This course explores the role of cultural heritage and archaeological discoveries in the politics of the Middle East from the nineteenth century to the recent aftermath of the Arab Spring. We will explore how modern Middle East populations relate to their pasts and how archaeology and cultural heritage have been employed to support particular political and social agendas, including colonialism, nationalism, imperialism, and the construction of ethnic-religious identities. Although it was first introduced to the Middle East as a colonial enterprise by European powers, archaeology became a pivotal tool for local populations of the Middle East to construct new histories and identities during the post-World War I period of intensive nation-building after the dissolution of the Ottoman Empire. To understand this process, we will first look at the nineteenth-century establishment of archaeology by institutions like the Penn Museum. Then we will move on to individual case studies in Turkey, Iraq, Egypt, Israel/Palestine, Iran, and the republics of former Soviet Transcaucasia to look at the role of archaeology and cultural heritage in the formation of these countries as modern nation-states with a shared identity among citizens. We will conclude with an examination of the recent impact of the Islamic State on material heritage in Syria and Iraq, the changing attitudes of Middle Eastern countries toward foreign museums, and the role of UNESCO in defining Middle Eastern sites of world heritage. The course will also include field trips to the Penn Museum.

How did Middle Eastern women and men really live? What impact did tradition have on practices of veiling, seclusion, and politics? How did attitudes toward intimacy and sexuality change over time? This course strives to answer these questions by offering a comparative perspective on people's lives in the modern Middle East (Southwest Asia) and North Africa. We begin in the 19th century and move quickly to the twentieth century when social policies and politics shaped gender relations. We will consider the birth and popularity of fashion industries, beauty contests, journalism, the visual arts, television, and challenges to norms of sexuality. Part of the class will also engage with traditionalist rejection of such new social and cultural trends. From Iran to Algeria, women and men grappled with culture wars that centered on gender, sexuality, and power. To make the learning process interactive, we will watch video clips, documentaries, and interviews as we delve into this ongoing tug-of-war.

This course introduces students to theory and methodology of the geospatial humanities and social sciences, understood broadly as the application of Geographical Information Systems (GIS) and spatial analysis techniques to the study of social and cultural patterns in the past and present. By engaging with spatial theory, spatial analysis case studies, and technical methodologies, students will develop an understanding of the questions driving, and tools available for, humanistic and social science research projects that explore change over space and time. We will use ESRI's ArcGIS software to visualize, analyze, and integrate historical, anthropological, and environmental data. Techniques will be introduced through the discussion of case studies and through demonstration of software skills. During supervised laboratory sessions, the various techniques and analyses covered will be applied to sample data and also to data from a region/topic chosen by the student.

This course introduces some of the major genres and themes of the millennium-old Persian poetic tradition from ancient to modern Iran. Epic and romance, love and mysticism, wine and drunkenness, wisdom and madness, body and mind, sin and temptation are some of the key themes that will be explored through a close reading of poems in this course.The course suits undergraduate students of all disciplines, as it requires no prior knowledge of or familiarity with the Persian language or the canon of Persian literature. All teaching materials are available in English translation. Students are expected to attend seminars and take part in discussions

Iraq: Ancient Cities and Empires is a chronological survey of the ancient civilization that existed in the drainage basin of the Tigris and Euphrates Rivers from the early settled village farming communities of the 7th millennium BCE to the middle of the 1st millennium BCE, when Nebuchadnezzar II ruled Babylon and much of the Middle East. Though organized period by period, NELC 241 explores various social, political, economic, and ideological topics, exposing students to various strands of evidence, including settlement survey data, excavated architectural remains, artifacts, and documentary sources, as well as an eclectic mix of theoretical perspectives. The course aims to provide students with a strong foundation for the further study of the ancient and pre-modern Middle East.

This seminar explores Iranian culture, society, history and politics through the medium of film. We will examine a variety of cinematic works that represent the social, political, economic and cultural circumstances of contemporary Iran, as well as the diaspora. Along the way, we will discuss issues pertaining to gender, religion, nationalism, ethnicity, and the role of cinema in Iranian society and beyond. Discussions topics will also include the place of the Iranian diaspora in cinema, as well as the transnational production, distribution, and consumption of Iranian cinema. Films will include those by internationally acclaimed filmmakers, such as Rakhshan Bani-Etemad, Asghar Farhadi, Bahman Ghobadi, Abbas Kiarostami, Mohsen Makhmalbaf, Dariush Mehrjui, Tahmineh Milani, Jafar Panahi, Marjane Satrapi and others. All films will be subtitled in English. No prior knowledge is required.

In the tenth century, a scholar named Ibn Sayyar al-Warraq produced an Arabic manuscript called Kitab al-Tabikh (The Book of Cooking). This volume, which compiled and discussed the recipes of eighth- and ninth-century Islamic rulers (caliphs) and their courts in Iraq, represents the oldest known surviving cookbook of the Arab-Islamic world. Many more such cookbooks followed; in their day they represented an important literary genre among cultured elites. As one food historian recently noted, there are more cookbooks in Arabic from before 1400 than in the rest of the worlds languages put together. Ibn Sayyars cookbook can help us to think about the historical and cultural d ynamics of food. In this class, we will focus on the Middle East across the sweep of the Islamic era, into the modern period, and until the present day, although many of the readings will consider the study of food in other places (including the contemporary United States) for comparative insights. The class will use the historical study of food and foodways as a lens for examining subjects that relate to a wide array of fields and interests. These subjects include economics, agricultural and environmental studies, anthropology, literature, religion, and public health. With regard to the modern era, the course will pay close attention to the consequences of food for shaping memories and identities including religious, ethnic, national, and gender-based identities particularly among people who have dispersed or otherwise migrated. It will also focus considerably on the politics of food, that is, on the place of food in power relations. Among the questions we will debate are these: How does food reflect, shape, or inform history? By approaching the study of Middle Eastern cultures through food, what new or different things can we see? What is the field of food studies, and what can it offer to scholars? What is food writing as a literary form, and what methodological and conceptual challenges face those who undertake it?

Course topics will vary; they have included The Binding of Isaac, Responses to Catastrophes in Jewish History, Holy Men & Women (Ben-Amos); Rewriting the Bible (Dohrmann); Performing Judaism (Fishman); Jewish Political Thought (Fishman); Jewish Esotericism (Lorberbaum) Democratic culture assumes the democracy of knowledge - the accessibility of knowledge and its transparency. Should this always be the case? What of harmful knowledge? When are secrets necessary? In traditional Jewish thought, approaching the divine has often assumed an aura of danger. Theological knowledge was thought of as restricted. This seminar will explore the "open" and "closed" in theological knowledge, as presented in central texts of the rabbinic tradition: the Mishnah, Maimonides and the Kabbalah. Primary sources will be available in both Hebrew and English.

The aim of this course is to design a Middle School curriculum on “Abrahamic Faiths and Cultures” that will subsequently be taught in local public schools. First two hours will be devoted to study and discussion of primary and secondary sources grouped in thematic units. These will explore Jewish, Christian and Islamic teachings on topics including God, worship, religious calendar, life cycle events, attitudes toward religious others; internal historical developments. During the last seminar hour, we will learn from West Philadelphia clergy members, Middle School Social Studies teachers and principals about what they regard as necessary, and incorporate their insights. During the last hour, West Philadelphia clergy members, Middle School Social Studies teachers and principals will share with us what they believe is needed to enable the course to succeed. Class participants will attend prayer services on fieldtrips to a range of West Philadelphia houses of worship. In future semesters, some class participants may teach the resulting curriculum in selected neighborhood schools.

A continued introduction to the grammar of Biblical Hebrew, focusing on the verbal system, with an emphasis on developing language skills in handling Biblical texts. A suitable entry point for students who have had some Modern Hebrew.