Instructor’s Manual for
Arts & Culture: An Introduction to the Humanities By
Janetta Rebold Benton and Robert DiYanni
Fourth Edition Volume 1
by
Helen Barnes and Jan Gaug Butler Community College
Table of Contents Introduction
4
Chapter 1
5
Chapter 2
24
Chapter 3
31
Chapter 4
46
Chapter 5
58
Chapter 6
68
Chapter 7
74
Chapter 8
80
Chapter 9
85
Chapter 10
89
Chapter 11
95
Chapter 12
105
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Introduction Given the breadth of the humanities, sometimes it is difficult for instructors to know what to focus on within an era. It is also a struggle to provide students with a curriculum that is interesting to them as well as appropriately expressive of the age. In light of the former, this Instructor’s Manual accompanying Arts and Culture has been designed to offer a variety of teaching strategies with both the students’ and instructors’ needs in mind. Each chapter of this manual includes the following parts: • • • • • • • • • •
Learning Objectives to help the student and instructor work towards specific outcomes. Critical Thinking Questions for engaging students with the material. A Summary of the thematic focus of the chapter in the text. The resources available online in MyHumanitiesKit and integrated throughout the Outline. An Outline for preparing lectures, for an overview of important ideas, or for use as a check sheet. Teaching Strategies for presenting key points. Discussion points to engage students in the classroom. Additional Lecture Topics that may go beyond the scope of the text, but are of interest to students. Assessments to provide options for checking student progress against the Learning Objectives. And Resources for further information.
The teaching strategies and discussion ideas provide both specific and general methods for the instructor. Students need examples of similarities and differences between fields of interest and eras to understand cultural borrowing, a social movement, the impact of a historical event, or the development of new philosophies as evidenced in the arts. Because instructors need a variety of sources to easily find those examples and ways of presenting them, each chapter in this Instructor’s Manual is designed to provide a variety of choices. However, we hope instructors will use an idea that will lead them to discover something innovative on their own. Our goal has been to create an Instructor’s Manual that is easy to use and provides inspiration for the instructor in the classroom. Helen Barnes Lead Instructor, Fine Arts and Humanities Butler Community College Jan Gaug Instructor English and Humanities Butler Community College Friends University
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1 PREHISTORIC, MESOPOTAMIAN, AND EGYPTIAN CIVILIZATIONS CHAPTER OVERVIEW THE EARLIEST CULTURES Prehistoric society and the birth of the visual arts MESOPOTAMIA: THE CRADLE OF CIVILIZATION The expansion of agrarian peoples’ borders and ideas in the ancient Near East THE CIVILIZATION OF THE NILE A divided Egypt comes together through a shared culture and religion THE OLD KINGDOM Dynasties 3-6: The rise of the pyramids, frontal sculpture and relief painting THE MIDDLE KINGDOM Dynasties 11-14: Egypt prospers THE NEW KINGDOM Dynasties 18-20: A mature and powerful Egypt rules in art and world politics LEARNING OBJECTIVES After completing this chapter, the student should be able to . . . . . . discuss the concept of civilization. . . . define key terms. . . . explain the connections between works from the featured cultures and their ideals. . . . identify Paleolithic, Neolithic, Mesopotamian, and Egyptian visual works. . . . connect the development of agriculture and writing to societal changes. . . . compare and contrast a variety of works from periods ranging from the Paleolithic to ancient Egypt.
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CRITICAL THINKING QUESTIONS 1. What are the qualities of a civilized culture (see pg. 14, Connections: the Fundamentals of Civilization)? 2. Which work best exemplifies the specific ideals of a culture of your choice? Why? 3. Compare and contrast the position of pharaoh in ancient Egypt to that of the Mesopotamian king. In what ways did geography affect their respective attitudes? How did they each use art and religion to strengthen their respective positions in society? 4. Trace the development of writing. How did it change society? 5. In ancient Egypt, the “industry of the afterlife” was an important aspect of their culture. What evidence supports this? What are the ties of this industry to religion? 6. How was the Neolithic an era of revolution? CHAPTER SUMMARY A culture is a way of living built up by a group of people and transmitted from one generation to the next. A civilization is a culture that is able to express itself well and organize itself as a social, economic, and political entity. The first evidence of a culture is found in the artifacts of the earliest homo sapiens about 37,000 years ago, during the last part of the Paleolithic period. Then, during the short period from 10,000 B.C.E. to 8000 B.C.E., the Mesolithic period, glaciers began to recede northward. The wheel was invented and the arts of weaving and ceramics were developed. Beginning around 8000 B.C.E. in the Neolithic period, hunters and gatherers became herders and farmers, and more permanent societies began to grow. These people eventually lived in communities and built communal structures. Mesopotamian civilization developed in the valley between the Tigris and Euphrates rivers, including parts of what is today Israel, Lebanon, Syria, and Iraq. At the time it was the most fertile land in the world. The Sumerians founded their civilization between 3500 and 3000 B.C.E., and the government reached its zenith by about 2800 B.C.E. They established city-states and local governments, were polytheistic, built monumental architecture, made statues, invented writing, and created the world’s first epic literature. The Akkadians overthrew the Sumerians, and there followed the Babylonians, Assyrians, and Persians. Ancient Egyptian civilization developed from about 5000 B.C.E. to about 3100 B.C.E. in two parts, Upper Egypt and Lower Egypt, but in 3100 B.C.E., the two were united. Egyptian history is divided into about thirty dynasties. These are grouped into several major periods: the Old Kingdom (2686-2181 B.C.E.); the Middle Kingdom (2040-1786 B.C.E.); and the New Kingdom (1552-1069 B.C.E.). The New Kingdom was followed by a period that ended in about 525 B.C.E., when
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