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Mattathias' Other Son: the Story of the Maccabean Revolt (A Novel)

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Mattathias' Other Son: the Story of the Maccabean Revolt (A Novel) Western Kentucky University TopSCHOLAR® Honors College Capstone Experience/Thesis Honors College at WKU Projects Spring 5-10-2013 Mattathias' Other Son: The tS ory of the Maccabean Revolt (A Novel) Ameliah E. Given Western Kentucky University, [email protected] Follow this and additional works at: http://digitalcommons.wku.edu/stu_hon_theses Part of the Creative Writing Commons, and the Religion Commons Recommended Citation Given, Ameliah E., "Mattathias' Other Son: The tS ory of the Maccabean Revolt (A Novel)" (2013). Honors College Capstone Experience/Thesis Projects. Paper 412. http://digitalcommons.wku.edu/stu_hon_theses/412 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Honors College Capstone Experience/ Thesis Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. MATTATHIAS’ OTHER SON: THE STORY OF THE MACCABEAN REVOLT (A NOVEL) A Capstone Experience/Thesis Project Presented in Partial Fulfillment of the Requirements for the Degree Bachelor of Arts with Honors Graduate Distinction at Western Kentucky University By Ameliah E. Given ***** Western Kentucky University 2013 CE/T Committee: Approved by: Dr. Joseph L. Trafton, Advisor Dr. Molly A. McCaffrey Advisor Department of Philosophy and Religion Dr. Nathan A. Phelps Copyright by Ameliah E. Given 2013 ABSTRACT In Jewish primary and secondary literature regarding the Maccabean Revolt, Judas, the son of the man who began the revolt, is depicted as a warrior of epic proportions. Despite a Seleucid king’s attempt to squelch out Jewish practices, Judas propelled the people to religious freedom through his military strategy and might. After his untimely death in battle, his younger brother Jonathan finally succeeded in gaining political freedom for the Jewish people. Throughout his lifetime, Jonathan’s feats of valor rivaled, if not surpassed those of his brother Judas. Despite this, Jonathan’s story and life are not given the attention they deserve. My purpose, then, is to tell the story of the Maccabean Revolt from Jonathan’s perspective in the format of a historical novel. Since Jonathan was most likely very young when the Revolt began, I have attempted to show how the revolt functioned as a catalyst for Jonathan’s initiation into adulthood. Using the best-known sources, this novel seeks to maintain historical accuracy while telling the story of Jonathan, the Jewish people’s unsung hero. Keywords: Historical Fiction, Judaism, Seleucid Empire, Maccabean Revolt, Bildungsroman, Sibling Rivalry ii To David Jonathan, for your ability to believe in me even when I could not. “This is my beloved, and this is my friend” Songs of Songs 5:16 To my mother Elizabeth, for supporting me in this endeavor, even when it seemed impossible to accomplish. “Strength and dignity are her clothing . Her children rise up, and call her blessed.” Proverbs 31: 26, 28 To the Jewish people, especially those who, throughout history, have suffered indignity, maltreatment, or death for the sake of your heritage. Words cannot express the admiration you deserve for refusing to let your candle to be extinguished. iii ACKNOWLEDGEMENTS This project would not have been completed without the excellent help of my readers. Dr. Trafton, thank you for encouraging me in this project and for sharing my passion for these characters. Furthermore, even outside of this project, thank you for exhibiting the level of academia I should constantly strive to reach. Dr. McCaffrey, thank you for your patience with me and for contributing your expertise to my drafts. As someone who has so little experience with creative writing, I have so appreciated your assistance in making this project not laughable. Dr. Phelps, thank you for taking an interest in my thesis and for lending your valuable input. I would like to extend my gratitude to the Honors College for allowing me the opportunity to create this project. Writing a book has always been a dream that I believed would never come to fruition. My family and friends deserve such a great appreciation for their patience, understanding, and willingness to listen while I jabbered over my ideas for this. David and Joseph, thank you for reading through my initial drafts and offering such valuable feedback. Erica and Heather, thank you for your enthusiasm and support. To my parents (both sets), thank you for your support; you will never know how much it assisted in pushing me to persevere. To Michele LeNoir, thank you for your faith in my abilities, and for providing me with a captive audience (literally). To my students, thank you for putting up with Ms. Given’s little project as you broaden your own writing horizons. iv Most importantly, the Lord receives the most amount of credit for bringing this work into being. On so many occasions, it was not my own strength that got me through the writing process. May people who read this come to a greater understanding of the sanctity and beauty of Your Scriptures. Soli Deo Gloria. v VITA March 1, 1991 . Born — Bowling Green, Kentucky May 2009 . .Barren River Homeschool Association, Bowling Green, Kentucky 2009-2013 . Majored in English for Secondary Teachers at Western Kentucky University 2012 . Presented Thesis at Kentucky Honors Roundtable Conference 2013 . Best Major: English for Secondary Teachers FIELDS OF STUDY Major Field: English for Secondary Teachers vi TABLE OF CONTENTS Page Abstract . … . ii Dedication . … . .iii Acknowledgments . .... .iv Vita . .... vi Hasmonean Family Tree . ….. .ix Introduction . … . x Chapters: Part I Chapter I . ... .2 Chapter II . .. .16 Chapter III . .. 22 Chapter IV . .. 34 Chapter V . 48 Part II Chapter I . 57 Chapter II . 69 Chapter III . .80 Chapter IV . .96 vii Part III Chapter I . 118 Chapter II . .134 Chapter III . ..145 Chapter IV . .159 Chapter V . ..171 Bibliography . .. .177 viii All names in bold are factual; all names in italics are fictional. The asterisk (*) denotes a family member joined by marriage. The ages are from left to right, oldest to youngest. ix INTRODUCTION I will never forget the lecture in my New Testament class one hot September morning. It was my very first semester of college. My professor Dr. Trafton was introducing Judaism up to the point of Christ’s appearance and had just discussed how a Seleucid king had taken control of Judea. This new king was forcing a unified religion. One lowly priest rose up and stabbed the Seleucid guards who had entered his tiny town and compelled the Jews to make pagan sacrifices. With his one act of bravery, the priest began a revolt that would bring the Jews religious and political liberty. I was enchanted. I had read the Old Testament and the New Testament several times, but, being Protestant, was completely unfamiliar with Apocryphal literature. Regardless of whether it was the powerful way the story was told or whether it was the first time hearing this very Biblical-sounding story, my interest was piqued. This tale of rebellion in the face of persecution had my attention. The spring of my sophomore year, I took two classes that led me to choose this project for my CE/T: Second Temple Judaism and Introduction to Creative Writing. My Creative Writing class was especially challenging for me. I have always been an avid reader, but never a writer. The thought of my classmates and professor seeing my thoughts on paper terrified me. However, as I sat in class and began drafting short x pieces, I realized that I would perhaps be willing to give creative writing a serious try, should the right story choose me to tell it. A tale selected me that very semester. In my Second Temple Judaism class, we read a great deal of primary sources from the period. When we read 1 Maccabees, I again heard the story about the priest and his family standing up to the king. But now, it was even more vivid, even more compelling, even more captivating of my attention. After the priest died, his son Judas led the men involved in the revolt. Judas was undeniably strong, capable, and heroic. But he also had a younger brother, named Jonathan, who directed the movement after Judas died in battle. Where it appeared that Judas had used his brawn to obtain victories, Jonathan used his brain. And, under his leadership, the Jews finally gained their liberty. Jonathan was the youngest of his five brothers, yet he was chosen to be the leader. The writer of 1 Maccabees lauded Judas, but was mostly silent about Jonathan’s feats. What was the story within this story? My choice to compose a historical novel posed a myriad of considerations to be resolved before and throughout the drafting process. One critical issue was historical accuracy. As a child, I had spent many a content weekend reading Ann Rinaldi’s and Elizabeth George Speare’s novels for young adults. But I had nearly given up reading historical fiction as an adult because, unless I had a great deal of knowledge about the novel’s topic, I never knew if the author was actually telling the true story or was using my willing suspension of disbelief to lead me astray. Take, for example, In the Time of the Butterflies, a wonderfully crafted novel by Julia Alvarez set in the Dominican Republic under the dictatorship of Trujillo. It was so xii closely relatable to the story I myself was trying to create: a narrative about underdogs rising up against an oppressive government attempting to use intimidation and violence in order to squeeze any personal liberties out of the peoples. Just as my story traces acts of defiance led by a family, so does Butterflies as it reveals the four Mirabel sisters’ attempts against the dictatorship.
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