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Teaching & Understanding 9-11 Mark Hamm & Paul Leighton

ANTH 279: PEOPLES AND CULTURES OF THE MIDDLE EAST: TOPICS TO BE DISCUSSED THE FIRST WEEK OF CLASS

Dr. Barbara Bilge, Eastern Michigan University

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Sept 11 candle 9-11 ribbon memorial

political cartoon of american child asking 'where is afghanistan' (signe wilkerson)

Web Intro ~ Contents ~ Photo

Cartoon by Signe Wilkinson

The Pro Cartoonists' Index has an extensive collection of Cartoon commentary on Sept 11, drawn by artists from around the world

A. ORIENTALISM:  

This is a negatively biased view of Islam and Middle Eastern cultures from an ethnocentric Western European perspective, which emerged in the 17th century and was in full flower by the 19th. It grew out of European imperialism and colonial domination of the Middle East. Its characteristic stereotypes have affected Western literature, journalism, and even scholarly research. Distorted portrayals of Middle Eastern peoples are brilliantly assessed in these books:

Google Web Directory Topics

Orientalism research page ~ Maps of Iraq

Available from this website:

B. ENVIRONMENT: Western Asia and North Africa are geologically turbulent. Water is the most precious resource to inhabitants of these areas, competition for which has generated many wars. Ironically, human subsistence patterns have affected and still affect the quality and quantity of water available to meet the needs of Middle Eastern peoples.

C. LANGUAGES SPOKEN TODAY:

  • 1. HAMITIC: Berber.

  • 2. SEMITIC: Hebrew, Syra, Arabic (many mutually unintelligible dialects, plus a modern "standard," used in the media).

  • 3. INDO-EUROPEAN: Farsi; Kurdish; Armenian.

  • 4. URAL-ALTAIC: Turkish.

  • 5. OTHER: Georgian, Circassian, etc.

D. CONTEMPORARY NATIONS: Map Exercise, to be completed in class (but NOT collected or marked). [Maps and related information from National Geographic or U of T -Austin]

E. PREHISTORY: The Middle East is reasonably will known archeologically. It has a rich, complex, varied array of prehistoric cultures.


 

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