Tuesday, October 24, 2006

Prince Siddhartha Gautama and his Enlightenment


Siddhartha Gautama was born in India near the border with Nepal. His legend is the most famous embodiment of the story of Buddha and the beginning of Buddhism.

- Born a prince to a wealthy father who banished all illness, poverty and mortality from the kingdom so as to shield his son.
- Grew up handsome and intelligent. Met and married a beautiful woman of the court.
- Was continually troubled by a void in his soul.
- Began his quest to find what was missing in his life by leaving family and wealth.
- Became a sadhu and devoted himself to severe abstinence.
- While meditating under a Bodhi tree, experiences an epiphany, or enlightenment.
- Realized he should follow a Middle Way, not extreme devotion.

The Four Noble Truths of Buddhism:
* Life is about suffering.
* Suffering is caused by desire.
* The goal of a noble person is cessation of desire.
* Cessation of desire will follow from the Eightfold path:
right view, right intention, right speech, right action, right livelihood, right effort, right mindfulness, right concentration.

Today there are few Buddhists in India. Most are in China, Japan, Thailand and other East Asian nations. India is a land of Muslims and Hindus.

And, yes, there are many similarities between Hinduism and Buddhism.



Independent work:
Research & compare Hinduism and Buddhism.

Reeta Karmakar, Utsav Restaurant, Shreveport

Utsav, contemporary Indian cooking
8660 Fern Avenue Shreveport, LA • 71105
Phone: (318) 629-0726

Daily Lunch Buffet $9.95
Utsav Lunch Selections $11.95
Malai Kofta; Saag Paneer; Navratan Korma; Vegetable Jalfrezi; Chicken Curry; Lamb Curry; Chicken Tikka; Fish Curry

India, a land of mythology and celebration, of legend, religion and tradition has evolved over centuries as a mystic land of festival. Utsav means "celebrate." Every occasion you can dream of is celebrated with enthusiasm.

Lunch Tuesday through Friday: 11 a.m. to 2 p.m.
Lunch Saturday and Sunday: 11 a.m. to 3 p.m.
Dinner Tuesday through Friday: 5:30 p.m. to 9:30 p.m.
Dinner Friday and Saturday: 5:30 p.m. to 10:30 p.m.

Happy Hour: Tuesday - Friday 4 p.m. to 7 p.m. featuring 2 for 1 frozen drinks.

Take out and Dine in or catering is available.
We accept reservations.

For independent work students may write a descriptive essay - be specific - about their meal at Utsav. Include what you learn from the menu, decor and knowledgable people.

Kanak, physician and proprietor of India's Restaurant, Shreveport


India's Restaurant is open every day, says the web site
sportindiasrestaurant.com. There you can visit the menus, too.

The lunch buffet - more or less all you can eat - is from 11 nto 2:30, or until 3 on weekends.
Dinner is 5:30 to 10 pm, 10:30 on weekends.

It is located north of the corner of King's and Youree on the service road, west side of Youree.

868-7761

Students may write a descriptive essay on the food, menu and ambience at an Indian restaurant for independent work.

English words that originate in the language of Hindi


Samosa
Originally uploaded by Koshyk.

English words derived from Hindi via the British, who controlled India as a colony for some 300 years (a selected list):

bangle
bandana
bazaar
bungalow
chai
cot
cummerbund
guru
jodhpurs
jungle
nirvana
pajamas
shampoo
thug

Historic India (Time-Life), Wikipedia.org

Monday, October 23, 2006

Diwali, Hindu festival of lights


Diwali_0360
Originally uploaded by atallam@sbcglobal.net.
Diwali: the Hindu festival of lights.
* dancing
* candles, fireworks.
* food, prayer, dance.

Silver Payals, anklets of traditional Indian style


Silver Payals
Originally uploaded by Suhani.
Anklets, toe rings, nose piercings, henna tattoos, midriff garments: the ancient costumes and accents of India have been influential across the world. Youth culture today seems to be much inspired by Hindu style.

Indian bride with elaborate bindi - forehead decoration


Bindi is the dot or red spot on the forehead of a Hindu. Once it indicated that the person had done puja, prayer or sacrifice, for the day. Today the bindi is simply a decorative accent.

The cuisine of India: curry powder


Colors of Taste
Originally uploaded by RS_Photography.
Curry powder is a typical and well-known part of India’s cuisine. Curry contains, typically, a dozen spices. Among them:
cumin
coriander
fenugreek
ginger
dill seed
black pepper
red pepper
turmeric
cardamom
mace
cloves

We sniffed the characteristic sweet & hot aroma of curry in the classroom from a Spice Islands bottle of curry powder.

≈ Aum ~ Om ≈


≈ Aum ~ Om ≈
Originally uploaded by Jennifer Esperanza.

Sanskrit - an ancient language of India.
Om - the sound of all sounds.
Aum (also Om, ) is the most sacred syllable in Hinduism, symbolizing the infinite Brahman and the entire Universe.

Also, an example of a henna tattoo.

Most of the world farms for a living and remain impoverished


Vedanthangal Miscellany 02
Originally uploaded by Pandiyan.

Subsistence farming comes from the term subsist, which means to survive. Most of the wold’s people are engaged in subsistence farming.

Millions of Muslims remain In India, despite the inevitable conflict with Hindus



India is a vast nation - over 900 million people - with 2 dominant sects: Hinduism and Islam. They are often antagonistic and violent toward one another.

Some 60 years ago two gigantic chunks of India were partititoned as a home to Muslims. They were Pakistan and Bangladesh. Yet millions of Muslims remain in India.

Sadhus near Pashupastinath


Sadhus, Pashupastinath
Originally uploaded by tommyblas.

India is a nation where holy men are a common sight.
Called a sadhu, fakir or yogi, they are men who give up worldly goods (typically they own little more than a beggar’s bowl and staff) and pleasures (little food, no sex, no drink). Their occupation is begging and praying. Some use self-mortification - such as sitting on a bed of nails - as an additional pathway to holiness.

Namaste'! In Hindi, quite similar to Ni Hau, Salaam, Shalom, Ciao



Originally uploaded by Minami_i.

Namaste’ - Hindi greeting which means, acc to wikipedia,
• The Spirit in me meets the same Spirit in you.
• I greet that place where you and I are one.
• I salute the Light of God in you.
• I bow to the divine in you.
• I recognize that within each of us is a place where Divinity dwells, and when we are in that place, we are One.
• My higher energy salutes your higher energy.
• the God in me sees and honors the god in you.

Sunday, October 22, 2006

Oct 23 - 27: Complete Mesopotamian/Iraqi Teaching Project as homework

Tentatively geo students will teach their Mesopotamian unit or lessons on the War in Iraq to students at Stoner Elementary on Mon, Oct 30. I'm waiting for confirmation of the bus arrangements. Classes will bus to and from Stoner Elem during the class hour, thus no classes will be missed. Our pupils will be either 4th or 5th graders, says Mrs. Martha Anderson, Stoner Elem. Coordinator.

Deadline for the 25 pt. project, however, is Thur, Oct 26. Students will lose 10 pts per day if late. All were given an explanatory check list in class Friday.

Mon.
Intro to India and neighbors Afghanistan, Pakistan & Bangladsesh -
what is the relationship between the Middle East and Central Asia?
Demographics.

Tue.
Hindu and Muslim culture and the continuing conflicts. Intro to Mohandas K. Gandhi.

Wed. The Taj Mahal, a blend of Islamic, Persian and Indian design. Mumtaz Mahal and the Shah Jahan.

Thur.
Scoring of the Teaching Unit. Brief presentations of the package from each student.

Fri.
Intro to Hindu mythology and the music of India.

Friday, October 20, 2006

Checklist for Stoner Elem Teaching Project


37 Ishtar Gate
Originally uploaded by Rictor Norton.

Sharing what we know with others is a CMHS theme

Teaching lesson for 4th & 5th graders at Stoner Elementary / Trudeau

Tentatively the visit will take place - by school bus - Mon, Oct 30, during the class hour.
Project is due Th, Oct 26. All typed. Total 25 pts.
choose one topic / theme:
1) Mesopotamia 2) War in Iraq

a) 3 lesson pages: one large colorful image on a page with 3 items of explanation. Vocabulary! 9 points.
Neatness! spelling!
b) Hands-on activity; ex, cuneiform vs hieroglyphics or a clay pinch pot. 3 pts
c) Colorful puzzle map: 8 labels with symbols, such as national flag. 5 pts Neatness! Borders; spelling!
d) Pre and post-lesson quiz of 5 mult-choice questions.
5 pts.
e) Student profile question sheet. 2 pts
f) Envelope or baggie so as not to lose map symbols.
g) Documentation! Titling! 3 pts.

Latitude & longitude is a grade level expectation we need to include in our plans.

*************

Independent work -

* Research and compare Cuneiform and Arabic writing.
* " " " the Ziggurat and the Aztec or Mayan temples.
* " " " the development of the wheel in Mesopotamia and in ancient China.
* " " " clothing, jewelry and hair styles as seen in ancient art of Mesopotamia and China.


4th grade Objectives

1. Draw, complete, or add features to a map (including such map elements
as a title, compass rose, legend, and scale), based on information given in
narrative form. (G-1A-E3)
2. Describe how physical and human characteristics (e.g., clothing, jobs,
shelter, modes of travel, and tools) have changed since colonial times.
(G-1B-E3)
3. Explain physical and human developments in a region since it was first
settled, based on given information. (G-1B-E3)
4. Develop or complete a timeline based on information given in a passage.
(H-1A-E1)
5. Interpret data presented in a timeline. (H-1A-E1)
6. Discuss historical events in chronological order based on information in a
timeline or given text. (H-1A-E1)
7. Describe the past in contrast to the present. (H-1A-E1)
8. Describe family life at a given time in history (e.g., early America) or
compare present-day family life with family life in a past time—e.g.,
homes, jobs, schooling, dress, customs, housekeeping, recreation,
transportation, communication, etc. (H-1B-E1)
9. Explain change or continuity over time (e.g., explain how a society has
changed over a given period of time based on information in stimulus
material). (H-1A-E2)
10. Contrast the viewpoints of people living in an earlier time to the
perspective of people today. (H-1A-E2)
11. Identify or describe early settlers in America (e.g., Pilgrims) and early
settlers in Louisiana (e.g., French, Spanish, Acadians). (H-1C-E1)


Wednesday, October 18, 2006

Do US government officials know the cultures where we're sending young Americans to fight a war? Sadly, no.


Can You Tell a Sunni From a Shiite?
By JEFF STEIN
Washington / NY Times, oct 17, 06

FOR the past several months, I’ve been wrapping up lengthy interviews with Washington counterterrorism officials with a fundamental question: “Do you know the difference between a Sunni and a Shiite?”

A “gotcha” question? Perhaps. But if knowing your enemy is the most basic rule of war, I don’t think it’s out of bounds. And as I quickly explain to my subjects, I’m not looking for theological explanations, just the basics: Who’s on what side today, and what does each want?

After all, wouldn’t British counterterrorism officials responsible for Northern Ireland know the difference between Catholics and Protestants? In a remotely similar but far more lethal vein, the 1,400-year Sunni-Shiite rivalry is playing out in the streets of Baghdad, raising the specter of a breakup of Iraq into antagonistic states, one backed by Shiite Iran and the other by Saudi Arabia and other Sunni states.

A complete collapse in Iraq could provide a haven for Al Qaeda operatives within striking distance of Israel, even Europe. And the nature of the threat from Iran, a potential nuclear power with protégés in the Gulf states, northern Saudi Arabia, Lebanon and the Palestinian territories, is entirely different from that of Al Qaeda. It seems silly to have to argue that officials responsible for counterterrorism should be able to recognize opportunities for pitting these rivals against each other.

But so far, most American officials I’ve interviewed don’t have a clue. That includes not just intelligence and law enforcement officials, but also members of Congress who have important roles overseeing our spy agencies. How can they do their jobs without knowing the basics?

My curiosity about our policymakers’ grasp of Islam’s two major branches was piqued in 2005, when Jon Stewart and other TV comedians made hash out of depositions, taken in a whistleblower case, in which top F.B.I. officials drew blanks when asked basic questions about Islam. One of the bemused officials was Gary Bald, then the bureau’s counterterrorism chief. Such expertise, Mr. Bald maintained, wasn’t as important as being a good manager.

A few months later, I asked the F.B.I.’s spokesman, John Miller, about Mr. Bald’s comments. “A leader needs to drive the organization forward,” Mr. Miller told me. “If he is the executive in a counterterrorism operation in the post-9/11 world, he does not need to memorize the collected statements of Osama bin Laden, or be able to read Urdu to be effective. ... Playing ‘Islamic Trivial Pursuit’ was a cheap shot for the lawyers and a cheaper shot for the journalist. It’s just a gimmick.”

Of course, I hadn’t asked about reading Urdu or Mr. bin Laden’s writings.

A few weeks ago, I took the F.B.I.’s temperature again. At the end of a long interview, I asked Willie Hulon, chief of the bureau’s new national security branch, whether he thought that it was important for a man in his position to know the difference between Sunnis and Shiites. “Yes, sure, it’s right to know the difference,” he said. “It’s important to know who your targets are.”

That was a big advance over 2005. So next I asked him if he could tell me the difference. He was flummoxed. “The basics goes back to their beliefs and who they were following,” he said. “And the conflicts between the Sunnis and the Shia and the difference between who they were following.”

O.K., I asked, trying to help, what about today? Which one is Iran — Sunni or Shiite? He thought for a second. “Iran and Hezbollah,” I prompted. “Which are they?”

He took a stab: “Sunni.”

Wrong.

Al Qaeda? “Sunni.”

Right.

AND to his credit, Mr. Hulon, a distinguished agent who is up nights worrying about Al Qaeda while we safely sleep, did at least know that the vicious struggle between Islam’s Abel and Cain was driving Iraq into civil war. But then we pay him to know things like that, the same as some members of Congress.

Take Representative Terry Everett, a seven-term Alabama Republican who is vice chairman of the House intelligence subcommittee on technical and tactical intelligence.

“Do you know the difference between a Sunni and a Shiite?” I asked him a few weeks ago.

Mr. Everett responded with a low chuckle. He thought for a moment: “One’s in one location, another’s in another location. No, to be honest with you, I don’t know. I thought it was differences in their religion, different families or something.”

To his credit, he asked me to explain the differences. I told him briefly about the schism that developed after the death of the Prophet Muhammad, and how Iraq and Iran are majority Shiite nations while the rest of the Muslim world is mostly Sunni. “Now that you’ve explained it to me,” he replied, “what occurs to me is that it makes what we’re doing over there extremely difficult, not only in Iraq but that whole area.”

Representative Jo Ann Davis, a Virginia Republican who heads a House intelligence subcommittee charged with overseeing the C.I.A.’s performance in recruiting Islamic spies and analyzing information, was similarly dumbfounded when I asked her if she knew the difference between Sunnis and Shiites.

“Do I?” she asked me. A look of concentration came over her face. “You know, I should.” She took a stab at it: “It’s a difference in their fundamental religious beliefs. The Sunni are more radical than the Shia. Or vice versa. But I think it’s the Sunnis who’re more radical than the Shia.”

Did she know which branch Al Qaeda’s leaders follow?

“Al Qaeda is the one that’s most radical, so I think they’re Sunni,” she replied. “I may be wrong, but I think that’s right.”

Did she think that it was important, I asked, for members of Congress charged with oversight of the intelligence agencies, to know the answer to such questions, so they can cut through officials’ puffery when they came up to the Hill?

“Oh, I think it’s very important,” said Ms. Davis, “because Al Qaeda’s whole reason for being is based on their beliefs. And you’ve got to understand, and to know your enemy.”

It’s not all so grimly humorous. Some agency officials and members of Congress have easily handled my “gotcha” question. But as I keep asking it around Capitol Hill and the agencies, I get more and more blank stares. Too many officials in charge of the war on terrorism just don’t care to learn much, if anything, about the enemy we’re fighting. And that’s enough to keep anybody up at night.

Jeff Stein is the national security editor at Congressional Quarterly.

The US in Iraq: enemies as elusive as sand

Notes from the wikipedia.org update on the US-Iraq invasion and occupation:

- coalition: mainly US & UK.
- new Iraqi army
- Shi'a vs. Sunni minority.
- insurgents, or rebels loyal to the Hussein's regime.
- 3000 US soldiers dead.

War rationale -
- threat to US interests in the region (oil).
- future effectiveness of US influence.
- UN sanctions against Iraq after '91 Gulf War.
- biological & chemical weapons.
- UNSCOM to destroy WMD, inspect.
- Iraq Liberation act of 98 / signed by Pres Clinton.
- Saddam praised 9-11 attacks.
- GWB: wmd, human rights violations, terrorism, SCUD missles, UN Oil-for-food, UN inspectors.

- Hans Blix, UN inspector: "not enough"
- 03 threat by Bush.
- $20 billion rebuilding promised by US against future oil revenue.
- worst violence in Baghdad, Basra, Fallujah.
- Sunni insurgency.
- insurgents' Mahdi Army strong.

Human rights abuses on all sides -
- US at Abu Ghraib prison.
- scattered attacks on Iraqui citizens.
Insurgent forces -
- murder of Iraquis, some 12,000.
- bombings, beheadings and torture.

Tuesday, October 17, 2006

Israel & Arabia test


My favorite picture of Ana
Originally uploaded by vlad2342.

I s r a e l & A r a b i a / T r u d e a u
1. In Jerusalem this landmark lies south of the Church of the Holy Sepulcher and the Dome of the Rock as well as between them. a) Western Wall b) Via Dolorosa c) Citadel d) Damascus Gate.
2. He is thought of as the man who bridges the monotheistic religions: a) Jesus of Nazareth b) Abraham c) Prophet Muhammad d) King David.
3. This man is believed to have ascended into heaven from Jerusalem. a) Jesus of Nazareth b) Abraham c) Prophet Muhammad d) King David.
4. Unlike many of the world’s notable cities, Jerusalem is not located on a river. Over the centuries traders have had to depend on the city’s harbors on the Mediterranean Sea. T / F
5. Jerusalem is a city in which people observe _ sabbaths. a) 2 b) 3 c) 4 d) 5.

6. This region has been visited by the Holy Family, Lawrence of Arabia, Moses and numerous bandits: a) Negev Desert b) West Bank c) Nafud Desert d) Sinai Peninsula.
7. Syrup-soaked Middle Eastern pastry that is made from paper-thin sheets of phyllo dough and chopped nuts. a) Baklava b) Pita c) Hummus d) Tzatziki.
8. In Lawrence of Arabia the character Col. Brighton states why he thinks Great Britain is a great nation, though small in land, population and resources. It was a) Navy b) high-quality guns
c) brain power d) discipline.
9. In the desert the nomads make villages in dry canyons surrounded by rock walls. These places are called a) oases b) wadis c) dunes d) aquifers.
10. A permissible Jewish occupation in a Christian city:
a) usury b) slave trading c) scapegoat d) debtors.

11. Which of these sites is not a source but considered a portal, or entryway, into a world of sites referring to a particular topic? a) Yahoo.com b) Infoplease.com c) CIA.gov
d) Answers.com.
12. An exodus is similar to emigration, which is the same as a) dispersal b) immigration c) retribution d) extrication.
13. The pre-1948 name for today’s Israel: a) Palestine b) Lebanon c) Zion d) Ottoman Empire.
14. In chronological order: a) Judaism, Islam, Christianity
b) Christianity, Islam, Judaism c) Islam, Christianity, Judaism
d) Judaism, Christianity, Islam.
15. The Islamic feast of Rosh Hashanah is known as their New Year, or "head of the year," according to Wikipedia.org. No work may be done on Rosh Hashanah. T / F

16. What language has Lawrence learned, in addition to his mother tongue and French? a) Greek b) Arabic c) Hebrew d) Egyptian.
17. In Arabia there is a conflict between the tribal Bedouin peoples and the Turks. Their empire, which includes Arabia, is called the __ Empire.
a) Prussian b) Turkic c) Ottoman d) Egyptian.
18. In 1915 the top British priority in the Mid East was protection of a waterway important to their shipping and movement of warships.
a) Suez Canal b) Red Sea c) Arabian Sea d) Persian Gulf.

19. In the early 1900’s the city at the center of Islamic art, business and scholarship was not Mecca, nor Cairo. It was the capital of Syria. a) Damascus b) Beirut c) Medina d) Tel Aviv.
20. In the early phase of the movie Lawrence of Arabia the hero, TE Lawrence, resides in 3 nations. a) England, Egypt, Saudi Arabia b) England, Syria, Saudi Arabia c) England, Saudi Arabia, Israel d) England, Saudi Arabia, Iraq.

Photo above: a girl of Tel Aviv, Israel.

Sunday, October 15, 2006

Hammurabi


Hammurabi
Originally uploaded by artífecs.
The Code of Hammurabi [18th Century BCE]

Of the several law codes surviving from the ancient Middle East, the most famous after the Hebrew Torah is the Code of Hammurabi, sixth king of the Amorite Dynasty of Old Babylon. It is best known from a beautifully engraved diorite stela now in the Louvre Museum which also depicts the king receiving the law from Shamash, the god of justice. This copy was made long after Hammurabi's time, and it is clear that his was a long-lasting contribution to Mesopotamian civil ization.

It encodes many laws which had probably evolved over a long period of time, but is interesting to the general reader because of what it tells us about the attitudes and daily lives of the ancient Babylonians. In the following selection, most of the long prologue praising Hammurabi's power and wisdom is omitted.

samples of the laws:

15: If any one take a male or female slave of the court, or a male or female slave of a freed man, outside the city gates [to escape], he shall be put to death.

16: If any one receive into his house a runaway male or female slave of the court, or of a freedman, and does not bring it out at the public proclamation of the [police], the master of the house shall be put to death.

53: If any one be too lazy to keep his dam in proper condition, and does not so keep it; if then the dam break and all the fields be flooded, then shall he in whose dam the break occurred be sold for money, and the money shall replace the [grain] which he has caused to be ruined.

54: If he be not able to replace the [grain], then he and his possessions shall be divided among the farmers whose corn he has flooded.

108: If a [woman wine-seller] does not accept [grain] according to gross weight in payment of drink, but takes money, and the price of the drink is less than that of the corn, she shall be convicted and thrown into the water. (1)

109: If conspirators meet in the house of a [woman wine-seller], and these conspirators are not captured and delivered to the court, the [wine-seller] shall be put to death.

110: If a "sister of a god"[nun] open a tavern, or enter a tavern to drink, then shall this woman be burned to death.

129: If a man's wife be surprised [having intercourse] with another man, both shall be tied and thrown into the water, but the husband may pardon his wife and the king his slaves.

130: If a man violate the wife (betrothed or child-wife) of another man, who has never known a man, and still lives in her father's house, and sleep with her and be surprised [caught], this man shall be put to death, but the wife is blameless.

131: If a man bring a charge against [his] wife, but she is not surprised with another man, she must take an oath and then may return to her house.

132: If the "finger is pointed" at a man's wife about another man, but she is not caught sleeping with the other man, she shall jump into the river for [the sake of her] husband. (2)

138: If a man wishes to separate from his wife who has borne him no children, he shall give her the amount of her purchase money and the dowry which she brought from her father's house, and let her go.

141: If a man's wife, who lives in his house, wishes to leave it, plunges into debt [to go into business], tries to ruin her house, neglects her husband, and is judicially convicted: if her husband offer her release, she may go on her way, and he gives her nothing as a gift of release. If her husband does not wish to release her, and if he take another wife, she shall remain as servant in her husband's house.

142: If a woman quarrel with her husband, and say: "You are not congenial to me," the reasons for her prejudice must be presented. If she is guiltless, and there is no fault on her part, but he leaves and neglects her, then no guilt attaches to this woman, she shall take her dowry and go back to her father's house. (3)

More at World Civilization Reader.

Mesopotamia


Mesopotamia
Originally uploaded by artífecs.
More ancient civilization than the Egyptians? Check out this site as an intriduction to Sumerian civilization and Mesopotamia: Mesopotamia unit.

It makes us a bit uncomfortable to know that these pioneers of city-building and law-giving are today governable only by a military dictator like Saddam Hussein. Time will tell whether as a nation they can adapt to something other than a totalitarian state.

Mon
Intro to Sumer and Ur.

Tues
Ziggurats

Wed
Hammurabi's code

Thurs
Library research on Sumer and Iraq.

Fri
Library research

Thursday, October 12, 2006

Dr Jana DeBenedetti blows the Jewish shofar at cmhs


Dr Jana blows the shofar at cmhs
Originally uploaded by trudeau.
Jewish studies were terrifically enhanced when Dr Jana DeBenedetti spoke to classes at Cmhs. "Dr J," a Magnet parent as well Hebrew scholar, as spoke to hours 2, 3 and 4. The theme that emerged from her explanations was the commonality of Judaism, islam and Christianity. She showed the classes Judaica: a shofar (ram's horn trumpet), 2 menorahs, talit (prayer shawl), yarmulke and other items.

In my notes:

Dr Jana DeBenedetti, 10-11

- Jewish symbol: 7 branched menorah / 8 plus 1 is the Hannuka menorah.
- Torah: 5 books mnemonic: “General Electric lights never dim.”

- Jewish congregations
Orthodox - strict observance of the ancient laws. Ex: Hassidim.
Conservative - moderate strictness.
Reform (liberal; most American Jews are Reform and do not follow kosher or attend the synagogue regularly).
Non-religious

Similarities between Arabic and Hebrew (ancient communication written w hammer & chisel, right to left)
- right to left
- no vowels
- similar sounds (shalom, salaam).
Sims between Islam and Judaism -
- dietary guidelines
- prayer

*bar (“son of”) mitzvah (“commandment”) or bat (“daughter”) mitzvah
- yarmulke, aka kippa

Kosher review -
- the word Unclean does not mean “dirty,” but means “taboo.”
- acceptable animals: chew their cud and have cloven hooves.
- slaughter must be by knife, followed by draining of blood and packing in salt (kosher salt - large flakes).
- not OK: pork, horse, cat, dog.
- no predator fowl.
- fish must have fins, scales (no catfish).
- no shellfish (oysters, clams, mussels)
- no crustaceans (crawfish, lobster, shrimp)
- separate dairy and meat in kitchen prep and in meals.

BC has another name: BCE - Before Common Era
AD also has another name: CE - Common Era, aka Anno Domini (year of our Lord)
3 different calendars: Jewish, Christian, Muslim.

Klezmer music - jazzy Jewish pop.

Tuesday, October 10, 2006

Yiddish: German plus Hebrew script produces a rich addition to the English vocabulary


Hassidic Gathering 3
Originally uploaded by Sol Lang.
Yiddish (Yid. ייִדיש, yidish, = n. & adj. "Jewish") is a nonterritorial Germanic language spoken throughout the world and written with the Hebrew alphabet. It originated in the Ashkenazi culture that developed from about the 10th century in central and eastern Europe, and spread via emigration to other continents, says Wikipedia.

Yiddish-English words (What's not to enjoy?):

bagel : a ring-shaped bread roll made by boiling then baking the dough (from בײגל beygl)
blintz : a sweet cheese-filled crepe (from Yiddish בלינצע blintse)

chutzpah : ballsiness, guts, daring, audacity, effrontery (Yiddish חוצפּה khutspe, from Hebrew)
dybbuk : the malevolent spirit of a dead person which enters and controls a living body until exorcised (from Hebrew דיבוק dibbuk, that which clings)
dreck : (vulgar) worthless material, especially merchandise; "crap" (cf. German Dreck 'dirt')
glitch : a minor malfunction (possibly from Yiddish glitsh)
goy : a gentile, someone not of the Jewish faith or people (Yiddish גוי, plural גוים goyim; from Hebrew גוים goyim meaning 'nations [usually other than Israel]', plural of גוי goy 'nation')

kibitz : to offer unwanted advice, e.g. to someone playing cards; to converse idly, gossip (Yiddish קיבעצן kibetsn)
klutz : clumsy person (from Yiddish קלאָץ klots 'wooden beam')
kosher : conforming to Jewish dietary laws; (slang) appropriate, legitimate (originally from Hebrew כּשר kašer)
kvetch : to complain habitually, gripe; as a noun, a person who always complains (from Yiddish קװעטשן kvetshn 'press, squeeze')
latke : potato pancake, especially during Hanukkah (from Yiddish, from either Ukrainian or Russian)
lox : smoked salmon (from Yiddish לאַקס laks 'salmon'; cf. German Lachs 'salmon')

maven : expert (from Yiddish מבֿין meyvn, from Hebrew meveen 'one who understands')
Mazel tov : congratulations! (Yiddish מזל־טובֿ‏ mazl-tov, from Hebrew mazzãl ṭõv: mazzãl 'luck' + ṭõv 'good')

mensch : an upright man; a decent human being (from Yiddish מענטש mentsh 'person', cf. German Mensch)
meshuga, also meshugge, meshugah, meshuggah : crazy (Yiddish משוגע meshuge, from Hebrew məšugga‘)
meshugas : madness, nonsense, irrational idiosyncrasy (Yiddish משוגעת meshugas, from Hebrew məšugga‘ath, a form of the above)

nebbish : an insignificant, pitiful person; a nonentity (from Yiddish nebekh 'poor thing!' [interjection])
nosh : snack (noun or verb) (Yiddish נאַשן nashn)

oy : interjection of surprise, dismay, or grief (Yiddish אױ oy)
oy vey : interjection of grief, pain, or horror (Yiddish אױ װײ oy vey 'oh, pain!')
putz : an idiot, a jerk; a penis (from Yiddish פּאָץ pots)
schlemiel : an inept clumsy person; a bungler; a dolt (Yiddish shlemil)
schlep : to drag or haul (an object); to make a tedious journey (from Yiddish שלעפּן shlepn; cf. German schleppen)

schlock : something cheap, shoddy, or inferior (perhaps from Yiddish shlak 'a stroke')
schmaltz : melted chicken fat; excessive sentimentality (from Yiddish שמאַלץ shmalts 'fat'; cf. German Schmalz)

schmeer also schmear : noun or verb: spread (e.g., cream cheese on a bagel); bribe (from Yiddish שמיר shmir 'smear'; cf. German schmieren)

schmo : a stupid person. (an alteration of schmuck; see below)
schmooze : to converse informally, make small talk or chat (from Yiddish שמועסן shmuesn 'converse'; cf. German schmusen).
The word has been somewhat popularised by Sir Alan Sugar (a Jew himself) on the BBC TV series The Apprentice.

schmuck : a contemptible or foolish person; a jerk; literally means 'penis' (from Yiddish שמאָק shmok 'penis')
schnook : an easily imposed-upon or cheated person, a pitifully meek person, a particularly gullible person (perhaps from Yiddish שנוק shnuk 'snout')
schnoz or schnozz also schnozzle : a nose, especially a large nose (perhaps from Yiddish שנויץ shnoits 'snout', cf. German Schnauze)

shiksa : (often derogatory) a young non-Jewish woman (Yiddish שיקסע shikse, a derivative of the above שײגעץ sheygets)
shtetl : a small town with a large Jewish population in pre-Holocaust Eastern Europe (Yiddish שטעטל shtetl 'town', diminutive of שטאָט shtot 'city')
shtick : comic theme; a defining habit or distinguishing feature (from Yiddish שטיק 'piece'; cf. German Stück)
spiel : a sales pitch or speech intended to persuade (from Yiddish שפּיל shpil 'play' or German Spiel 'play').

tchotchke or tsatske : knickknack, trinket, curio (from Yiddish טשאַטשקע tshatshke)

tush : butt, rear end (from tuchus)
Yekke : (mildly derogatory) a German Jew (Yiddish יעקע Yeke)
yenta : a talkative woman; a gossip; a scold (from Yiddish יענטע, from a given name)
zaftig : plump, chubby, full-figured (from Yiddish zaftik 'juicy'; cf. German saftig)

Israel: 12 questions based on the textbook's Ch 23


Sewing
Originally uploaded by chany14.
World Geo / Ch 23: Creating the Modern Middle East

1. The time of the Prophet Muhammad? a) 300 BC b) AD 300 c) 600 d) 1000.
2. Conquered by jihad and controlled by the Islamic Empire:
a) Iraq b) India c) France d) Greece.
3. People who broke up the Islamic Empire after somw 200 years:
a) Kurds b) Arabians c) Jews d) Turks.
4. The Ottoman Empire can be described as a) Christian & European b) Islamic & Persian c) Islamic & Turkish.
5. Why did the European nations desire control of the Mid Eastern nations (late 1800's, early 1900's), according to your textbook?
a) racism b) markets c) strategy d) ancient rivalry.
6. In WWI the Ottoman Turks were allied with
a) Germany b) France c) Britain d) Egypt.
7. “Over the centuries most Jews settled in other places.” That was the Jewish a) immigration b) diaspora c) holocaust d) Zionism.
8. Long term Jewish persecution in European nations prompted a back-to-Palestine movement called
a) self-determination b) oppression c) capitalism d) Zionism.
9. A movement of Jews away from Europe and back to Palestine began a) in the late 1800’s b) following the loss of 6 million Jews in the Nazi holocaust.
10. The proposal to divide Palestine into a Jewish half and Arab half was opposed by the Arabs in the 1940's. Their opposition was based on a) number of Arabs in Palestine (some 70%) vs the number of Jews (about 30%) b) emotional response to the incursion of Jews
c) ancient claims to the land based upon centuries of occupation.
11. “The UN voted to approve the partition of Palestine.” The word partition must mean to a) divide b) create walls c) form new wings and corridors d) build a foundation.
12. Since 1948 these people were “left with no country at all.” They are the a) Palestinians b) Jews c) Arabians d) Turks.


1. 600 AD
2. Iraq (Mesopotamia)
3. Turks
4. Islamic / Turkish
5. markets for their manufactured goods
6. Deutschland, or Germany
7. diaspora, or dispersal
8. Zionism (Zion being the ancient temple)
9. late 1800’s
10. proportion of Arabs to Jews, which at that time was majority Arab; today it’s about 85% Jewish
11. to divide
12. Palestinians; most of them live as refugees in neighboring nations.

Google purchases Youtube.com for a clearly exhorbitant sum of 1.6 billion


Google Founders
Originally uploaded by vegasmike433.
A profitless Web site started by three 20-somethings after a late-night dinner party is sold for more than a billion dollars, instantly turning dozens of its employees into paper millionaires. It sounds like a tale from the late 1990’s dot-com bubble, but it happened yesterday.

Larry Page, left, and Sergey Brin, two founders of Google, are hoping the profit potential of YouTube will outweigh the liability potential.

Big Bets, Uncertain Payoffs
Adding On to the House of Google (October 10, 2006)

Google, the online search behemoth, agreed yesterday to pay $1.65 billion in stock for the Web site that came out of that party — YouTube, the video-sharing phenomenon that is the darling of an Internet resurgence known as Web 2.0.

Monday, October 09, 2006

Zionism: return of the Jewish people to Palestine & the resulting conflict


Palestinian kids in Aqaba
Originally uploaded by velvetart.
In a skit I've created for geography class a group of students portray impoverished Arab shepherds - about the year 1935. The shepherds have lived on this land - topsoil denuded by their lack of knowlege in land usage - for centuries. Unbeknownst to them, official deeds to their land are actually held by officials of the Ottoman Empire. These men in Istanbul do not care about this virtually worthless land. Their ownership came along with the Ottoman's long-ago conquest of Palestine.

The other group of students portrays well-educated Jews from Europe. They are Zionists. The Zionist movement was created to seek a homeland for the Jews. Tired of centuries of abuse in European nations, Jews developed the Zionist movement in the late 1800's.

These men have raised money and come to buy the deeds to the land. They will then force most of the Arabs to leave so that a modern farm can be built. "Make the deserts bloom" is their famous battle cry.

After WWI the British controlled Palestine. Their solution to the problem of Palestinian Arab vs Jew was to ask both parties to share the nation.

Sadly, equal sharing is a rare thing in this world. In 1948 the Jews brought the skirmishes between themselves and the Arabs to a conclusion by militarily taking over Palestine. They proclaimed a new nation: Israel. It became a haven for displaced Jews from across the globe.

Most of the Arab peoples became refugees - fleeing to the neighboring nations of Lebanon and Jordan.

Since then the world has tried to force the Jews and Arabs to compromise on control of the territory in what was Palestine. Both sides have militant groups which have preferred to use violent retaliation as a tool. Suicide bombings were developed in this part of the world by militant Islamic groups.

Leaders of the Arab nations have been able to proclaim that the Jews must be driven into the sea to end the conflict.

The Israelis have survived by building a strong army and air force. Their weapons are supplied mostly by the US. Indeed, Israel gets more US aid each year than any nation, says Time magazine.

There is no end in sight to this conflict in the historic land where 3 great religions were founded.



- Zion: ancient site of the temple mount in Jerusalem. Zion means "rock," and is a symbolic word meaning temple or center of one's religion.

Sunday, October 08, 2006

Masada: fortress / desert site of siege of Jews by Romans


Masada - מצדה
Originally uploaded by CrystalEagle.
Masada (a romanization of the Hebrew מצדה, Metzada, from מצודה, metzuda, "fortress") is the name for a site of ancient palaces and fortifications in Israel on top of an isolated rock plateau on the eastern edge of the Judean Desert overlooking the Dead Sea. Masada became famous for its significance in the First Jewish-Roman War (Great Jewish Revolt), when a siege of the fortress by troops of the Roman Empire led to a mass suicide of the site's Jewish defenders when defeat became imminent.



Independent work . . .

Research & compare the Old Testament and the New Testament.
" " the Zionists and the Palestinian Liberation Organization (PLO).
" " the Roman army and the Jewish Zealots at Masada.
" " global demographics of Jews vs Muslims.


Guidelines for essays will help you gain the most points for your essay. Remember to integrate the documentation. Typically, you place it at the end of the first paragraph.

Week of Oct 9 - 13: Open notes test Thur, guests, Judaica project


judaica & kabbalah
Originally uploaded by tsefiya.
Oct 9
Mon
Judaica: the material objects of the Jewish culture, such as the menorah, star of David, Torah scroll, etc.

Tues
Egyptologist Dr. Bill Needles, special guest from his Revel hieroglyphics booth.

Wed
Rabbi & Hebrew teacher & author Dr. Jana DiBenedetti, on Jewish life.

Parents welcome to the lectures!

Thur
Open notes quiz: Israel, Jerusalem, etc

Fri
Images of Iraq from anitiquity: Mesopotamia, Ur, Sumer and the Code of Hammurabi.
End of 9 weeks.

Friday, October 06, 2006

Write about a visit to the Karpeles Manuscript Library Museum; new exhibit on Biblical artifacts

Independent work: write a description of the best material seen in a visit to Karpeles Museum, corner of Centenary Blvd and Atkins St. (one block north of King's Hwy).

Says Times writer Diane Haag:

The history of Judaism and Christianity unfolds in documents and coins in the latest exhibit to open at Karpeles Manuscript Library Museum in Shreveport.

"The Bible," an exhibit that will be on display through December, sets out to show some historical proof behind the Scriptures that undergird two of the world's major religions.

"I hope they realize that it is very possible that the Bible is not a myth. The Bible is history," museum founder David Karpeles said. "We can't prove that for sure, but a lot of proof that leans that way."

Karpeles, a mathematician by training, acquired many of the manuscripts and artifacts by purchasing them from universities in the early 1980s. He rotates them in exhibits throughout the country. This particular exhibit is of special interest to Karpeles, who wrote his doctoral dissertation on "Biblical Historicity."

Shreveport's museum is the newest in the Karpeles network, and most of the others have already had the Bible exhibit. Director Lisa Tike is excited to bring it here. "The stuff I've seen so far is incredible," she said.

The exhibit starts with creation and ancient Sumerian tablets with pictograms that seem to tell a story of creation.

Noah and the flood figure prominently with pictures of a table that references Noah and the flood written about 2,000 B.C., long before the stories of Genesis were compiled. With the pictures are a tablet from the same time period that describes sacrifices to God.

The exhibit includes a replica of the first printed Ten commandments from the Gutenberg Bible. In the case next to it are pages from the first edition of the King James version of the Bible, one of which includes the Ten Commandments.

More at the Times Fri, Oct 6.


Free.
Fascinating former Christian Science temple.
Hours, etc.: 861- 7615

Using the Jerusalem Project on your classmates and family; 5 questions on the ancient walled city


Fri 10-06-06
Students use the Jerusalem project as a learning process across the campus. Having gotten my approval on their 5 questions, students will show project and quiz to adults and students and record the responses. Bonus credit may be earned Monday when a paragraph will be written evaluating the activity.

Friday's Test of quick recall on Israel and its neighbors.
* 12 items.
* Include the sea whose name means “middle” of the “earth,” or the water between 2 continents.
* Hand sketched borders; spelling, legibility.

**************

Jewish studies
Patriarchs in the 2000 - 1500 BC era: Abraham,
Moses, Joseph, Isaac, Jacob.

In the synagogue (or temple) you will find the Law of Moses, or Torah. It includes the books of Genesis (birth”), Exodus (“emigration”), Leviticus, Numbers and Deuteronomy.

Jewish foods:
- bagels & cream cheese & smoked salmon (lox)
- pita bread plus olive oil or yogurt.

**********

Thursday, October 05, 2006

Hand-sketched map of Israel Fri; write 5 mult-choice questions about Jerusalem


dhow
Originally uploaded by Farl.
Jerusalem project presentations on Th, Oct 5, included:

a) Description of the city's elements - Dome of the Rock, etc.
b) Quote from your brief bio - so the class might try to name the famous figure being described.
c) Documentation - where you got your info.

- pronunciation of Church of the Holy Sepulchre (seh’ pul ker)
- do not use Google or Yahoo as a source. Those are internet portals, sites through which you go to get to the actual source.


Write 5 mult-choice questions to accompany your Jerusalem project. Try to write 2 easy, 1 medium difficulty, and 1 challenging. Put it on a page facing the Jerusalem project.
Worth 5 pts. When combined with notes on teaching Jerusalem as a lesson to a student or adult.


Arab dhow - graceful ship used in trade that spanned the Arabian Sea and Indian ocean. Traders traveled from India to Africa on dhows.

On sailing: lakes offer variable winds; they are almost constantly changing their direction and velocity. Coastal areas have comfortable, steady breezes.
- The physics of sailing into the wind are fascinating.
- Learning sailing: S’pt Yacht Club. See more at shreveyacht.com.

Guest speakers next week:

Tues. Egyptologist Dr. Bill Needles

Wed. Jewish studies expert Dr. Jana DeBenedetti; please see hebrewdoc.com

Wednesday, October 04, 2006

Jewish studies: ancient map and prejudices


View from the Rialto
Originally uploaded by vaalyver.
Jewish Studies

Ancient land of the Hebrews
1000 BC: 2 kingdoms - in the north, the Kingdom of Israel, and, in the south, the Kingdom of Judah (link to Judaism, Jew).

**********

The Wandering Jew is a phrase that describes an ancient stereotype of the Jew as someone searching for a peaceful home.

The Diaspora - dispersal of Jewish peoples - was significant during the Roman era. They left because the Romans treated them harshly. The Romans were moderate in their treatment of cooperative people. Rebellious kingdoms received violent retribution. The Jews were bitter toward the Romans and non-cooperative.

Jewish peoples emigrated to every corner of the globe, but most of them went to Europe. Nations famous for their influential Jewish populations were Italy, Spain, France, Germany and Russia.

Forced to live in the back of town, the Jews kept themselves generally separate from the Christians. No Jew would consider a marriage with a Christian. They lived in the ghetto, an Italian word for the Jewish Quarter.

Christians - including the Popes - encouraged mistrust and hatred of Jews. They blamed Jews for the death of Jesus (deicide) and opposed them for not accepting Jesus as Messiah.

From Wikipedia on anti-Semitism in the Middle Ages in Europe:

Among socio-economic factors were restrictions by the authorities, local rulers and frequently church officials who closed many professions to the Jews, pushing them into marginal occupations considered socially inferior, such as local tax and rent collecting or moneylending, seen in these times as a "necessary evil" due to the increasing population and urbanization during the High Middle Ages. Catholic doctrine of the time held that moneylending for interest was a sin, and as such Jews tended to dominate this business. The Torah and later sections of the Hebrew Bible criticise Usury but the Bible is slightly ambiguous. Jews were forced into money lending as there were few other occupations open to them. This provided support for claims that Jews are insolent, greedy, engaged in usury, and in itself contributed to a negative image. Natural tensions between creditors (typically Jews) and debtors (typically Christians) were added to social, political, religious and economic strains. Peasants who were forced to pay their taxes to Jews could personify them as the people taking their earnings while remaining loyal to the lords on whose behalf the Jews worked.

Today, usury means loaning money at exhorbitant interest.

Also:
As the Black Death epidemics devastated Europe in the mid-14th century, annihilating more than a half of the population, Jews were taken as scapegoats. Rumors spread that they caused the disease by deliberately poisoning wells. Hundreds of Jewish communities were destroyed by violence, in particular in the Iberic peninsula and in the Germanic Empire.


Torah, the Jews’ scripture - usually read from a traditional scroll.

Pogrom - murderous massacre of a Jewish community.

Don't forget the Old Jerusalem project Th, Oct 5.

Monday, October 02, 2006

Wadi: a desert canyon


Wadi rum
Originally uploaded by jadmadi.
A wadi (Arabic وادي wādī) is a dry riverbed that contains water only during times of heavy rain, according to wikipedia.org. Compare arroyo (creek).

The term "Wadi" is very widely found in Arabic place names. Wadis tend to be associated with centers of human population because of the availability of sub-surface water.

Crossing wide wadis at certain times of the year can be very dangerous, because of unexpected flash floods. Such flash floods cause numerous deaths each year in Saudi Arabia and many other Middle Eastern countries.

The North African equivalent term is oued, although it is also used to refer to true rivers.

Some names of Spanish rivers are derived from Arabic names where "wadi" was used to mean a permanent river, for example Guadalquivir from (al) wādī al kabīr = "the big river".

Connecting the British Triumph design to the Japanese Honda


Triumph Bonneville
Originally uploaded by cafemotobike.
The V-twin design of Harley Davidson has lasted in the marketplace, though the design is outmoded. The British vertical twin design, seen in the Triumph, BSA and Norton,
has lost favor. But the vertical twin design infleunced Japanese engineers such as Soichiro Honda. Their principal contribution to evolving technology is best seen in the Honda Cub, a 50 cc motor bike that is still being sold across the globe. It is cheap, fuel efficient, easy to repair and able to carry families or considerable loads. See the Honda Metropolitan scooter for the latest US version of the Cub 50.

"What makes Britain great? Discipline, sir." Col. Brighton


PV-0463
Originally uploaded by magnimike.
What made Britain great? The Arabs in Lawrence of Arabia said "Its guns" and "Its Navy." But what made British firearms technology and ships and armed forces so effective? Indeed, Col. Brighton's answer, "discipline," seems a pretty good answer. British society was well-orderd in general and disciplined in education.

What has made the USA great? My answer is brainpower and creativity.
Geography student Shea Mighell said "Health and education." I agree. Good nutrition and schooling encourages the growth of brains. Look at the profiles of the creators of Google, Microsoft and Apple to gauge some of the reasons for America's success.

Sunday, October 01, 2006

Week of Oct 2 - 6: Jerusalem project due Thursday; Lawrence of Arabia; hand-sketched map of Israel test Fri


ابوظبي
Originally uploaded by BadToTheBone.
Oct 2
Mon.
5 Pillars of Islam - compare them to the 10 Commandments.
Abraham biography - see web site.

Tue.
Review of Lawrence of Arabia questions. Please see web site.
Brief bio of King David of Israel.

Wed.
Biography: Jesus of Nazareth.

Th.
Briefly present your annotated model of the Old City of Jerusalem.

Fr.
Lawrence of Arabia compared to Dwight D Eisenhower.
WWI leads to WWII.
Hand-sketched map of Israel (12 items plus borders; Med it e RR an Ean a required item)

Saturday, September 30, 2006

Answers to Mid East Test 2 / Geo students know how to twist, wrap and tuck a turban


Molly & Kaci turbanize Doug
Originally uploaded by trudeau.
Mid East 2 answers

1. F
2. a Bedouins
3. d one third
4. a Mali
5. a Arabic
6. c Sicily
7. a Mecca
8. b Arabesques
9. b Iraq
10. b Austria-Hungary
11. b mnemonic
12. d Bahrain
13. F
14. a Mecca
15. d coral

Cuisine is sensual & memorable but comparison essays and academic presentations earn more points in geo class


On the Arabian peninsula
Originally uploaded by trudeau.
Despite the several food-presentation photos on this blog, I must remind you that comparison essays outnumber offerings of cuisine. Comparison essays ordinarily are worth more points. The reason is that I feel the comparison essay is of higher value in your future.

A reminder of the guidelines:
* snazzy title, explanatory subtitle.
* colorful opening.
* comparison phrases such as "on the other hand," "but far greater," "six times as large," "more limited, however," etc.
* documentation via "according to" at the end of the first paragraph.
* integration of the topics.
* you may add a map or chart.
* must be typed.

Tyler and his mom researched and produced baklava

Turkish baked pastries of the baklava family are paper-thin pastry sheets that are brushed with butter and folded, layered, or rolled after being filled with ground pistachios, walnuts or heavy cream, and than baked, after which a syrup is poured over them. The various types, such as the sultan, the nightingale's nest, or the twisted turban differ according to the amount and placement of nuts, size and shape of the individual pieces, and the dryness of the final product. So says turkuaz-guide.com.

The history of baklava, like that of many other foods, is not well documented, says wikipedia.org. Though it has been claimed by many peoples, the best evidence is that, despite its Arabic-seeming name, it is of Turkish origin.

It is a splendid moment when my students learn to cook a pan of the classic sweet, baklava. Keep half of it for the family. The class needs only a tiny sample. Even students who've never cooked a thing can follow the directions and produce - solo, believe it or not - a fine pan of the syrup-soaked dessert.

Jerusalem, the Old City: a graphic project due Thur, Oct 5

Ancient Jerusalem: a pop-up project due Thur, Oct 5


Jerusalem
Construct a model of the walled city of Jerusalem on one sheet in your notebook.

* Hinge the major buildings and personalities so that they can be popped up for display.
* Bring color to the important items.
* Identify all items with a rectangular label. Print neatly or type the labels.
* Include 4 people:
Abraham,
King David,
Jesus of Nazareth,
Prophet Muhammad.

* Due Th, Oct 5; 25 pts. (late projects will lose 10 pts per day).

* Please also include
- Dome of the Rock
- Western Wall (Wailing wall) of the ancient Jewish temple.
- Church of the Holy Sepulchre.
- Via Dolorosa.
- 3 Gates
- City walls.
- Map of Israel, showing Jerusalem.
- Brief bio (3 items) of one of the personalities. Documentation.
- Titles, spelling, legibilty and neatness are part of the evaluation.

Questions? trudeau@earthlink.net

Abraham: the Middle Eastern patriarch provides a bridge that connects the monotheistic religions

Abraham - between 2000 BC/BCE and 1500 BC/BCE, (ʾAbrəham ; "Father/Leader of many") is regarded as the founding patriarch of the Israelites whom God chose to bless, and to make into a blessing for all peoples on Earth. He is a critical figure in Judaism later adopted by other religions like Christianity, Islam, and the Bahá'í Faith.

The accounts of his life found in the Book of Genesis (and for Muslims and Bahai, those in the Qur'an also) are believed to be accurate within the major religions respectively associated with these books, but they have sometimes been assumed to be myths (as opposed to factual) by some secular historians.

Judaism, Christianity, Islam and the Bahá'í Faith are sometimes referred to as the "Abrahamic religions", because of the role Abraham plays in their holy books and beliefs. In the Hebrew Bible and the Qur'an, Abraham is described as a patriarch blessed by God (Genesis 17:5). In the Jewish tradition, he is called Avraham Avinu or “Abraham, our Father”. God also promised Abraham great things, such as that through his offspring, all the nations of the world will come to be blessed (Genesis 12:3).

Jews, Christians, and Muslims consider him father of the people of Israel through his son Isaac (cf. Exodus 6:3, Exodus 32:13). Classical Islamic historians speculated that he was the ancestor of Muhammed through his other son Ishmael. In Christian belief Abraham is a model of faith. In Islam, Abraham obeyed God by offering up Ishmael, and is considered to be one of the most important prophets sent by God.

His original name was Abram; he was the foremost of the Biblical patriarchs. Later in life he went by the name Abraham (Genesis 17:5)
Wikipedia.org

Friday, September 29, 2006

Sunrise atop Mt Sinai on the desolate Sinai Peninsula


IMG_9304
Originally uploaded by Dave Malkoff.
The rocky, desert-like Sinai has traditionally been the abode of bandits. Today on the edge of the Sinai there are hotels catering to those who enjoy snorkeling in the Red Sea.

In the southern end is the Mount of Moses - Jebel Musa - and Mt. Sinai. Both are much visited by pilgrims.

TE Lawrence crossed the Sinai during WWI. According to legend, the Holy family of Jesus, Mary & Joseph, crossed the Sinai and made a trek through Egypt.

In 1991 I went to Egypt on a Fulbright Seminar and visited the Sinai. We hiked up the Mt of Moses at night and arrived in time to observe the sunrise over the Biblical land below us.

Ancient Jerusalem: a pop-up project due Thur, Oct 5


Jerusalem
Originally uploaded by Manneken Pies.
Construct a model of the walled city of Jerusalem on one sheet in your notebook.

* Hinge the major buildings and personalities so that they can be popped up for display.
* Bring color to the important items.
* Identify all items with a rectangular label. Print neatly or type the labels.
* Include 4 people:
Abraham,
King David,
Jesus of Nazareth,
Prophet Muhammad.

* Due Th, Oct 5; 25 pts. (late projects will lose 10 pts per day).

* Please also include
- Dome of the Rock
- Western Wall (Wailing wall) of the ancient Jewish temple.
- Church of the Holy Sepulchre.
- Via Dolorosa.
- 3 Gates
- City walls.
- Map of Israel, showing Jerusalem.
- Brief bio (3 items) of one of the personalities. Documentation.
- Titles, spelling, legibilty and neatness are part of the evaluation.

Questions? trudeau@earthlink.net

Thursday, September 28, 2006

CMHS all-school Talent Show Fri, Sept 30, 6:30 pm; $5


Hali and Megan
Originally uploaded by trudeau.

Middle East Test 2: 15 multiple-choice questions on SW Asia; list of the top scoring students


Dome of the Rock
Originally uploaded by shepandpaula.
Mid East Test 2:
A perfect score was earned by Andrew Lopez, Brenda Diaz, Katie Li, Molly Bowman & Kelsey Hickman.

Other top scorers on Mid East 2 (93% or higher), of some 140 students, were:
Hannah Connors, Eric Hunt & Brittany Shelley. Lauren Elise Brown, Andrew Delo, Michael Free & Tyler Edwards. Youmna Moufarrej, Payden Deville, Kyle Schuler, Sam Porter, Katy Natale, Chelsea Fields, Hunter Ward, Sara Mustapha, Nicole Lemoine & Susan Beresko. Jayden Sims, Josh Pawlik, Shea Mighell, Katie McCarthy, Scotty Sanders, Andrew Wood & Sydney Merriman. Sarah Arnold, Mason Nabors, Jessie Bradford & Audra Davis.



The test:

Middle East 2 / Trudeau

1. Zakat, or alms and prayers for the poor, expected 5 times a day, is what we would consider the third Pillar of Islam. T / F
2. The aboriginal peoples of the Arabian and North African deserts: a) Bedouins b) Muezzin c) Jihadists d) Emirs.
3. The nations around the Persian Gulf, says National Geographic, supply about __ of the world’s oil. a) a fourth b) half c) three-fourths d) one third.
4. There is a appealing and well-known Great Mosque in Djenne. In what nation is Djenne (also Jenne)? a) Mali b) Tombouctou c) Niger d) Sahara.
5. Words that begin in “al , “ such as alcohol and algebra, are often rooted in the __ language. a) Arabic b) Hebrew c) Urdu
d) Sunni.
6. Was not once part of the Islamic Empire: a) Palestine b) Spain c) Sicily d) Turkey.
7. The Kaaba is located in a) Mecca b) Medina c) Jerusalem
d) Damascus.
8. Vine-like designs or geometric patterns are referred to as
a) Calligraphy b) Arabesques c) Persian art d) Masjid.
9. The Euphrates and Tigris rivers flow through the “land between the rivers,” or Mesopotamia. They flow parallel to each other in what nation? a) Saudi Arabia b) Iraq c) Syria d) Turkey.
10. Allies of the Germans in WWI: a) France b) Austria-Hungary c) Russia d) Italy.
11. A wacky story, a startling phrase, a special design or, sometimes, an acronym: a) repetition b) mnemonic c) comparison d) dossier.
12. The nation with the smallest area on the Persian Gulf:
a) Qatar b) Kuwait c) United Arab Emirates d) Bahrain.
13. The Iranians (Persians) are in the least advantageous strategic position to block the Strait of Hormuz, which lies between the Persian Gulf and the Gulf of Oman. T / F
14. 21N, 40E: Name the city closest to that coordinate:
a) Mecca b) Medina c) Baghdad d) Cairo.
15. If we find that the Red Sea is connected to tourism, we can deduce the presence of a) travelers b) snorkeling rentals
c) colorful fish d) coral.

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Thanks to Alex Jobe and his mom for sending Gharaib, sugar-butter cookies topped with an almond and typical of a Lebanese wedding. Alex presented a brief background on ingredients and customs, as do all my students. Merci!

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Thurs, Oct 5: Jerusalem Pop-up Project 25 pts. See web site notes.

Wednesday, September 27, 2006

C4 Gallery displays paintings & collages by artist & teacher Mrs. Marabella Dunn

Drop in to see the work by Marabella Dunn in the display areas and on the wall in C4, please. A good time to visit is Friday between 1:30 and 2:20.

Dunn teaches art at Summerfield Elem and in the Talented Arts Program - which takes place after school at CMHS. This sampling of her work will be on display until November.

In the photo above: Shirlene Alexander, CMHS art teacher, Molly Brau, Class of 2006, Henry Price, Caddo Schools art superviser, and Marabella Dunn.

Tuesday, September 26, 2006

Sample questions for Thur & independent work topics due any day


Fatima, Dana, Nadine 6th Hour.JPG
Originally uploaded by trudeau.
Sample questions for Thur:

1. There is a Great Mosque in Djenne, Mali. It is in West Africa, close to both the River Niger and the Sahara. It is built of a) wood & clay b) wood & stone c) wood & textiles d) stone & mud.
2. The Great Mosque in Mecca has a significant courtyard. In it is the a) Hajj b) Shisha c) Ramadan d) Kaaba.
3. "Some Muslims spend the entire night in prayer," during the month of Ramadan, says the Islamic Assoc of North America. T / F
4. The Islamic feast of Rosh Hashanah is known as their New Year, or "head of the year," according to Wikipedia.org. No work may be done on Rosh Hashanah. T / F
5. Vine-like designs or geometric patterns are referred to as
a) Arabesques b) Calligraphy c) Persian art d) Masjid.
6. Shreveport-area Muslims have a new mosque, says the Times. It is in Bossier City and was once of a different denomination. It was a
a) Presbyterian Church b) Baptist Church c) Catholic Church
d) Jewish Temble.
7. The Rub al Khali ("empty quarter") is a vast desert in a) Saudi Arabia b) Iraq c) Oman d) UAE.
8. In the nation of __ is the region known as Mesopotamia, "land between the rivers." The nation of the Euphrates and Tigris rivers is a) Iraq b) Iran c) Syria d) Turkey.

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Independent research -
* Compare the Triumph or Brough cycle companies with the Harley-Davidson company.
* Compare the traditions of the Muslim prayer beads and the Catholic rosary.
* What are the reasons for the sporadic but heavy rainstorms which occur in the Arabian desert?

From toursaudiarabia.com:
The average annual rainfall for Saudi Arabia is 4.4 inches (112 mm) per year but whole regions may not experience rainfall for several years. The rainfall usually consists of one or two high intensity, short duration thunderstorms. Even a small storm with little precipitation can produce dangerous flooding because the Saudi Arabian desert soil does not soak up water very easily. Dry wadis (ravines) can quickly turn into raging rivers during and after heavy rains. In the city, low points in the roadway can quickly fill with floodwaters trapping unsuspecting motorists.

Also:
Saudi Arabian Trivia
With limited natural water resources, the country had no choice but to resort to well water and to the sea to provide its increasing population with the water they need. Saudi Arabia has 30 desalination plants located on the West and East coasts of the country and ground water is available from 18 aquifers with deep wells supplying water for municipal use, agriculture and industry.

Study guide to the movie Lawrence of Arabia


TELawrence
Originally uploaded by attilaV.

Trudeau’s Study Guide to Lawrence of Arabia
A Basis for Testing, Discussion and Essays on the biographical movie.
Please answer questions and use as a framework for notes in each viewing.

This true story is based on books TE Lawrence wrote after the Arab campaigns. He won acclaim for his chronicle of war and politics, the Seven Pillars of Wisdom.

1) Movie director David Lean insists that the musical themes be heard by the audience over a black screen. Why?
2) The movie opens in England, 1935. Enjoy the brief but loving camera attention to a fine British motorcycle. Lawrence wrecks and is
__ injured.
3) Lawrence is buried in St. Paul’s Cathedral, London, a burial place reserved for national heroes. Remarks heard in the crowd: L. was a complex fellow. He was not a perfect hero. He was an enigma.
4) Cairo, Cartography department, British Army, about 1914. In several ways L. stands out from the soldiers with which he is serving. Explain. What is cartography?
5) What are the dates of WWI? Name the nations aligned with the British. Name the countries working with the Germans.
6) Vocab: overweening, dossier, Oxfordshire.
7) What language has L. studied in addition to his mother tongue and French?
8) In Arabia there is a conflict between the tribal Bedouin peoples and the Turks, rulers of the Turkish Ottoman Empire - which includes Arabia. Who’s on the German side?
9) Is “the Officer’s Mess” a term for a carelessly kept room or the principal lounge area?
10) Arabian tribes are led by the wise, if weary, Prince Feisal of Mecca (see Faisal today).
11) What is the attitude of L’s desert guide toward the British officer’s pistol carried by L.? How does L. use the pistol in making his way amongst the Bedouins?
12) The Arabic word for canyon, usually a dry, rocky area between mesas, is “wadi.” The wadi is where Arabs have typically made their settlements.
13) The Harish versus the Hazimi: is murderous tribal warfare a historic part of life in the vast desert? Are there such conflicts today?
14) What kind of vessel is used to bring up water from the deep well in the desert?
15) Translate “God be with you” into Arabic.
16) L. sings a WWI era ditty called “The Man who Broke the Bank at Monte Carlo.” Where is Monte Carlo? In gambling, what does it mean to “break the bank”?
17) A Britishism for being posted to a unit is “seconded.”
18) What is meant by the term biplane?
19) Where did the Turks get airplanes? Not “at the store.”
20) What sound can Arabs seem not to be able to pronounce?
21) In the caravan some camels are surmounted by small, square tent enclosures. Who is in such a tent?


22) “Recite, then, as much of the __ as may be easy for you ... and seek ye the forgiveness of God. Verily, God is forgiving, merciful ...” These are the opening words of the Holy Qu’ran. The scene in Feisel’s tent is unusually respectful of Muslims. Why do I say “unusually”?
23) Lawrence quotes the Quran. How would he know such material?
24) In 1915 the top British priority in the Mid East was protection of a waterway important to their shipping and movement of warships. The name of this key passage?
25) In explaining to Feisel the reason for Britain’s power the British officer puts an emphasis on ... a) technology b) discipline c) skill d) wealth.
26) In the early 1900’s the city at the center of Islamic art, business and scholarship was not Mecca, nor Cairo. It was the capital of Syria: __ .
27) According to Feisel, do Arabs love the desert? If not, what do they love?
28) Feisel refers to the Islamic golden age. About what century did it occur? According to brainyencyclopedia.com, it lasted from about 750 to 1050 AD.
29) At the desert’s edge Lawrence spends a night concentrating on the Arab dilemma in their feckless fight against the Turks. He has a breakthrough. What is his solution?
30) A terrible desert’s difficulties must be surmounted by the Bedouin.
The desert is the a. Sahara b. Rub al kali c. Arezy an Nefud.
31) “The Howeitat are brigands.” Write a synonym for brigand.
32) What 3 nations has Lawrence visited thus far?
33) Can a man claiming to perform a miracle be judged guilty of blasphemy? Why or why not? By definition, miracles are created by __.
34) The boys who become Lawrence’s servants are unsuitable, he is told, because they are “outcast, parentless.” What would we call them?
35) What is a shilling?
36) “Allah favors the compassionate.” Offer a synonym for compassionate.
37) During the desert crossing why does Lawrence use precious water for shaving?
38) Which character has 2 African bodyguards? Is that a realistic note or an exaggeration?
39) In sh’Allah is a frequent interjection and means: a. If God is willing. b. God be with you. c. I believe in God. d. God is merciful.
40) Gasim the Bedouin falls off his camel and is lost in the desert during the night.
Why does Lawrence stubbornly insist on going back to try to find him?
41) In the desert the Bedouins find a place surrounded by trees where their camels can drink. It is called an __ . What kind of trees are those? __ __ .
42) An argument about the role of fate is waged between Lawrence and the Arabs.
The Englishman’s key phrase is “Nothing is __.”
43) Lawrence’s father, he explains, is Sir Thomas Chapman. What is the problem?
44) Lawrence is awarded the robes of a tribesman for his valorous service. Describe him as he faces the wearing of foreign clothing.
45) After some tricky negotiations Auda Abu Talib of the Howeitat says “Dine with me in __ Ruum!”

46) The camel driver’s stick is often used for another purpose. Describe.
47) Auda Abu Talib says “’The Arabs,’ What tribe is that?” What does he imply?
48) What is a guinea?
49) What city will be attacked by the combined tribes in a surprise raid? It lies on what body of water?
50) When the troops leave the wadi the women watching them emit a high-pitched scream as encouragement. What is that called?
a. ovulation b. ululation c. trepidation d. insubordination.
51) “The law says the man must die.” This is based on a code associated with a historic leader of Mesopotamia. a. Cyrus b. Hammurabi c) Darius.
52) In the tribal dispute - which almost begins a blood feud - who is the condemned murderer? Who is the executioner? What irony is there?
53) The Turks at Aqaba outnumber and outgun the Arabs but the Bedouin raiders are successful. What is their great advantage?
54) Lawrence declares he will cross the badlands of the Sinai Peninsula. Where is he going?
55) The servant boy Daud dies in the desert in a most unexpected way. What is it?
56) When a camel lies down, which set of legs folds first?
57) The spooky, abandoned buildings encountered on the edge of the Sinai actually lie beside the body of water called the __ __ .
58) “Bringing a ‘wog’ into the Officer’s Mess” is offensive to many soldiers. Explain.
59) “Undisciplined, unpunctual, untidy; knowledge of languages, music, literature, etc.” Who is being described?
60) In WWI the British attacked the Turkish-held Mid East and drove the Turks from the holy city of __.
61) “You acted without orders.”
“Shouldn’t an officer use their initiative at all times?”
Explain.
62) Lawrence leads Bedouin riders in swift attacks on the Turks that depend on surprise for success. Today that’s called __ warfare (French word).
63) The Bedouins are wary of being partners with the British. They believe that the British are thinking, “Let the Arabs drive out the Turks, then we’ll take over.”
T / F
64) Intermission is another opportunity for the director to air his score over a dark screen. What does this imply?
65) The American reporter called Bentley in the movie is another true element in the Lawrence story. What happens as a result of Bentley’s stories and photos?
66) Lawrence uses his expertise in explosives against the Turkish __.
67) What is the Geneva Code?
68) What happens to the Bedouin army after the looting of Turkish trains?
69) Why does Lawrence shoot and kill his servant and friend Farraj?
70) Lawrence allows himself to be captured by the Turks in Deraa. Why?


71) Is there such a thing as a fair-haired, blue-eyed person of Middle Eastern blood? Is a Circassian the same as a Caucasian?
72) Write a brief description of the location of the Caucasian Mountains.
73) On the eve of the battle for Jerusalem, Lawrence has a breakdown. What action does he take?
74) The Sykes-Picot Treaty is an agreement at the end of WWI that proclaims that 2 nations will divide the control of the Middle East. Which European nations took over the defeated Turkish Empire?
75) Is Lawrence guilty of having told the Bedouins “half lies” about their future and control of their ancient lands? Was he guilty of naiveté?
76) What happened to Lawrence while being held by the Turks in Deraa?
77) On the eve of the attack on the Turks in Damascus, people notice that Lawrence is a changed man. Describe his attitude.
78) Lawrence’s personal troops are hired soldiers. The word for commercial soldiers is __.
79) General Allenby is chauffeured in what brand of British auto?
80) Who wins the race to conquer the Turks in Damascus, the Arabs or the British?
81) The tribal people form a government in Damascus. It is called the __ __.
82) The Arab armies prove incapable of governing Damascus. What governance factors flummox the Arabs?
83) The Arab tribal leaders leave Damascus and return to their homes in __.
84) What factor is repulsive to Lawrence in his return to Britain?
85) Lawrence did not want to be famous as a successful soldier. His desire was to be recognized as a significant writer. Did he reach his goal?
** ** **

Monday, September 25, 2006

Caddo stats from the School Board: 2006-07 MiniFacts Brochure

Selected material from Caddo Schools' MiniFacts:

Enrollment:
CMHS 1,178
Capt Shreve 1,232
Byrd 2,052
Fair Park 729
Green Oaks 510
Huntington 1,327
N Caddo 408
Northwood 993
Southwood 1,589
Booker T Washington 456
Woodlawn 838

Caddo Schools est 1877.
Total enrollment today is 45,152.
System includes 74 schools: 41 elem, 5 elem/middle, 10 middle, 11 high schools & 7 special.
Certified personnel: 3,288; classified: 3,018; subs: 3,524.