DOCUMENT RESUME SO 033 302 ED 460 918 Gilgamesh: He Who Saw All. TITLE California Univ., Berkeley. Office of Resources for INSTITUTION International and Area Studies. 2000-00-00 PUB DATE 15p.; Part of History through Literature in the 6th/7th NOTE Grade Core Curriculum Fall 1999 and Spring 2000 Institute. Office of Resources for International and Area Studies AVAILABLE FROM (ORIAS), 2223 Fulton Street, Rm. 338, University of California, Berkeley, CA 94720-2306. Tel: 510-643-0868; Fax: 510-643-7062; e-mail: [email protected]. For full text: http://ias.berkeley.edu/orias/gilgamesh.html. Classroom Teacher (052) Guides PUB TYPE MF01/PC01 Plus Postage. EDRS, PRICE *Ancient History; *Curriculum Development; Curriculum DESCRIPTORS Enrichment; Foreign Countries; Grade 6; Grade 7; Intermediate Grades; Junior High Schools; Middle Schools; Social Studies; *World Literature Babylonia (Sumer); *Gilgamesh IDENTIFIERS ABSTRACT The historical Gilgamesh was a Sumarian king of Uruk around 2700 B.C. Sumarian fragments of the legend that grew up around him have been found dating back to about 2000 B.C. These lesson plans on Gilgamesh were developed during the Office of Resources for International and Area Studies (ORIAS) summer institute on history through literature, in which 6th and 7th grade teachers shared resources and sketched plans for introducing epic heroes and villains from the ancient and medieval worlds. A bibliography of basic books on the Ancient Near East was supplied for the lessons by Dr. John Hayes. The first lesson, "Gilgamesh Lives" (Deborah Petranek), was developed for the sixth grade and needs three to four weeks for completion. The lesson plan sets out a procedure, suggests a project extension, lists materials needed, gives student activities, outlines assignments, and furnishes a 10-step project development process. The second lesson, "Gilgamesh the Hero" (Johanna Rauhala), lists materials needed, presents 11 activities, and gives some extension activities. The third lesson, "Gilgamesh the Hero" (Sheryl Hott), lists materials needed, suggests 11 activities, offers follow-up activities, and cites three Web resources. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. History Through Literature in the 6th/71h Grade Core Curriculum Fall 1999 and Spring 2000 Institute GILGAMESH: all he who saw CN CIO 0 Office of Resources for International and Area Studies (ORIAS) 2223 Fulton Street Rm 338 University of California U.S. DEPARTMENT OF EDUCATION Office of Educational Research and linprovernent EDUCATIONAL RESOURCES INFORMATION Berkeley, CA 94720-2306 PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS lie.Chis document has been reproduced as BEEN GRANTED BY received from the person or organization originating it. http://ias.berkeley.edu/orias/ 0 Minor changes have been made to -/14 :Ade- DeLatre,_ improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) 1 BEST COPY AVAILABLE GILGAMESH: he who saw all Table of Contents Introduction 1 Bibliography 1 Lesson Plans Gilgamesh Lives 4 Gilgamesh the Hero 8 Gilgamesh the Hero 10 3 Using History Through Literature GILGAMESH: he who saw all Gilgamesh holding a lion that he has captured. Bas-relief from Korsabad. Eighth centruy B.C. Louvre. New Larousse Encyclopedia of Mythology, 1968. During the ORIAS summer institute on History Through Literature, 6th and 7th grade teachers shared resources and sketched out possible lesson plans for introducing epic heroes and villains from the ancient and medieval worlds. In this issue we are highlighting lessons for Gilgamesh. The historical Gilgamesh was a Sumerian king of Uruk around 2700 B.C. Sumerian fragments of the legend that grew up around him have been found dating back to about 2000 BC. The most complete version of the story comes from twelve clay tablets in Akkadian copied by Shin-eqi- unninni around the seventh century B.C. They were found in the ruins of the Library of Ashurbanipal of Nineveh and, like the earlier Sumerian tablets, were written in the "wedge- shaped" script known as cuneiform. You can find a summary of the story derived from these tablets on the University of Washington's World Cultures Home Page maintained by Richard Hooker at http://www.wsu.edu/dee/MESO/GILG.HTM See the bibliography below for suggested student versions of the epic. Dr. John Hayes, from the Department of Near Eastern Studies, supplied the class with most of the following bibliography of basic books on the Ancient Near East: BIBLIOGRAPHY Children's version of Gilgamesh Zeman, Ludmila. Gilgamesh the King (1992), The Last Quest of Gilgamesh (1994), The Revenge of Ishtar (1995). New York: Tundra Books. 1992-. Paperbacks. Fortunately, Tundra Books has published this inexpensive, beautifully illustrated retelling_of the epic for children as a trilogy by Ludmila Zeman. Zeman will be coming out with a similar treatment of Sindbad the Sailor in the next year. The story has been watered down somewhat for a young audience. 1 4 ARAMCO World, "Zeman's Gilgamesh." May-June 1996. (See "Free" o section below for contact information.) Finkel, Irving. The Hero King Gilgamesh. Illinois: NTC Publishing o Group, 19998. (First published in the United Kingdom in 1998 gy British Museum Press.) ISBN 0-8442-4701-4. Hardback. $12.95 Irving Finkel is a curator in the Department of Western Asiatic o Antiquities, British Museum. He is the author of several books for children and his retelling of the epic is good for the middle school reader who is ready for a more challenging text than the Zeman picture books offer. It is about 30 pages of text and includes16 excellent reproductions from the museum collections. Gilgamesh Readable scholarly translation: Kovacs, Maureen Gallery. The Epic of Gilgamesh. 1989. Stanford: o Stanford University Press. Paperback. Interpretive background: Maier, John (ed.). Gilgamesh: A Reader. 1997. Wauconda IL: Bolchazy- o Carducci. Hardbound. Expensive. Extension reading for heroes in the Near and Middle East: Zenobia Readable scholarly presentation of Zenobia, queen of Palmyra: Stoneman, o Richard. Palmyra and Empire: Zenobia's Revolt Against Rome at Ann Arbor: Univeristy of Michigan Press, 1992. Sindbad the Sailor Readable reliable translation: Haddawi, Husain. The Arabian Nights I-II, o 1991-95. New York: W.W. Norton. Paperbacks. Watch for Ludmila Zeman's retelling of Sindbad for children this year from Tundra Books. Collections of Primary Sources: 1967 Oppenheim, A. Leo. Letters from Mesopotamia. Chicago: University o of Chicago Press. 1989 Dalley, Stephanie. Myths from Mesopotamia. Oxford: Oxford o University Press. 1995 Foster, Benjamin. From Distant Days: Myths, Tales, and Poetry of o Ancient Mesopotamia. Bethesda: CDL Press. More Popular: 1963 Kramer, Samuel Noah. The Sumerians: Their History, Culture, and o Character. Chicago: University of Chicago Press. 1967 Oates, David and Joan Oates. The Rise of Civilization. New York: o Phaidon Press. 1968 Gray, John. Near Eastern Mythology. London: Hamlyn. o 1981 Kramer, Samuel Noah. History Begins at Sumer: Thirty-Nine Firsts o in Man's Recorded History. Third edition. Philadelphia: University of Pennsylvania Press. 1988 Knapp, A. Bernard. The History and Culture of Ancient Western o Asia and Egypt. Chicago: Dorsey Press. 1989 Saggs, H.W.F. Civilization Before Greece and Rome. New Haven: o Yale University Press. 1992 Black, Jeremy and Anthony Green. Gods, Demons and Symbols of o Ancient Mesopotamia: An Illustrated Dictionary. Austin: University of Texas Press. 1995 Saggs, H.W.F. Babylonians. Norman: University of Oklahoma Press. o Free Aramco World Teachers can request a complimentary subscription to Aramco World by writing Aramco World, Box 469008, Escondido, CA 92046-9008. 3 Lesson Plans Gilgamesh Lives By Deborah Petranek, Winship Junior High, Eureka,CA Grade: 6th grade / Time: 3-4 weeks Procedure: Create a class book of ancient and medieval "heroes and villains." Small groups each choose an episode of Gilgamesh to retell and illustrate. Project Extension: This could be a year-long project with stories from ancient Greece, China and India and stories of other peoples and lands that would be published as a culminating project for the school year. Materials: Ludmila Zeman, Gilgamesh the King. Tundra Books, 1992. (ISBN 0- o 88776-437-1) Ludmila Zeman, Revenge of Ishtar. Tundra Books, 1994. (ISBN 0-88776- o 436-3) Ludmila Zeman, Last Quest of Gilgamesh. Tundra Books, 1995. (ISBN 0- o 88776-380-4) ARAMCO WORLD, May-June 1996, "Zeman's Gilgamesh." o Ideal technology materials: Class computers with interne access, o encyclopedia program such as Encarta, drawing program such as KidPix, graphics presentation program such as Hyperstudio, printer, digital camera. Index cards or squares of scrap paper. o In the absence of high technology, good old pen, ink and scissors can be used. Student Activities: Read aloud the Gilgamesh story retold by Ludmila Zeman and the ARAMCO World article on Ludmila Zeman. Give students an opportunity to thoroughly view Zeman's illustrations. Discussion: What is a hero? What is heroic? What is a villain? What iS villainous? 4 Assignment: 1. As individuals or small groups choose an episode of the story of Gilgamesh that illustrates heroic and/or villainous qualities. 2. Research the art of the age, area and people described in the story. 3. Following the 10 Step Project Development Process below, outline the story and create a script. 4. Create a storyboard of the outline. 5. Write the story with illustrations using KidPix (or equivalent drawing program), importing graphics to Hyperstudio (or equivalent presentation program) where text is added. Ten Step Project Development Process 1. Determine project focus and audience Answer these key questions: How does your story illustrate the qualities of heroes and villains? As storytellers, how can you point out these qualities to your audience? Generate and organize ideas by brainstorming. Accept all contributions. Ask for details if idea is unclear. Use webbing, mapping, or grids to identify the major ideas in your story. Categorize and classify the heroic and villainous qualities you want to portray. Look for similarities and differences between heroes and villains (compare and contrast). 2. Describe what materials and resources you need and how you will determine if your project is successful 3. Write a three paragraph proposal/ Get first approval signature Paragraph One: Why are you doing this? What is your key question? Paragraph Two: What is your subject focus? Who is your audience? Name the type of presentation (examples: KidPix, MSWord, PowerPoint, HyperStudio) Paragraph Three: How am I going to do this (equipment such as recorders, audio or video, materials, knowledge ...)? What resources will be needed (photos, films scripts, text)? 4. Share and revise project proposal Discuss with teammates and instructor: Does the project address the criteria set in the first step of the process? . Do the learners have the knowledge, skills and time to do the proj ect? Is the project relevant to the Key Question that was developed? e 5. Research books, articles, art history/photos and drawings on the internet, in the library and other available resources. 6. Develop outline, script, and storyboards: Use index cards or scratch paper to outline the project. For linear presentations, place the cards in sequence to make a script with enough details to describe text, pictures, video and audio . For interactive or non-linear projects develop a storyboard for each card and map of the overall project clearly labeling text, pictures, video, audio and links between cards. 7. Get approval for script or storyboard Share script or storyboards with the instructor N Determine whether the learners have the knowledge, skills and time to do the project as planned. 8. Engage in project work Monitor and adjust the use of resources as needed Monitor you own time so you are able to complete your project 9. Premier projects: Share projects with the whole class in a formal presentation a . Participate in an assessment process that engages the presenters, audience and instructor in constructive feedback that will promote growth. 10. Assess projects. a 6 Review the products in relation to the project criteria established in Step One. Evaluate the products based on the model identified in Step Two.