORM, ENLIL, ZIGGURAT, BABYLONIANS, HAMMURABI, CODE OF HAMMURABI, MARDUK, (ISHTAR), GILGAMESH, ASSYRIANS, CHALDAEANS, NEBUCHADNEZZAR, ASTRAL RELIGION
(PATRIARCHS), ABRAHAM, (JOSEPH), MOSES, (JOSHUA), JUDGES, DAVID, SOLOMON, (ELIJAH), (DIASPORA)
(TORAH), (TANAKH), GENESIS, DEUTERONOMY, ISAIAH, PSALMS, DANIEL, (MESHACH), (MENE MENE TEKEL UPHARSIN)
HINDUISM, BRAHMA, SHIVA, VISHNU, RAMA, KRISHNA, (CASTE SYSTEM), (SATI), BUDDHA, FOUR NOBLE TRUTHS, EIGHT-FOLD PATH, (NIRVANA), CONFUCIANISM, TAOISM
POTENTIAL ESSAYS QUESTIONS:
A. In order to survive, a society must provide physical security, ethical guidance, and emotional fulfillment for its members. Egyptian society was able to survive for well over two thousand years because, for the most part, it did an excellent job providing these three things. Comment.
B. In order to survive, a society must provide physical security, ethical guidance, and emotional fulfillment for its members. Mesopopotamian society was able to survive for well over two thousand years because, for the most part, it did an excellent job providing these three things. Comment.
C. The history of Ancient Israel (the Hebrews) has many important lessons about the importance of physical security, ethical guidance, and emotional fulfillment to the success of a civilization, lessons often remembered by subsquent peoples. In many ways, the Hebrews taught the world "new ways to dream." Comment.
D. The books of the "Tanakh" (what Christians call the Old Testament) have had a tremendous influence on subsequent civilization. Comment.
some ways, India and China mark
"roads not taken" by Western Civilization. This is particularly
true when it comes to religion. Comment.
For Part I of your exam, I will choose twelve (12) of the above ID's and ask you to identify and explain the historical significance of eight (8) of those terms. For Part II of your exam, I will choose two (2) the essay prompts and ask you to write a good essay response to one (1) of those prompts. I will choose ID's that don't overlap with the essay. If, for instance, I choose Essay Question 1, I will not give you Kemet, Nomes, Pharaoh, etc. as ID's. But if I *don't* give you Essay Question 1 as a choice, I will include four ID's from that first group among the potential choices.
In general, a good essay response
includes most of the ID's in the related group. A good response
to the Egypt question would probable talk about Kemet, Nomes, Pharaoh,
etc. A good response to the Tanakh question would talk about
Genesis, Deuteronomy, etc.
I am impressed when students use
what the remember from the primary sources in their essay.
Including where appropriate an example or two of Ptah Hotep's advice, a
Sumerian proverb, or an Assyrian law, for instance, can make a good
essay even better. I especially like to see students use the
"book" quiz material when appropriate. I like seeing students
discuss Gilgamesh in their Mesopotamia essay. I like also seeing
students include some of the verses they quoted in their quizzes when
doing the Tanakh essay.
Please note that a good essay on
Egypt should talk about Old Kingdom, Middle Kingdom, and New Kingdom
Egypt--not just the Old Kingdom. A good essay response to the
Mesopotamia prompt should include comment on Sumer, Babylon, Assyria,
and the Chaldaeans, not just the Sumerians.
The China and India question can focus on comparing the four eastern religious philosophies we discussed in class (Hinduism, Buddhism, Confucianism and Taoism).
When appropriate, feel free to
include information you have learned in other classes or on your
own. You don't need to limit yourself to material discussed in
class. On the Tanakh question, for instance, you can talk about a
book like Ecclesiastes or the Proverbs if you like.