Religion and mythology is a central topic for Unit 1. Each of the six (6) topic discussion activities listed below, provides a vehicle for the study of primary historical materials. Read the above epigraph and note the key words, fragmentary, contradictory, close reading and contextualization. To understand your role as an historian, you will need to expand your understanding of the term primary document beyond the printed word evidence to include art and other artifacts of material culture.

Unit I - Discussion/Report Assignment

1) Read through the following list of six (6) activities and explore the links.

2) Select the two (2) activities that most interest you most. Your assignment is in three parts. 

• First, answer the following questions as they apply to each of the 2 activities you select. 
• Next, address the activity specific questions for the assigned activity.
• Class Discussion Guide: create a word processed class discussion guide (your guide will form the basis for your final report) for your analysis of your assigned selected activities on the DB in the Unit 1 Topic discussion forum for peer review. Format: header with your name, course & section, unit and date (double space, 1" margins).
• Note that several of the activities are linked – incorporating key themes and evidence. 
• Final written report, write a 3 and ½ to 4 page report on the two activities you select after examining what the use of primary evidence tells you about the cultures and complex societies each represent. The report assignment (Word document) will be submitted in the assignment drop box. Go to the assignments icon on the BbV course homepage contents menu (left table on screen). Download the assignment, then write your report and upload it in the assignment box by the stated deadline.
• Check the course calendar for in class discussion and discussion guide submission and “due” date for final submission of your report. 

1. What does physical evidence/setting (paintings, tombs, geographic layout, social landscape of the society being considered) reveal about the religion and/or cosmic foundation of a society?
2. What roles can myths play in reconstructing ancient cultures? 
3. What concerns should historians and anthropologists have when using myths as evidence?
4. What things do the physical artifacts at the museum sites (where applicable) suggest about the cultures portrayed?
5. As societies began to grow more complex, do you perceive any changes in the types of worship or the place of religion in the respective cultures reflected in the written and physical record?

Activity #1

Read pages 6 - 8 in your T & E text on the Paleolithic and Neolithic Eras.

• Go to the Cave of Lascaux site maintained by the French Ministry of Culture and Communication, Department of Archaeology National Centre of Prehistory. 
• View the various components and take a “virtual visit” to place the paintings in their environment. 
• Next, go to the official site of Çatalhöyük . Read the History of the excavations noting the nature of the houses and burial place.
• View some of the excavations on the flickr image collection, note the archeologist's routines.Go to the Archive Report: The Children of Neolithic Çatalhöyük: Burial Symbolism and Social Metaphor, read the Abstract and scroll down to read the section on children's burials (Power and Sacred Space).
• How do you think the paleolithic cave paintings and the excavations at neolithic Çatalhöyük reflect possible rituals and cosmology of the people who created them? 

Read pages 36 -37 in your T & E text on the development of Organized Religious Tradition in Egypt.

• The first systematic view of the afterworld is Egyptian. The Legend of Osiris helps us comprehend the Egyptian view of the afterlife.  Read the summary then visit the British Museum site Egyptian Life.
• Based on the evidence from the websites and the textbook, how would you compare our knowledge of the religions of Egyptian cultures to our understanding of Mesopotamian religions? 
• As societies began to grow more complex, do you perceive any changes in the types of worship or the place of religion in the respective cultures? 
• If so, how might you explain those changes?

• Scroll down and read chapters XVII-XIX, which tell about the animal stories in Bantu myths and legends.
• With what types of characteristics do these stories imbue animals? 
• How do their depictions of animals compare to that of the Egyptians? 
• Do these similarities and contrasts tell us anything about these respective cultures?

Read pages 46 -51 in your T & E text on the development of Vedic Age South Asia

What exactly is the Rig Veda? 

• Browse through some of the Rig Veda hymns presented in this translation - read HYMN VII. Indra. 
• What can the Rig Veda tell us about the culture that eventually replaced the Harappan society? 
• How does the religious imagery in these hymns compare to what we saw in Egyptian and Mesopotamian religious artifacts?
• To better understand Hinduism see also a good overview of the Vedas and Upanishads  .

Read pages 51 - 57 in your T & E text on the development of early Chinese writing and culture

Early Chinese textual tradition begins with oracle bones and bronze inscriptions of Xia and Shang, the earliest attested form of Chinese writing. Scholars continue to debate, do they represent historical documents or religiously defined texts? Clearly, since the inscriptions include date of divination and name of the diviner, they served a ritual purpose as well as the nexus of writing and political and religious authority in Bronze Age China. The tradition continues with Zhou Literature.  

• See Origins of Chinese writing to help comprehend Mythology and the oracle bones.
• How did oracle bones help the Chinese make sense of their world?
• Visit the online Bronze Age China exhibit at the National Gallery of Art.
• What evidence do you find of the religious ritual use of oracle bones and bronze vessels from the Excavations at the Tomb of Fu Hao ?
• The Zhou dynasty produced works that serve "as the intellectual foundation of classical Chinese society" (57) - the Book of Changes, the Book of History, the Book of Etiquette and the Book of Songs. Read the introduction on the Book of Changes (I Ching), one I Ching excerpt, and an brief excerpt from The Book of Songs (pdf). How does this information illuminate your understanding of "the earliest development of Chinese literature and moral thought" (57).

Read pages 68 -69 in your T & E text on the development of Maya society and religion,

Since most of the Maya’s written work was destroyed, it is essential that students take advantage of what is available. 

• The Popol Vuh provides a fascinating account of the Mayan concept of the creation of their world. 
• There are many wonderful passages, including the creation of the first humans.
• The Popol Vuh - read paragraphs 1, 7 (the start of the third part), through 8 , 9 & 10.
• What can we learn about Mayan culture from these stories? 
• What concerns do we need to keep in mind when considering such stories as historical evidence? 
• Why is it so essential to leave a written record? 
• Other sources: The Mythic and Heroic Sagas of the Kichés of Central America
• See the pre-Columbian Maya art exhibition, with captions at the Museo Popol Vuh. 
• Explore other site components using the menu on the right.

Read pages 93 - 98 in your T & E text on the development of religions of salvation in classical Persian society.

One of the greatest contributions of the Persians was the thought of Zarathustra. Judaism, Christianity, and Islam were influenced by Zoroastrian traditions.

• First, review Zarathustra’s philosophy and the basic tenets of Zoroastrianism (one of the few religions of the ancient world still practiced today) in your textbook 180-184.
• Read through The Gathas ("Hymns") of Zarathustra that constitute the central scriptures of Zoroastrianism. 
• What are the central themes and concerns exhibited in these documents? How do they compare to the religious texts we have examined from other cultures?
• View the photographs of the excavations On Architecture of Persepolis at the Oriental Institute, University of Chicago (click on Persepolis Terrace: Architecture, Reliefs, and Finds to view photos. What does the design and layout of the city tell you about the functions of its institutions? 

Reminder: Although you may cite and quote from the textbook and the activity assigned resource web pages, use your own words in developing your discussion guide and writing your final report. Review the course scholastic honesty policy.

There are 2 parts to the assignment.

Part 1: Submit written Study Guide (1/3 of Topic Activity Grade) in class on assinged Class Discussion Date.

Part 2: Submit Final Written report (2/3rds of Topic Activity Grade) in course companion BbV assignments by assigned date.

See Essay/Report Guide.

page created by Carol A. Keller
Last update January 2010