The islamic idea of death

The islamic idea of death In The Name Of Allah The Beneficent The Merciful In this essay I would like to talk about death. I will define death according to the general understanding as well as the Islamic definition. I will use Quranic Verses along with some Hadith to prove the certainty of death. Then I will describe and present the Islamic idea of death. I will describe the process of death, what occurs after death and what happens to the soul. I will conclude by describing how the remembrance of death is important and how it should affects the thoughts and ideas of a Muslim and causes him to act ethically in this life. Death is defined as the termination of the biological functions of the body[1]. In Islam it refers to the separation of the soul from the body by the Angel of Death. Death is the only certainty in life. It can occur at any moment no matter whether you are 9 or 90. There is no guarantee when we wake up in the morning that we will see the evening or when we go to sleep that we will see the morning. We have a fixed time on the earth and once it is up it cannot be extended. Wherever you may be, death will overtake you, even though you were in lofty towers.[2] The above verse shows that we will have to face death at some point. It is a certainty and it will occur. There is no hiding place not even in high towers. There is no cure for death. What happens after death is unknown because no one has returned to tell us about it. This is why man busies himself in the worldly affairs. He believes it will make him immortal but it is only a distraction for him. The Quran says: Rivalry in worldly increase distracts you. Until you come to the graves.[3] I would like to state the example of Fir Awn[4] for those who believe their wealth will bring them immortality. Here is a man who had power and wealth so much so that he claimed Divinity. Where is he now? His body is in a museum in Cairo. He claimed to be God but look at him now. Fir Awn drowning, in his last moments, tries to accept Islam but it is far too late and his repentance is rejected. This is a harsh warning to those who think they can accept Islam or repent while on their death beds. The Quran mentioned that his body would be preserved. But this day We save you in your body that you may be a Sign for those after you. Most of Mankind are heedless of Our Signs.[5] A Hadith[6] warns us about a man who did not do a single good deed but at the time of death he was so fearful he thought he could escape ALLAH (SWT) by telling his children to burn his body and scatter his ashes across different lands and oceans. ALLAH (SWT) was still able to resurrect him[7]. It does not matter how you die or what condition your body is in. If you did not have a burial your soul will be placed in the ground where you took your last breath. Every soul will taste of death. Then to Us you will be returned.[8] Even the Prophets, the best of mankind, had to taste death. The Prophet Ibrahim[9] (AS)[10] was reluctant stating a friend does not take the life of his friend. ALLAH[11] (SWT)[12] told Izrail[13] to say a friend does not refuse the invitation to meet his friend. Upon hearing this, the Prophet Ibrahim (AS) submitted to ALLAH (SWT) one final time[14]. What a way of looking at death as going to meet your Friend! The Prophet Musa[15] (AS) also did not wish to die and ended up punching Izrail so hard; one of his eyeballs fell out. Izrail reported this to ALLAH (SWT) who restored his eye and told him to tell the Prophet Musa (AS) to place his hand on the back of an ox and that however many hairs he held, he would live for the equivalent number of years and then die. Upon hearing this the Prophet Musa (AS) agreed to die immediately[16]. Muslims believe the Prophet Isa[17] (AS) will return to earth a 2nd time and he will do many miraculous things such as killing the Dajjal.[18] However the main purpose of his return is to fulfil the promise of ALLAH (SWT) in the above verse. The Prophet Isa (AS) has yet to taste death and the idea of crucifixion is heavily rejected in the Quran. Whatever came from the earth must return to the earth meaning we came from dust and we shall return to dust. They slew him not nor crucified him[19] When the Angel of Death comes to collect a soul he does not leave without taking what he came for. The believers soul is removed gently where as the disbelievers soul is ripped out. When the soul of a disbeliever is removed, it is black and has a foul stench where as the believer soul is shining and has a beautiful fragrance. The soul of the believer is handed to the Angels of Mercy who inform him of glad tidings and blessings of his Lord (SWT). The soul of the disbeliever is handed to the Angels of Punishment who curse him and inform of his Lord (SWT)s wrath. The souls are then taken to their respective locations to have their book of deeds registered. Nay, but the record of the vile is in Sijjin[20] Nay, but the record of the righteous is in Illiyin[21] Both souls will at first go up but the disbelievers soul will be thrown down after being rejected entry into Heaven and then is taken to Sijjin which is either in the vicinity of or close proximity to Hell and is a dreadful place. The believers soul is admitted into Paradise where it is greeted by the angels and inhabitants who wish peace. It is taken up to the 7th Heaven going through each Heaven with all inhabitants and Angels accompanying it until it reaches Illiyin. Once registration is complete, the believing soul is greeted by ALLAH (SWT)! What a great honour! It is then unclear what happens to the soul while waiting to return to the body. In Islam, it is recommended to perform the funeral as soon as possible, on the same day if possible because the soul is returned to the body before the funeral. This does not mean a return to life but simply that the soul resides in the body and is able to see and hear happenings but unable to communicate or perform any action. At the site of the graveyard, the soul will be able to sense the Angels but they will not approach whilst the relatives are there. The soul will cry out but to no avail. No one is able to help any more. Once the burial is completed, slowly everyone disperses, as the last relative leaves the soul will hear the footsteps departing. Now the Angels will descend and the questioning will begin. The 3 questions will be: Who is your Lord?[22] What is your religion?[23] Who is your Prophet?[24] The answers may seem obvious now but at that moment it will be extremely difficult especially when faced with the sight of two tremendous Angels. Only a true believer will be able to answer correctly and his grave will be made a place of rest and comfort. A disbeliever will not be able to answer and thus the Punishment of the Grave will begin[25]. This is ones individual judgement but does not necessarily determine whether one will enter Heaven or Hell as the Punishment of the Grave may be a process of purification especially for Muslims who were sinners so that they may receive the Forgiveness and Mercy on the Last Day. Having answered correctly, the believer will be shown a vision of Hell which he is safe from and then a door to Heaven will be opened so that he may enjoy the sights and smells. His grave will be lit and expanded for him and his good deeds will be personified into a handsome young man to keep him company until The Day Of Judgement. On the other hand, a disbeliever will be shown a vision of Heaven which he will never enter and a door to Hell will be opened so that he may have a preview of the torment to come. His grave will be constricted until his ribs are crushed and his evil deeds are personified as a vile ugly old man and the Angels of Punishment will strike him with hammers and other Punishments will occur until The Day Of Judgement[26]. The life of this world is but comfort of illusion.[27] This life is just temporary. It has been designed as a test for us to see who remembers ALLAH (SWT) and who is distracted by the dunya[28]. After life in the grave, everyone will be resurrected and receive their final Judgement based on their actions. Blessed is He in Whose hand is the Sovereignty, and, He is Able to do all things. Who has created life and death that He may try you which of you is best in conduct; and He is the Mighty, the Forgiving.[29] The remembrance of death should play a vital part of a Muslims daily life and he should take a portion of his time every day to contemplate on this. He should contemplate the certainty of death and the fact that it could happen anywhere anytime. He should reflect on the events during and after death. He should ponder over the fact that his possessions and property will remain here. By remembering the certainty of death, he will realise how petty and temporal the temptations of this world are. By remembering the fact it could happen instantly it will cause him to repent immediately as he aware of the example of Fir Awn. It will also lessen the inclination to sin as he will not want to die in a state of sin. By reflecting on the process of death, he will be determined to achieve the fate of the righteous soul not that of the evil soul. He will realize how temporary the material things are and spend less time trying to acquire them and focus on the good deeds which will accompany him. I would like to end with a verse of the Quran which we should ponder over. We belong to ALLAH and to Him is our return.[30] Bibliography Sahih Bukhari: Book 4: Volume 55: Hadith 619 Sahih Muslim: Book 37: Hadith 6637 Abu Dawud: Book 40: Hadith 4735 Azimabadi, B. (2001) Stories Of The Holy Prophets Lahore: Talha Publications Emerick, Y. (2002) The Complete Idiots Guide To Understanding Islam New York: Beach Book Productions Hadimi M. Emrullah A. (2001). Ethics Of Islam. (3rd Ed). Istanbul: Waqf Ikhlas Publications. Pickthall, M.M. (2006). The Meaning Of The Glorious Quran. (Revised Edition). Birmingham: I.D.C.I. Toropov B. Buckles L. (2004). The Complete Idiots Guide To World Religions New York: Beach Brook Productions. http://en.wikipedia.org/wiki/Death 14/12/09 [1] Wikipedia [2] 4:78 [3] 102:1,2 [4] Fir Awn was the Pharaoh of Ancient Egypt who opposed the Prophet Musa (AS) [5] 10:92 [6] Saying or action or approval of the Prophet (SAW) [7] Sahih Muslim [8] 29:57 [9] Abraham [10] Alayhis Salaam = Peace be upon him [11] GOD [12] Subhanahu Wa Taala = Glorious and Exalted is He [13] The Angel Of Death [14] Stories Of The Holy Prophets P:46 [15] Moses [16] Sahih Bukhari [17] Jesus [18] Anti Christ [19] 4:157 [20] 83:7 [21] 83:18 [22] The only correct answer is ALLAH (SWT) [23] The only correct answer is Islam [24] Every nation was sent a Prophet and each nation must give the name of its own Prophet. Previous nations answers would include Prophet Musa (AS) or Prophet Isa (AS) but since the advent of the last final Prophet in Arabia, the only acceptable answer from the 7th Century onwards is Prophet Mohammed (SAW) [25] Abu Dawud [26] Understanding Islam P:60 [27]3:185 [28] World [29] 67:1,2 [30] 2:156

Meaning of supervision and my professional life Essay

Instructional Supervision Instructional supervision is a very important concept which must be understood by all educators for the sake of achieving their teaching objectives. For this case, the process of instructional supervision must be applied for the sake of delivering effective instructions to the students. Supervision of instruction for example in England began as an external inspection where some people were appointed to go around the school to observe what the students were learning and what the teachers were teaching the students. The main aim of these supervisors was to ensure that the set curriculum was being followed and the students were actually being taught. On the other hand, in United States, supervision began in 1830’s after the formation of common schools. Initially, supervision in schools was undertaken by superintendents after the formation of city school system due to increased population in major cities. Later on, the role of supervision by superintendents became impossible as the number of schools increased. The role of supervision had to be delegated to the principal to oversee that the teachers we following the curriculum in their teaching. In order to promote growth of teachers and recognizing practice of supervisors time restrain, Sergiovanni and Starratt (1998), suggested that a supervisory system be created that would contain a number of processes of supervision even summative evaluation. The system was not to involve direct formal supervision every year for every teacher. This system was to evaluate the teachers within a period of three to five years. In this kind of evaluation, the teachers were to receive a variety of evaluation during the three or five years and finally be evaluated formally only once. Professional growth evidence is required during once-a-cycle formal evaluation. The work of supervision was also attempted to be opened at international involvement by Sergiovanni and Starratt. In a school setting, the principal has the overall responsibility of supervision of the whole school. For this case, he supervises, teachers, students and all the other staff working in the school that include: librarian, gardeners, drivers, cleaners etc. The supervision role is not an easy task especially of teachers and for this case, the principal has to carry out the exercise with intelligent and diplomacy. The teachers of course knows their role and they would feel not motivate if they see they are being supervised like factory workers. This would in turn kill their morale at work and finally they would not deliver the required knowledge to the students and the end result would mean that the teaching objectives will not be achieved. The principal on the other hand has a responsibility of supervising the work of the students and together with their behaviors. Students tend to acquire deviant behaviors from other students like smoking and unless this behavior is corrected at an early stage, the student will not concentrate in his learning. In some situation, the supervision of students gets out of hand as they tend to have acquired more serious behaviors such as carrying of weapons and may be killing of their fellow students. For this case, this becomes criminal offence and is not likely to be handled the principal. Principal should be very strict when it comes to discipline for the sake of ensuring that education objectives are achieved. Since the students are in a crucial stage of adolescent stage where influence of behavior is at high level hence their behaviors should supervised keenly. According to Glickman (1990), there are a number of supervisory approaches within clinical supervision structure. He developed a supervision model that provides theoretical framework that with four supervision approaches that would be found in supervision concept. These approaches are similar in the intended end goal but they differ differs slightly in the power and control that is accorded to the teacher. The four approaches are a follow: The first supervision approach is the nondirective supervision whereby the teacher has the freedom of formulating his own plan on the future development. In such a situation, the supervisor is there to give advice to the teacher when he comes up with his own ideas on the way forward. This kind of approach indeed motivates the teaching staff members as they feel they are in control with their undertakings. For this case it should be encourage at situations where the teachers are experienced in their work and they can work with little or no supervision. (Glickman, 1990) The other supervision approach is collaborative supervision. In this approach, the teacher and the supervisor do share idea before the supervisor makes decision on whatever decision he wants to make. This approach too is a good one also as the teachers feels motivated as they are consulted before any decision can be arrived at. For this case, the teachers contribute their ideas and the supervisor weighs various options before settling on the best idea that has been contributed by the teachers. By merely brainstorming of ideas, the approach is of much help for the sake of choosing the best approach to be used. For this case, this kind of approach should be encouraged at situation where teachers involved are experienced in their work. The third supervision approach is the directive informational approach. In this situation, the supervisor formulates the supervisor plan and it is the responsibility of the teacher to decide if he is going to follow the plan. In this kind of an approach, the teachers are not motivated with it as they feel they are not consulted before a decision is being made in their work. Although some of the approach since it consumes less time before it is formulated, majority of them especially the experienced ones feels that some ideas which are better are overlooked. In this kind of approach, the teachers are given an opportunity to follow or not to follow the approach directives. However, the approach is appropriate mostly to teacher who are not experienced or the novice teachers. Lastly is the directive control approach in which the teacher formulates the supervisory plan and expects are the teacher to follow it. For this case, the teachers have no alternative on whether to have another idea. They have to follow the supervisory plan that has been formulated by their supervisor. This approach however does not motivate the teachers as they are not given an opportunity to contribute their ideas toward formulation of a supervisory plan. For this case, they have to follow the directives as formulated by their supervisor. This approach is popular where the teachers being supervised are less experiences of novice. It is also very appropriate in situations whereby there is not time to gather in a meeting and brainstorm on the way forward as far as supervisory plan is concerned. Before the supervisor can know on which approach he should use, he should consider knowledge and experience of the teachers concerned before settling on the supervisory approach plan to use. The issue of responsibility and accountability should also be looked into in order to decide on the approach to use for the sake of at least motivate the teacher in their work. Motivation is the inner drive to do something, and unless the teachers have that inner drive to deliver knowledge to their students, teaching objectives might never be achieved Glickman (1990) asserts that collaborative approach is very popular among the teachers and they really enjoy their work if used. For this case, school principal should at least ensure they use this kind of an approach when they are formulating their supervisory plan to be applied in their school. There are three supervisor responsibilities that should be considered in the supervision process. They include: ? The Supervisor to carry our observations to both the teachers and students. ? The supervisor to give guidance and support to teachers and students. ? Lastly is for the supervisor to give feedback to the teachers. According to Knoll (1987), the information that a supervisor gather after carrying out a classroom observation is very important. He is able to have an access to a wide range of skills necessary for teaching which he can in turn share it with other teachers. The main aim of carrying out a classroom observation is to collect data that is necessary for carrying out an evaluative rating which is accurate. As far as supervision is concerned, guidance and support should be the main idea of supervision in the first place. Supervision is not done just to see whether teachers are following the curriculum or not and then note that one down, no. One should continuously offer guidance and support as he supervises. For this case, the supervisors are urged to make correction on the spot while carrying out their supervision roles in order for them to achieve their objectives. In order for teachers to improve on their areas of teaching, the supervisor must ensure that he gives feedback to them on the areas he has observed that would like to be improved. There would be no need of supervision if the teachers are not given the feedback as it is this feedback that they will know what areas they need to improve in while carrying out their duties. There is very big difference between evaluation and supervision though the two terms interrelates. Evaluation is the art of making judgment about the performance of a teacher. On the other hand, supervision is mere the art of ensuring that the teachers are following the laid down rules and regulation in their work. Evaluation comes after one has carried out an observation on the teachers. Appendix Literature Review Instructional supervision improves teaching performance if it is carried out in the manner that is desired by teacher. If the collaborative supervision approach is used according to Knoll (1987) is used, the teachers will be motivated in their work and the overall performance of the school will be felt. In his book – Supervision for better instruction: Practical techniques for improving staff performance, Knoll (1987) asserts that teachers are motivated in their work of teaching when collaborative supervisory plan approach is applied in their supervision. Pfeiffer and Dunlap (1982) in their book – Supervision of teachers: A guide to improving instruction asserts that teachers need to be motivated in their work for the sake of achieving their teaching objectives. Motivation can only be achieved if the supervisors uses collaborative supervisory plan in their work. On the other hand, Rettig (2000) in his journal – Leslie’s lament: How can I make teachers’ supervision meaningful? – asserts that unless guidance and support is given to teacher, there is no need of supervision in the first place. He further states that teachers should be given a feedback after they have been successfully evaluated by their supervisor in order for them to improve in their teaching. He concludes that teachers’ supervision will be meaningful after the guidance, support and feedback is given to teachers by their supervisors. References Bourisaw, D. M. (1988): Anticipatory set bias: Effects on teacher observation in Evaluation: Unpublished Doctoral Dissertation, Iowa State University, Ames Glickman, C. D. (1990): Supervision of instruction: A developmental approach, 2nd Edn: Boston, MA: Allyn & Bacon. Knoll, M. K. (1987): Supervision for better instruction: Practical techniques for Improving staff performance: Englewood Clif, NJ: Prentice Hall. Odell, S. J. (1986): Induction support of new teachers: A functional approach. Journal of Teacher Education, 37(1), 26-29 Pfeiffer, I. L. , & Dunlap, J. B. (1982): Supervision of teachers: A guide to improving instruction: Phoenix, AZ: Oryx Press. Rettig, P. R. (2000): Leslie’s lament: How can I make teachers’ supervision meaningful? Educational Horizons, 79(1), 33-37. Sergiovanni, T. J. (1982): â€Å"Toward a Theory of Supervisory Practice: Integrating the Scientific, Clinical, and Artistic Views. † In Supervision of Teaching, ed. Thomas J. Sergiovanni. Alexandria, VA: Association of Supervision and Curriculum Development Sergiovanni, T. J. and Starratt, R. J. (1998): Supervision: A Redefinition, 6th edition. New York: McGraw-Hill. Shantz, D. , & Ward, T. (2000): Feedback, conservation and power in the field experience of preservice teachers. Journal of Instructional Psychology, 27 (4), 288-294.

Culture Clashes in Daisy Miller Essay

Throughout the world people have differing ideas on what is good and bad based on whatever culture one visits one is sure to find major differences. In the period that this story takes place the US is trying to find its own identity and establish their own traditions. In the Europeans perspectives the Americans were deviant people because their culture was out of the norm. Winterbourne is stunned and intrigued immediately once he meets Daisy. He growing up with a more European lifestyle finds Daisy’s flirtatious and outgoing attitude very abnormal yet refreshing. Many of the older women in society, especially his mother, find her to be cheap and very unlady like due to her lack of classy behavior compared their idea of a proper high society woman should behave like. The book Daisy Miller, illustrates the American lifestyle, compared to the proper etiquette of European social standards. The novel Daisy Miller is the story of a girl who is on vacation with her mother and little brother. Along the way she meets Winterbourne and whom he immediately notices that she is different than other girls he has met in the past. She gives off an aura of wanting to become independent and a free spirit. Which all of the other women look down upon because they find it very trashy and very improper, especially for someone of such a high status also. Daisy’s family is of high society and normally girls like Daisy are quiet and respectful, never is it heard of to approach a man to which she is not acquainted with. Therefore, the idea that Daisy is flirtatious and so headstrong and direct with Winterbourne is just shocking to everyone who hears of her. She makes a great impact on those around her and unfortunately most do not like her because she is different and American. Henry James was born in New York on April 15, 1843 and died February 28, 1916 of edema following a series of strokes in London( â€Å"Henry James† par 1). He was the son of Henry, a minister, and Mary (â€Å"Henry James† par 1). He immigrated to England in 1910 and was naturalized in 1915(â€Å"Henry James† par 1). Since he was born in the US he had a similar outlook on perhaps what he wrote about. He moved to London for the latter part of his life, which caused him to see the extreme difference in the European perspective. This is what the novel Daisy Miller is all about. The differences and the controversy that occurs when two different cultures clash together. James had a very successful career that always involved writing. He was a well-known literary critic and novelist. He was a writer for Nation and art critic for The Atlantic in 1866-1869(â€Å" Henry James par 2). He was a writer for the New York Tribune while living in Paris for a year. Surprisingly though he was also a volunteer among the displaced and wounded during World War I (â€Å" Henry James par 2). He received many prestigious awards throughout his life including the Order of Merit in 1915 and he was commemorated with the James memorial stone (â€Å" Henry James par 4). Henry James lived from 1843 to 1916, which is around the same time that he set the period in the novel Daisy Miller. James lived the majority of his life in the US and was raised with the American culture. For the latter years of his life he moved to London were most people were still living in an old-fashioned setting as opposed to Americans who were exploring and expanding from the European way. James having experienced life in both areas causes him to not give quite a clear suggestion on which culture he prefers, â€Å" In late Victorian eyes, Daisy was likely to be either wholly innocent or guilty; James, either all for her or against her†( Ohmann par 1). Due to this the reader is never told which culture James ends up supporting, â€Å" James began writing with one attitude towards his heroine and concluded with a second and different attitude toward her(Ohmann par 1). In the novel Daisy is often regarded as an outsider or an unwelcome intruder in society. Her outgoing and free spirit causes people, specifically Europeans, to look down on her because her behavior does not conform with the norms of that particular society. She stands out but at the same time she does not really care that people are talking about her and looking down on her with distaste. She puts it in the back of her mind and just tells her self that she will do whatever she wants and she will not let anybody tell her that she is not able to. She does not let the fact that she is a woman restrain her from achieving what she wants. Yet at the same time she maintains her dignity and pride while still acting like a woman to a certain extent. She balances the fine line through the book of the quiet proper woman and the wild American. She maintains the free spirit of an American girl, but traditionally she is still a woman who has escorts and fine extravagant dinner parties for young high society people. She revolutionizes the idea that it would be alright to loosen up on occasion, â€Å" her conduct is without blemish, according to the rural American standard, and she knows no other†(Howells par 2). However in the perspective of other people they regard her as a nuisance and someone who is a threat to society because she could soil and corrupt the minds of their young daughters: â€Å" Daisy exemplifies those young girls who have fine social gifts to be sure but whose cleverness is too much for them and if allowed any influence their folly runs away with them, like horses with the bits between their teeth†(Montiero par 4). She stands out and people around her do not appreciate her trying to be different because they do not want to accept change or different cultures. They are all used to the regular routine and tradition that the generations before them have set up and carried out for hundreds of years before them. They expected to continue with tradition for hundreds until they saw things were changing and were scared to approach it so they tried to shut it out. The novel Daisy Miller represents a major problem that is still controversial to this day. Still in the world cultures clash and people are sometimes offended at others. However no one can be blamed because its all about the society’s norms and values. Every society is different and what may be important not one may not necessarily be as important to some one else. Many cultures differ but fortunately they find a common ground to agree upon on the basic rules of society. They may not agree completely but they are willing to acknowledge that its true. Works cited Deakin, Motley F. â€Å"Daisy Miller, Tradition, and the European Heroine. † Comparative Literature Studies. 6. 1(Mar. 1969): 45-59 Rpt. in Literature Resource Center. Detroit: Gale. Farragut High School. 26 oct. 2009 < http://go. galegroup. com> â€Å"Henry James. † Contemporary Authors Online. Detroit: Gale, 2003. Literature Resource Center. Gale. Farragut High. 22 Oct. 2009 < http://go. galegroup. com > Howells, William Dean. â€Å" Defense of Daisy Miller. † Discovery of a Genius: William Dean Howells and Henry James. Ed. Albert Mordell Twayne Publishers, 1961. 88-91. Rpt in Short Story Criticism. Ed. Thomas Votteler. Vol. 8. Detroit: gale Research, 1991. 88-91. Literature Resource Center. Gale. Farragut High School. 26 Oct. 2009 James, Henry. Daisy Miller. New York: Penguin Books,1995. Monteiro, George. â€Å"What’s in a Name? James’ Daisy Miller. † American Literary Realism. 39. 3 (Spring 2007): p. 252. Literature Resource Center. Gale. Farragut High School. 25 Oct. 2009 < http:// go. galegroup. com> Ohmann, Carol. â€Å" Daisy Miller: A study of Changing Intentions. † American Literature. 36. 1 (Mar. 1964):1-11 Rpt in Short Story Criticism. Ed. Anna J. Sheets. Vol. 32. Detroit: gale Group, 1999. 1-11. Literature Resource Center. Gale. Farragut High School. 22 Oct. 2009 < http://go. galegroup. com > Wardley,Lynn. â€Å"Reassembling Daisy Miller. † American Literary History. 3. 2(Summer 1991):232-254. Rpt in Short Story Criticism. Ed Anna J. Sheets. Vol. 32. Detroit: Gale Group,1999. 232-254. Literature Resource Center. Gale. Farragut High School. 23 Oct. 2009

Uruk Period Mesopotamia The Rise of Sumer

The Uruk period (4000–3000 BCE) of Mesopotamia is known as the Sumerian state, and it was the time of the first great blossoming of civilization in the Fertile Crescent of modern-day Iraq and Syria. Then, the earliest cities in the world such as Uruk in the south, and Tell Brak and Hamoukar in the north expanded into the worlds first metropolises. First Urban Communities Sumerian Ruins at Uruk. Nik Wheeler / Corbis NX / Getty Images Plus The earliest ancient cities in Mesopotamia are buried within tells, great mounds of earth built up from centuries or millennia of building and rebuilding on the same place. Further, much of southern Mesopotamia is alluvial in nature: lots of the earliest sites and occupations at later cities are currently buried under hundreds of feet of soil and/or building rubble, making it difficult to say with absolute certainty where the location of first or earliest occupations occurred. Traditionally, the first rise of ancient cities is attributed to southern Mesopotamia, in the alluvial marshes above the Persian Gulf. However, some fairly recent evidence at Tell Brak in Syria suggests that its urban roots are somewhat older than those in the South. The initial phase of urbanism at Brak occurred in the late fifth to early fourth millennium BCE, when the site already covered 135 acres (about 35 ha). The history, or rather prehistory of Tell Brak is similar to the south: an abrupt variation from the earlier small settlements of the preceding Ubaid period (6500–4200 BCE). It is undoubtedly the south which still currently shows the bulk of the growth in the early Uruk period, but the first flush of urbanism seems to have come from northern Mesopotamia. Early Uruk (4000–3500 BCE) The Early Uruk period is signaled by an abrupt change in settlement pattern from the preceding Ubaid period. During the Ubaid period, people lived primarily in small hamlets or one or two largish towns, across an enormous chunk of western Asia: but at the end of it, a handful of communities began to enlarge. The settlement pattern developed from a simple system with large and small towns to a multi-modal settlement configuration, with urban centers, cities, towns, and hamlets by 3500 BCE. At the same time, there was a sharp increase in the total number of communities overall, and several individual centers swelled to urban proportions. By 3700 Uruk itself was already between 175–250 ac (70–100 ha), and several others, including Eridu and Tell al-Hayyad, covered 100 ac (40 ha) or more. Late Uruk beveled rim bowl, ca. 3300–3100 BCE from Nippur. Metropolitan Museum of Art. Rogers Fund, 1962: 62.70.25   Pottery of the Uruk period included undecorated, plain wheel-thrown pots, in contrast to the early Ubaid hand-made painted ceramics, which likely represents a new form of craft specialization. One type of ceramic vessel form that first shows up in Mesopotamian sites during the Early Uruk is the bevel-rimmed-bowl, a distinctive, coarse, thick-walled and conical vessel. Low-fired, and made of organic temper and local clay pressed into molds, these were clearly utilitarian in nature. Several theories about what they were used for include yogurt or soft cheese manufacture, or possibly ​salt making. On the basis of some experimental archaeology, Goulder argues these are bread-making bowls, easily mass-produced but also made by home bakers on an ad hoc basis. Late Uruk (3500–3000 BCE) Illustration of roll-out impression of cylinder seal, Uruk Civilization, Mesopotamia. Dorling Kindersley / Getty Images Mesopotamia diverged sharply about 3500 BCE when the southern polities became the most influential, colonizing Iran and sending small groups into northern Mesopotamia. One strong piece of evidence for social turmoil at this time is the evidence of a huge organized battle at Hamoukar in Syria. By 3500 BC, Tell Brak was a 130-hectare metropolis; by 3100 BCE, Uruk covered 250 hectares. Fully 60–70% of the population lived in towns (24–37 ac, 10–15 ha), small cities (60 ac, 25 ha), such as Nippur) and larger cities (123 ac, 50 ha, such as Umma and Tello). Why Uruk Blossomed: The Sumerian Takeoff There are several theories about why and how the great cities grew to such a large and truly peculiar size and complexity compared to the rest of the world. Uruk society is typically seen as a successful adaptation to changes in the local environment—what had been a marshland in southern Iraq was now arable lands suitable for agriculture. During the first half of the fourth millennium, the southern Mesopotamian alluvial plains had substantial rainfall; populations may have flocked there for the great agriculture. In turn, the growth and centralization of population led to the need for specialized administrative bodies to keep it organized. The cities might have been the result of a tributary economy, with the temples the recipients of tributes from self-sufficient households. Economic trade might have encouraged the specialized production of goods and a chain of competition. Waterborne transportation made possibly by reed boats in southern Mesopotamia would have  enabled social responses that drove the Sumerian Takeoff. Offices and Officers Increasing social stratification is also a piece of this puzzle, including the rise of a new class of elites who may have derived their authority from their perceived closeness to the gods. The importance of family relationships (kinship) declined, at least some scholars argue, allowing new interactions outside the family. These changes may have been driven by the sheer population density in the cities. Archaeologist Jason Ur has recently pointed out that although the traditional theory has that bureaucracy developed as a result of the need to handle all the trade and commerce, there are no words for state or office or officer in either language of the time, Sumerian or Akkadian. Instead, specific rulers and elite individuals are mentioned, by titles or personal names. He believes that local rules established the kings and the structure of the household paralleled the structure of the Uruk state: the king was master of his household in the same way that the patriarch was master of his house. Uruk Expansion Limestone Libation Vase from Uruk, Late Uruk Period, 3300-3000 BC. From the British Museums collection. CM Dixon / Hulton Archive / Getty Images When the headwaters of the Persian Gulf receded southwards during the Late Uruk, it lengthened the courses of the rivers, shrank the marshes and made irrigation a more pressing need. It might very well have been difficult to feed such an enormous population, which in turn led to the colonization of other areas in the region. The courses of the rivers  shrank the marshes and made irrigation a more pressing need. It might very well have been difficult to feed such an enormous population, which in turn led to the colonization of other areas in the region. The earliest expansion of southern Uruk people outside of the Mesopotamian alluvial plain took place during the Uruk period into the neighboring Susiana plain in southwestern Iran. That was evidently wholesale colonization of the region: all the artifactual, architectural and symbolic elements of southern Mesopotamia culture has been identified on the Susiana Plain between 3700–3400 BCE. At the same time, some of the southern Mesopotamian communities began to make contacts with the northern Mesopotamia, including the establishment of what appears to be colonies. In the north, the colonies were small groups of Uruk colonists living in the middle of existing local communities (like Hacinebi Tepe, Godin Tepe) or in small settlements on the edges of larger Late Chalcolithic centers like Tell Brak and Hamoukar. These settlements were obviously southern Mesopotamian Uruk enclaves, but their role within the large northern Mesopotamian society is not clear. Connan and Van de Velde suggest these were primarily nodes on an extensive pan-Mesopotamian trade network, moving bitumen and copper among other things throughout the region. Continuing research has demonstrated that the expansion was not entirely driven from the center, but rather that administrative centers around the region had some control over administrative and manufacture of objects. Evidence from cylinder seals, and laboratory identification of the source locations for bitumen, pottery, and other materials suggests that many although the trading colonies in Anatolia, Syria, and Iran did share administrative functionality, symbolism and pottery styles, the artifacts themselves were made locally. End of Uruk (3200–3000 BCE) After the Uruk period between 3200–3000 BCE (called the Jemdet Nasr period), an abrupt change occurred that, while dramatic, is perhaps better described as a hiatus, because Mesopotamias cities roared back into prominence within a couple of centuries. The Uruk colonies in the north were abandoned, and the large cities in the north and south saw a sharp decrease in population and an increase in the number of small rural settlements. Based on investigations at the larger communities, particularly Tell Brak, climate change is the culprit. A drought, including a sharp rise in temperature and aridity over the region, with widespread drought which taxed the irrigation systems which were sustaining the urban communities. Selected Sources Algaze, Guillermo. The End of Prehistory and the Uruk Period. The Sumerian World. Ed. Crawford, Harriet. London: Routledge, 2013. 68–94. Print.Emberling, Geoff, and Leah Minc. Ceramics and Long-Distance Trade in Early Mesopotamian States. Journal of Archaeological Science: Reports 7 (2016): 819–34. Print.Minc, Leah, and Geoff Emberling. Trade and Interaction During the Era of the Uruk Expansion: Recent Insights from Archaeometric Analyses. Journal of Archaeological Science: Reports 7 (2016): 793–97. Print.Pittman, Holly, and M. James Blackman. Mobile or Stationary? Chemical Analysis of Clay Administrative Devices from Tell Brak in the Late Uruk Period. Journal of Archaeological Science: Reports 7 (2016): 877–83. Print.Schwartz, Mark, and David Hollander. The Uruk Expansion as Dynamic Process: A Reconstruction of Middle to Late Uruk Exchange Patterns from Bulk Stable Isotope Analyses of Bitumen Artifacts. Journal of Archaeological Science: Reports 7 (2016): 884–99. Print.Wright, Henry T. The Uruk Expansion and Beyond: Archaeometric and Social Perspectives on Exchange in the Ivth Millennium BCE. Journal of Archaeological Science: Reports 7 (2016): 900–04. Print.