US$22
weeklyor US$440 for 20 classes
包含什麼
20 現場會議
20 上課時間作業
每週 1 小時. At certain points students will have to read carefully primary sources from ancient Near Eastern literature in English translation (chosen and distributed by me in advance), related to certain weeks' topic, in order to enrich class discussion, with the purpose of introducing the student in the skill of critical thinking掌握程度評估
An optional Mid-Term quiz for classes 1 to 10 will be distributed during the 11th week, and a second optional Final quiz for classes 11-20 at the end of the course.評估
I do not believe that a letter grade is meaningful in Mesopotamian History. However, as I often do with my small classes (up to 6 students), I communicate with the parents and the children directly, providing my personal comments, private feedback and an informal assessment. If students choose to do the quiz, this is a great opportunity to communicate directly in an individual level for personal feedback.我們無法翻譯此文,請刷新頁面並再試一次。
課堂經歷
英語程度 - 未知
美國 8 - 10 年級
(A) Required Experience: This is a class for beginners or preferably for those who have a basic knowledge on ancient Mesopotamian history and religions, and wish to refresh or enrich their knowledge on the material culture, the literary and artistic production, as well as the history of people and beliefs in Mesopotamia. N.B.: I have broken into four meaningful parts the long history of Mesopotamia from ca. 6000 to ca. 539 BCE. Anyone interested specifically in the Neo-Assyrian and Neo-Babylonian empires or the transitional period from the Bronze to the Iron Age can enroll straight to this third part without missing anything. (B) Teaching style and students interaction: The learning process of this class is based on a combination of a power-point presentation, a lecture that asks students to participate, class dialogue, questions based on the ongoing lecture, and new ideas based on the participants. There is not one universal solution to teach. Rather I combine techniques to achieve the maximum of my strengths and of my students. Having taught so far young kids, teenagers, University students and mature learners, I know that teachers need to approach students with understanding. After all, such a small class has the advantage of making the combined technique of ppt presentation-lecture-dialogue feasible and efficient. Thanks to Zoom, engaging students and interacting with them is always possible.
學習目標
Students will be able to appreciate the beauty and importance of the study of history.
They will learn how to use archaeological excavations, primary sources (translated from Sumerian and Akkadian), and various aspects of ancient material culture (art, architecture, coins etc).
教學大綱
課程
遵循 Teacher-Created 課程20 課程
超過 20 週課 1:
Esarhaddon Part 1
The first two lessons explore the life and times of the third great Sargonid king of Assyria, Esarhaddon.
Lesson 1 functions as a bridge between the previous Sargonid kings (covered in my class "Early Iron Age Mesopotamia") and king
Esarhaddon.
It will work as an overview of major points from the history of the Assyrian Empire before Esarhaddon in order to be a refresher for returning students and/or to facilitate the integration of new students.
60 分鐘線上直播課
課 2:
Esarhaddon Part 2
In Lesson 2 about king Esarhaddon, we will explore a pivotal moment in Mesopotamian history, when the king extended his empire to Egypt. For the very first time in the history of this area, one of two most advanced civilizations conquers the other.
60 分鐘線上直播課
課 3:
Assur-bani-pal and Assur-etel-ilani Part 1
The last two Sargonid kings, Assur-bani-pal and Assur-etel-ilani, marked Mesopotamian history with the way they used the Assyrian wealth to propagate the image of an emperor - conqueror of the world. In Lessons 3 and 4 students explore the life and times of the last two Sargonid kings, whose rule became the synonymous of both the apogee and the end of the Assyrian domination.
60 分鐘線上直播課
課 4:
Assur-bani-pal and Assur-etel-ilani Part 2
Lesson 4 continues the topics of Lesson 3
60 分鐘線上直播課
其他詳情
先決條件
This class is the sequence of “Iron Age Mesopotamia: The Neo-Assyrians”. Students are strongly advised (but not obliged) to take this class in advance, unless they are already strong students of history
外部資源
學習者無需使用標準 Outschool 工具以外的任何應用程式或網站。
來源
Throughout the class and in the form of homework, students will discuss in class under my guidance and read at home before class illuminating sources that servive in ancient Mesopotamian languages (Sumerian, Akkadian, Babylonian). They are all provided by me in English translations. This is important so that students may understand Mesopotamian history from authentic Mesopotamian sources and the civilization of the Mesopotamian people by its own creators, and not from external sources which are biased and have minimal historical value, like the portrait of some of the Neo-Assyrian and Babylonian kings in the Hebrew Bible.
In addition, archaeology, art, architecture, epigraphy and the study of ancient cylinders and seals will be used, whenever relevant, to enlighten aspects of ancient Near Eastern history that are not so apparent in the Mesopotamian historical accounts listed above. My background in all these fields will guide students through these peculiar sub-fields of history, in order to be abe to "read" them and complete their knowledge.
The goal is to apprehend the bigger picture of ancient history in the Near East, and open the mind of modern learners by including aspects of so many different cultures and civilizations that shared the same geographical area in ancient Mesopotamia.
Finally, the class is not only based on my 10-years of experience in the scientific study of this era, but also on a long list of modern sources, of which a good sample is the following one:
A History of the Ancient Near East, ca. 3000-323 BC by Marc Van De Mieroop (Wiley-Blackwell, 2015)
A History of Babylon, 2200 BC - AD 75 by Paul-Alain Beaulieu (Wiley-Blackwell, 2018)
Mesopotamian Civilization: The Material Foundations by Daniel T. Potts (Cornell University Press, 1996)
The Oxford Handbook of Cuneiform Culture by Karen Radner and Eleanor Robson, eds. (Oxford University Press, 2020)
Ancient Near East: Historical Sources in Translation by Mark W. Chavalas (Wiley-Blackwell, 2006)
A Dictionary of Ancient Near Eastern Mythology by Gwendolyn Leick (Routledge, 1998)
The Heavenly Writing: Divination, Horoscopy, and Astronomy in Mesopotamian Culture by Francesca Rochberg (Cambridge University Press, 2007)
Ancient Babylonian Medicine: Theory and Practice by Markham J. Geller (Wiley-Blackwell, 2010)
Religion and Ideology in Assyria by Beate Pongratz-Leisten (de Gruyter, 2017)
Assyria. The Imperial Mission by Mario Liverani (Eisenbrauns, 2017)
Bronze Age Bureaucracy. Writing and the Practice of Government in Assyria by Nicholas Postgate (Cambridge University Press 2013)
as well as on a careful and comprehensive use of archaeological data through the official reports of excavators published online or in physical copy by major University Press Publications or their official educational websites managed by the archaeological teams working in the related places (e.g. the Institute for the Study of Ancient Cultures by University of Chicago; the Anthropology and Archaeology Museum of the University of Pennsylvania; the French or the German Archaeological School in Near East; the British School of Archaeology in Iraq; the American Oriental Society)
認識老師
教師專業知識和證書
I have a B.A. and M.A. in Ancient History and Archaeology, as well as an M.A. in History and Philosophy of Religions. I have excavated in ancient sites, I speak ancient languages and I am a PhD Candidate.
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