The Voyages of Sindbad the Sailor
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Arabian Nights
1 Arabian Nights Oh I come from a land, from a faraway place Where the caravan camels roam it's all flat and immense And the heat is intense It's a furnace, but hey, it's home When the wind's from the east And the sun's from the west And the sand in the glass is right Come on down Stop on by Hop a carpet and fly To another Arabian night Arabian nights Like Arabian days More often than not Are hotter than hot In a lot of good ways Part 2 Arabian nights Like Arabian days More often than not Are hotter than hot In a lot of good ways Part 3 Oh I come from a land Where intrigue is in style And adventure is status quo Where a Daughter must wed Hold her head up and smile It‟s the law, did I make it? No! Part 7 When the wind's from the east And the sun's from the west And the sand in the glass is right Come on down Stop on by Hop a carpet and fly To another Arabian night Arabian nights Like Arabian days More often than not Are hotter than hot In a lot of good ways Arabian nights „neath Arabian moons A fool off his guard Could fall and fall hard out there On the dunes.... 2 One Jump Ahead Aladdin: One jump ahead of the breadline One swing ahead of the sword I steal only what I can't afford ( That's Everything! ) One jump ahead of the lawmen That's all, and that's no joke These guys don't appreciate I'm broke [Crowd:] Riffraff! Street rat! Scoundrel! Take that! Aladdin: Just a little snack, guys [Crowd:] Rip him open, take it back, guys Aladdin: I can take a hint, gotta face the facts Now you see what I go through, ooh! [Ladies:] Ooh! [Ladies:] -
Punk Islam and Selected Works of Michael Muhammad Knight
Arabian Knights: Punk Islam and Selected Works of Michael Muhammad Knight by Kurosh Amoui Kalareh M.A., The University of British Columbia, 2013 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIRMENTS FOR THE DEGREE OF MASTER OF ARTS in THE COLLEGE OF GRADUATE STUDIES (Critical Studies) (Interdisciplinary Graduate Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) August 2013 © Kurosh Amoui Kalareh, 2013 Abstract This thesis is an analysis of Michael Muhammad Knight’s works with a particular focus on The Taqwacores, Blue-Eyed Devil, Osama Van Halen, Impossible Man, William S. Burroughs vs. the Quran, and Tripping with Allah. It differs from earlier critical writing on Knight by taking a Bakhtinian approach to his ground-breaking first novel The Taqwacores and its attempt to open a dialogue on reforming American Islam, focusing on Knight’s relationship to the Beats and their often overlooked Islamic discourses as his ideal model for this artistic/social reform, and tracing a shift in his work from reformist, documentary fiction to self-focused, “cool” autobiography. It argues that what enables Knight to initiate a punk reading of Islam, to cut-up the Quran, and to prescribe ayahuasca (a psychoactive vine native to Amazonian Peru) to pilgrims going to Mecca is his interpretation of the famous statement attributed to Hassan Sabbah: “Nothing is true; everything is permitted.” Meanwhile, Knight’s approach differs from that of many writers from Rabelais and Dostoyevsky to Nietzsche and Burroughs who have cited or paraphrased this statement. While these writers describe how devastating it would be to live in a godless world where everything is permitted with no hereafter, Knight stresses a vague “coolness” in Sabbah’s statement which he uses to guide his own style of living. -
Teaching the Arabian Nights in Wisconsin a Resource Guide for Educators
Teaching The Arabian Nights In Wisconsin A Resource Guide for Educators Prepared by Sofia Samatar Center for the Humanities University Wisconsin-Madison University Club Building, 3rd Floor 432 East Campus Mall, Madison WI 53706 608-263-3412 [email protected] Teaching The Arabian Nights in Wisconsin: A Resource Guide for Educators Contents Introduction and Overview How to Use this Guide Close Reading Strategies Lesson Plans Include: Objectives, Suggestions for Lectures, Discussion Questions, Activities and Project Ideas Unit 1: Text and Context: The World of The Arabian Nights *The Story of King Shahrayar and Shahrazad, His Vizier’s Daughter; The Tale of the Ox and the Donkey; The Tale of the Merchant and His Wife] Unit 2: Orientalism: Reading Others *The Story of the Merchant and the Demon; The First Old Man’s Tale; The Second Old Man’s Tale+ Unit 3: Stories Within Stories: the Structure of The Arabian Nights [The Story of the Fisherman and the Demon; The Tale of King Yunan and the Sage Duban; The Tale of the Husband and the Parrot; The Tale of the King’s Son and the She-Ghoul; The Tale of the Enchanted King] Unit 4: Gender and Class *The Story of the Porter and the Three Ladies; The First Dervish’s Tale; The Second Dervish’s Tale; The Tale of the First Lady, Mistress of the House; The Tale of the Second Lady, the Flogged One] Unit 5: Romance [The Story of the Three Apples; The Story of the Two Viziers, Nur al-Din Ali al-Misri and Badr al-Din Hasan al-Basri] Unit 6: Humor *The Story of the Hunchback; The Christian Broker’s Tale; -
Open Sesame: a Magical World of Reading
Open Sesame: A Magical World of Reading Grade Level: Third Grade/Special Education Presented by: Laura Beatty and Anne Corman, Serna Elementary, San Antonio, Texas Length of Unit: Six Lessons I. ABSTRACT This is a six lesson unit based on the third grade Core Knowledge sequence. It creates a magical world of reading for students through a variety of activities using music, food, costumes, artifacts, and maps. As the tales of Ali Baba and the Forty Thieves and Aladdin and the Lamp from The Arabian Nights are read aloud, the students will use reading comprehension, writing, and geography skills to develop an appreciation of classic multicultural literature and geographical awareness. The overall assessment will be based upon the student’s participation and ability to retell the stories. II. OVERVIEW A. Concept Objectives 1. Students will develop an appreciation of classic multicultural literature. 2. Students will develop geographical awareness. B. Content from the Core Knowledge Sequence: 1. Point to specific words or passages that are causing difficulties in comprehension. 2. Orally summarize main points from fiction readings. 3. Ask and pose plausible answers to how, why, and what-if questions in interpreting fiction texts. 4. Produce a variety of types of writing—such as stories, poems, and letters—and make reasonable judgments about what to include in his or her own written works based on the purpose and type of composition. 5. Produce written work with a beginning, middle, and end. 6. Organize material in paragraphs and understand How to use a topic sentence How to develop a paragraph with examples and details That each new paragraph is indented 7. -
Aladdin and Other Tales from the Arabian Nights
Aladdin and Other Tales from the Arabian Nights Rosalind Kervin 1 Corinthians 15:1-28 Memory Verse This week, can you recite verses 1-22? Augustine Game! A collection of about 200 stories Most famous piece of Arabic literature in the West Aladdin Arabian Nights Ali Baba Sinbad Folk tales from Arabia, Egypt, India, Persian and other countries Written in Arabic about 1500 AD Arabian Nights Arabic Poetry is described as the “register of the Arabs” A powerful source of identity with Arab culture Public form Recited Sung Arabian Nights Tribal poets celebrated: Courage Loyalty The beauty of their women The speed of their horses The hardiness of their camels With the spread of Islam, poetry moved… From the tribe in the desert To the court of the rulers of Baghdad Arabian Nights Damascus Cairo Aleppo Fez Cordoba Themes of Arabic Poetry Wine Hunting Arabian Nights Philosophical reflections The individual’s role in life The glory of the ruler Jean Antoine Galland Translated the Arabian Nights into French Early 1700s Arabian Nights John Payne Sir Richard Francis Burton English translators 1880s The Thousand and One Nights King Shahriyar Arabian Nights Read story in class. November 29 Augustine Game Final copy of Confession due Schedule for Aladdin and Other Tales from the Arabian Nights December 6 the remainder The Koran of 1st semester! Study guide for Midterm will be handed out in class! All late work and corrected work must be handed in by the 6th for credit! December 13 – MIDTERM! Aladdin and Other Tales from Supplemental Readings the Arabian Nights (Optional) Streams of Civilization Reading All none USE EXTREME CAUTION IF Church History in Plain Homework NOT READING THE VERSION Language BY ROSALIND KERVEN! Chapter 16: Bending the Necks of Victors Some versions contain inappropriate content. -
Chapter 6: the World of Islam, 600-1500
Unit 2 Resources SSUGGESTEDUGGESTED PPACINGACING CCHARTHART UnitU - chart 2 head Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Unit 2 (1blue day) (6 days) (4 days) (7 days) (6 days) (6 days) (4 days) (1 day) DayU - chart 1 head redDay 1 Day 1 Day 1 Day 1 Day 1 Day 1 Day 1 Introductionw/ p4 Chapter 6 Chapter 7 Chapter 7 Chapter 9 Chapter 10 Chapter 11 Wrap-Up/ U - chart text Intro, Intro, Intro, Intro, Intro, Intro, Projects U - chart head redSection 1 Section 1 Section 1 Section 1 Section 1 Section 1 Unit 2 U - chart text Day 2 Day 2 Day 2 Day 2 Day 2 Day 2 Assessment Section 2 Section 2 Section 2 Section 2 Section 2 Section 2 Day 3 Day 3 Day 3 Day 3 Day 3 Day 3 Section 3 Section 3 Section 3 Section 3 Section 3 Section 3 Day 4 Day 4 Day 4 Day 4 Day 4 Day 4 Section 4 Chapter 7 Section 4 Section 4 Section 4 Chapter 11 Day 5 Review/ Day 5 Day 5 Day 5 Review/ Chapter 6 Assessment Section 5 Chapter 9 Chapter 10 Assessment Review Day 6 Review Review Day 6 Chapter 8 Day 6 Day 6 Chapter 6 Review Chapter 9 Chapter 10 Assessment Day 7 Assessment Assessment Chapter 8 Assessment Use the following tools to easily assess student learning in a variety of ways: www.tx.wh.glencoe.com • Performance Assessment Activities • www.tx.wh.glencoe.com and Rubrics • Interactive Tutor Self-Assessment • Chapter Tests CD-ROM • Section Quizzes • MindJogger Videoquiz • Standardized Test Practice Workbook • ExamView® Pro Testmaker CD-ROM • SAT I/II Test Practice www.tx.wh.glencoe.com TEACHING TRANSPARENCIES • www.tx.wh.glencoe.com Glencoe World History Unit Time Line Transparency 2 Cause-and-Effect Transparency 2 Copyright © by The McGraw-Hill Companies, Inc. -
National Register of Historic Places Inventory -- Nomination Form
!Form No. 10-300 REV. (9/77) ! UNITED STATES DEPARTMENT OF THE INTERIOR NATIONAL PARK SERVICE NATIONAL REGISTER OF HISTORIC PLACES II INVENTORY -- NOMINATION FORM SEE INSTRUCTIONS IN HOWTO COMPLETE NATIONAL REGISTER FORMS TYPE ALL ENTRIES -- COMPLETE APPLICABLE SECTIONS iNAME HISTORIC Opa-Locka Thematic Resource Area AND/OR COMMON (See individual properties) N/A_NOT FOR PUBLICATION CITY, TOWN CONGRESSIONAL DISTRICT Opa-Locka NZ&VICINITY OF 13 STATE CODE COUNTY CODE Florida 12 Bade 025 CLASSIFICATION CATEGORY OWNERSHIP STATUS PRESENT USE X.PUBLIC JvA; PL-^-''.< A^D-i-a —DISTRICT _AGRICULTURE —MUSEUM _BUILDING(S) X.PRIVATE -^UNOCCUPIED X_COMMERCIAL _PARK _STRUCTURE —BOTH -WORK IN PROGRESS —EDUCATIONAL _PRIVATE RESIDENCE —SITE PUBLIC ACQUISITION ACCESSIBLE —ENTERTAINMENT _RELIGIOUS —OBJECT M PROCESS -XYES: RESTRICTED X.GOVERNMENT _SCIENTIFIC X Thematic group _BEING CONSIDERED -XYES: UNRESTRICTED —INDUSTRIAL _TRANSPORTATION -NO —MILITARY X_OTHER;VaCant [OWNER OF PROPERTY NAME Multiple ownership (See individual propsr-hi^ STREET & NUMBER CITY. TOWN STATE N/A VICINITY OF LOCATION OF LEGAL DESCRIPTION COURTHOUSE, REGISTRY OF DEEDS,ETC. County Courthouse STREET & NUMBER 73 W. Flagler.Street CITY, TOWN STATE Miami Florida I REPRESENTATION IN EXISTING SURVEYS ffTLE Dade County Survey Property has not been determined eligible, DATE 1980 —FEDERAL J&TATE —COUNTY —LOCAL DEPOSITORY FOR SURVEY RECORDS Florida Division of Lyes, History and Records Management CITY, TOWN STATE Tallahassee Florida DESCRIPTION CONDITION CHECK ONE CHECK ONE —EXCELLENT X-DETERIORATED -
Lesson #73 Sinbad the Sailor's First Voyage
Simple Solutions© Reading Comprehension 6 Lesson #73 Sinbad the Sailor’s First Voyage Sinbad is a mythical sailor who lived on the Tigris River in Mesopotamia during the late 700s. He sailed the waters of the Persian Gulf and recounts his adventures in a well-known book, The Arabian Nights. After seven death-defying voyages, Sinbad is able to live in luxury and bask in his rich memories. Here, Sinbad begins the story by recounting the first of his seven voyages. Having squandered the considerable riches left to me by my parents, I decided to gain more wealth by trading goods around the world. Early in my first voyage, the wind slowed as our ship neared a large flat island. The captain granted leave to anyone wanting a rest on the island. We disembarked and strolled a bit before building a fire to cook our lunch. No sooner had we lit the fire when a violent trembling of the island followed. Most sailors leapt into the water swimming up to the ship’s rope ladder. The island was not an island at all, but the back of a giant sleeping sea monster. I grabbed a piece of the firewood as the beast plunged me into choppy waters. Any hope for rescue disappeared as my ship unfurled its sails and hurried away. Icy cold waves threatened to rip me from my frail support. When my fingers at last began to lose their grip, a giant wave thrashed me against a steep island cliff. I barely managed to scramble ashore. In my search for food and water I spied horses Credit: Edmund Dulac grazing in the distance. -
“Aladdin” from Arabian Nights to Disney: the Change of Discourse and Ideology
LiNGUA Vol. 10, No. 1, Juni 2015 • ISSN 1693-4725 • e-ISSN 2442-3823 “ALADDIN” FROM ARABIAN NIGHTS TO DISNEY: THE CHANGE OF DISCOURSE AND IDEOLOGY Mundi Rahayu, Irwan Abdullah, Wening Udasmoro Email: [email protected], Kajian Budaya dan Media Sekolah Pascasarjana Universitas Gajah Mada Alamat Korepondensi: Jl. Teknika Utara Pogung Yogyakarta Abstract: This study compares the folktale “The Story of Aladdin and the Wonderful Lamp” from the Arabian Nights, and the animated film produced by Walt Disney Feature Animation under the title “Aladdin” (1992). The differences of those two stories in two different medias shows the shifts of ideology and discourse. The study applies Fairclough’s Critical Discourse Analysis, by applying the three stages of analysis. The first level is micro level, on the language practice. In the second level, mezo level, discusses the discourse practice that covers the intertextuality of ideas, concept as the reference in delivering the ideas. In the third level, macro level, it interprets the social context of particular events, especially the social practice in exercising their power. The finding shows that the Disney’s Aladdin campaigns ideology that refers to the American values such as freedom and American heroism. Besides, the discourse of Arab barbarism is developed in line with the practice of stereotyping such as labeling the Arab people as barbaric, bad, silly and wicked as well as dangerous Arabs. These imply to the removals of the Islamic messages and values that exists in the original tales of Arabian Nights. The Disney’s Aladdin completely removes the Islamic messages and values, and changes them into ‘American values’. -
Christian Arabic and Garšūnī Versions of Sindbad the Sailor: an Overview
The Polish Journal of the Arts and Culture. New Series3 (1/2016): 7–28 [article] DOI: 10.4467/24506249PJ.16.001.5134 Christian Arabic and Garšūnī Versions of Sindbad the Sailor: An Overview Emanuela Braida Abstract Although the story of ‟Sindbad the Sailor” is one of the best-known tales of the Arabian Nights, many readers are still unaware of the fact that this story was not originally part of the Arabian Nights and the oldest Arabic versions we know were preserved in independent ma- nuscripts often circulated within the Arabic Christian milieu. This art- icle aims to present six Garšūnī (Arabic Christian) versions of Sindbad hitherto neglected (i.e. MSS Mardin CFMM 306, ff. 65b–109a; Gotha HB 2652, ff. 8b–35b; Aleppo SOAA 124 M, ff. 85b–162a; Birmingham Mingana syr. 146, ff. 45a–65a; Birmingham Mingana syr. 463, ff. 79a– 121b; and London British Library Or. 4437, ff. 109–169), as well as an overview of the Arabic corpus of the independent versions of the story. The study is part of the research project entitled ‟La formazione delro- manzo in area vicino-orientale nel periodo post-classico (1200–1800): i Sette Viaggi di Sindbād il marinaio”, carried out at the University of Turin. Keywords: Sindbad the Sailor, Arabian Nights, Garshuni, Arabic Chris- tian literature, Antoine Galland, Pétis de la Croix, Hanna Diyab, Louis M. Langlès Emanuela Braida Researcher at Pontificio Istituto Orientale, Rome. Her main area of research includes Garshuni literature, Neo-Aramaic language, and Syriac literature. Her recent publications include: The Ro- mance of Ahiqar the Wise in the Neo-Aramaic MS London Sachau 9321, 2014–2015; Neo-Aramaic Garshuni: Observations Based on Manuscripts, 2014; A Poetic Adaptation of Historical Sources: On an Attack by the Mongols at Karamlish by Thomas Hanna of Karamlish, 2011. -
Rasoul Aliakbari
Bibliographies of A Thousand and One Nights and the Formation of Modern Nationhood: A Study in Comparative Print Culture by Rasoul Aliakbari A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Comparative Literature University of Alberta © Rasoul Aliakbari, 2017 Aliakbari ii ABSTRACT: This doctoral dissertation examines the print cultures of the Arabian Nights (aka A Thousand and One Nights) in Britain, the US, Egypt, and Iran, variably from the late eighteenth to the twenty first centuries. This examination, by way of textual analysis, contextual and historical scrutiny, and digital bibliographic examination and compilation, demonstrates the various usages of the Arabian Nights in modern nation-formation projects in the above-said contexts, challenges Benedict Anderson’s homogenous and solid notion of nation-building, and shows the occurrence of this phenomenon in a heterogeneous modality at the intersection of literary Orientalism, social classes, discourses, gender, and trans-regional dialectics. The chapter on the Arabian Nights in Britain demonstrates how this publication was aimed at non-elite readers to expand bourgeois readership and to bolster the notions of Englishness and Britishness across lower social strata during the nineteenth century. The chapter on US’s history of the Arabian Nights documents and examines the re-mediation, trans-mediations, and uses of this story collection in printed materials in designating national American subjectivity while territorial expansionism, technological upsurge, consumerism, political reconfiguration were under way during the antebellum period. In the chapter on Egypt, the renewed significance of the Arabian Nights is explained by reference to female writers’ repurposing of its tales in forging modern Arabian and Egyptian role models for their female readers on the emerging national landscape in the late nineteenth and early twentieth centuries. -
Sinbad 1 Leggi Le Informazione Sulla Storia Di Sinbad
ladyaddyy lay shake beth PlayP pros Sinbad 1 Leggi le informazione sulla storia di Sinbad. The story of Sinbad the sailor is 1,400 years old. It comes from an old Arabic book of stories called Hazar-afsaneh (Arabian Nights). Many of the stories in Arabian Nights have the same themes, for example, love, heroes, war and travel. At the beginning there is usually a problem and the story gives us an answer. There is often a long journey as part of the story. There is always a hero. He is patient and strong. Fantasy and magic can sometimes help him. The Arabian Nights begins with the terrible king Sharyar. He kills beautiful girls, but he refuses to kill a beautiful girl called Sheherazade because she tells him a different story every night. She tells him 1001 stories and this saves her life. Sheherazade tells the king the first story about Sinbad the sailor on the 536th night of the 1001 nights. In the Arabian Nights Sinbad has a total of seven adventures. 2 Queste sono le sette avventure di Sinbad. Abbina ciascuna avventura a un’illustrazione. 3 1 2 A ■3 Sinbad’s boat stops on an island, but E ■ The sailors all throw stones at a big it isn’t an island – it’s a giant whale! rock but it isn’t a rock – it’s the egg of a giant bird. The giant birds drop stones B ■ Sinbad goes to sea and arrives on an on Sinbad and his friends. island full of snakes and giant birds.