A Curricular Text Set Compiled by
Eric M. Sanderson
San José State University
School of Information Science
INFO 237. School Library Media Materials
October 2017
Eric M. Sanderson
San José State University
School of Information Science
INFO 237. School Library Media Materials
October 2017
The ancient eastern Mediterranean civilizations of Mesopotamia, Egypt, Greece, and Rome are mainstays of sixth-grade social studies curricula across the United States. Often, though, these civilizations are presented as idealized “golden ages” that are detached and distant from our contemporary global community. This curricular text set relating to Ludmila Zeman’s Gilgamesh the King has been collaboratively curated as part of a sixth-grade social studies teacher’s effort to link the study of ancient eastern Mediterranean civilizations with a concurrent study of current events in the same regions.
While this text set (a) is related to an anchor text with an Accelerated Reader (ATOS) book level of 4.2 and (b) includes one wordless resource, one minimal-word resource, and one audio resource, the intended audience is sixth-grade students who have the ability—either independently or with structured support—to successfully interact with and gain meaning from at- and above-grade level text-based resources.
This text set will support students in answering—with an appropriate use of claims, evidence, and reasoning—the following essential questions verbally, in writing, and/or by way of multimedia or interactive presentations:
This text set and the essential questions above support sixth-grade social studies content instruction as it relates to the following Nevada Academic Content Standards (NACS) for Social Studies:
It is suggested that the following texts be introduced to students in the order they are presented below. The Anchor Text, Supporting Text 1, and Supporting Text 2 are intended to develop and extend student understanding of ancient Mesopotamia. Supporting Text 4, Supporting Text 5, and Supporting Text 6 are intended to develop and extend student understanding of modern Iraq. Supporting Text 3 is intended to develop and extend student understanding and appreciation of the enduring sociocultural link between ancient Mesopotamian civilization and our modern world.
While this text set (a) is related to an anchor text with an Accelerated Reader (ATOS) book level of 4.2 and (b) includes one wordless resource, one minimal-word resource, and one audio resource, the intended audience is sixth-grade students who have the ability—either independently or with structured support—to successfully interact with and gain meaning from at- and above-grade level text-based resources.
This text set will support students in answering—with an appropriate use of claims, evidence, and reasoning—the following essential questions verbally, in writing, and/or by way of multimedia or interactive presentations:
- What connections can you draw between the ancient story of Gilgamesh and current events in Iraq?
- How does knowing about ancient Mesopotamia and the story of Gilgamesh influence your thinking about current events in Iraq?
This text set and the essential questions above support sixth-grade social studies content instruction as it relates to the following Nevada Academic Content Standards (NACS) for Social Studies:
- SS.6-8.EWC.4. Gather relevant information from multiple texts and evaluate the sourcing, context and corroboration of the texts with close reading and disciplinary skills.
- SS.6-8.EWC.10. Draw on disciplinary concepts to explain the challenges people have faced, are facing, and opportunities they have created in addressing local, regional and global problems at various times and places.
- SS.6-8.EWC.13. Examine instances of conflict, oppression, human rights violations, and genocide across the ancient world as well as responses to these violations.
- SS.6-8.EWC.21. Investigate the ways in which civilizations build communities of respect, equity, and diversity throughout early world history.
- SS.6-8.EWC.24. Compare a current global issue to a historical event from an ancient civilization in order to propose a solution based upon past outcomes.
- SS.6-8.WGGS.15. Interpret current events from a variety of cultural perspectives.
It is suggested that the following texts be introduced to students in the order they are presented below. The Anchor Text, Supporting Text 1, and Supporting Text 2 are intended to develop and extend student understanding of ancient Mesopotamia. Supporting Text 4, Supporting Text 5, and Supporting Text 6 are intended to develop and extend student understanding of modern Iraq. Supporting Text 3 is intended to develop and extend student understanding and appreciation of the enduring sociocultural link between ancient Mesopotamian civilization and our modern world.
Anchor Text
Zeman, L. (1992). Gilgamesh the king. Plattsburgh, NY: Tundra Books.
Accelerated Reader (ATOS) Book Level: 4.2
Accelerated Reader Interest Level: Lower Grades (K-3)
Lexile Level: ~ 650L (from Accelerated Reader book level)
Word Count: 1,426
Pages: 24
Running Time: N/A
Recorded in cuneiform on a number of clay tablets found in the region of ancient Mesopotamia, the story of Gilgamesh is widely regarded as the world’s oldest work of literature. Zeman’s version of the narrative—spread across three separate books—is distinguished by rich illustrations and rich language. Gilgamesh the King, the first book in Zeman’s Gilgamesh series, recounts the initial conflict between Gilgamesh and the people of Uruk, the subsequent conflict between Gilgamsh and Enkidu, and the ultimate reconciliation between Gilgamesh and his subjects and between Gilgamesh and Enkidu. The narrative’s themes of oppressive statesmanship, social unrest, and ideological conflict are echoed by current events in modern Iraq.
Zeman, L. (1992). Gilgamesh the king. Plattsburgh, NY: Tundra Books.
Accelerated Reader (ATOS) Book Level: 4.2
Accelerated Reader Interest Level: Lower Grades (K-3)
Lexile Level: ~ 650L (from Accelerated Reader book level)
Word Count: 1,426
Pages: 24
Running Time: N/A
Recorded in cuneiform on a number of clay tablets found in the region of ancient Mesopotamia, the story of Gilgamesh is widely regarded as the world’s oldest work of literature. Zeman’s version of the narrative—spread across three separate books—is distinguished by rich illustrations and rich language. Gilgamesh the King, the first book in Zeman’s Gilgamesh series, recounts the initial conflict between Gilgamesh and the people of Uruk, the subsequent conflict between Gilgamsh and Enkidu, and the ultimate reconciliation between Gilgamesh and his subjects and between Gilgamesh and Enkidu. The narrative’s themes of oppressive statesmanship, social unrest, and ideological conflict are echoed by current events in modern Iraq.
Supporting Text 1
Goran tek-en. (2014, January 28). Map of Mesopotamia. Retrieved from
https://commons.wikimedia.org/wiki/File:N-Mesopotamia_and_Syria_english.svg
Accelerated Reader (ATOS) Book Level: N/A
Accelerated Reader Interest Level: N/A
Lexile Level: N/A
Word Count: N/A
Pages: N/A
Running Time: N/A
This Creative Commons-licensed map identifies the major geographic elements of the Middle East; the ancient region of Mesopotamia; several ancient Mesopotamian cities, including Gilgamesh’s city of Uruk; several modern countries of the Middle East; and several modern cities of the Middle East. In order to connect the study of ancient Mesopotamia to a concurrent study of current events in Iraq, it is necessary see how ancient Mesopotamia and modern Iraq relate to each other geographically. While this map is lacking in several important respects—it does not include an inset reference map showing the Middle East’s location in the world, a compass rose, or a key—it supports the essential idea that Gilgamesh’s ancient city of Uruk is in the region of modern Iraq and that modern cities referenced in other supporting texts are relatively close to Uruk.
Goran tek-en. (2014, January 28). Map of Mesopotamia. Retrieved from
https://commons.wikimedia.org/wiki/File:N-Mesopotamia_and_Syria_english.svg
Accelerated Reader (ATOS) Book Level: N/A
Accelerated Reader Interest Level: N/A
Lexile Level: N/A
Word Count: N/A
Pages: N/A
Running Time: N/A
This Creative Commons-licensed map identifies the major geographic elements of the Middle East; the ancient region of Mesopotamia; several ancient Mesopotamian cities, including Gilgamesh’s city of Uruk; several modern countries of the Middle East; and several modern cities of the Middle East. In order to connect the study of ancient Mesopotamia to a concurrent study of current events in Iraq, it is necessary see how ancient Mesopotamia and modern Iraq relate to each other geographically. While this map is lacking in several important respects—it does not include an inset reference map showing the Middle East’s location in the world, a compass rose, or a key—it supports the essential idea that Gilgamesh’s ancient city of Uruk is in the region of modern Iraq and that modern cities referenced in other supporting texts are relatively close to Uruk.
Supporting Text 2
Ross, J. C. (2017). Uruk. In World Book Student. Retrieved from
http://www.worldbookonline.com/student/article?id=ar753431
Accelerated Reader (ATOS) Book Level: ~ 6.6 (from Lexile level)
Accelerated Reader Interest Level: N/A
Lexile Level: 990L
Word Count: 486
Pages: N/A
Running Time: N/A
This article from the World Book Student online database provides information about Uruk, the ancient Mesopotamian city with which Gilgamesh is associated. The article emphasizes the importance of Uruk, both in the ancient world itself and to our modern understanding of ancient Mesopotamia. The article also includes a hypothetical illustration of Uruk. This illustration supports a comparison with the depiction of Uruk in Gilgamesh the King and an understanding of the description of Nimrud in Supporting Text 5.
Ross, J. C. (2017). Uruk. In World Book Student. Retrieved from
http://www.worldbookonline.com/student/article?id=ar753431
Accelerated Reader (ATOS) Book Level: ~ 6.6 (from Lexile level)
Accelerated Reader Interest Level: N/A
Lexile Level: 990L
Word Count: 486
Pages: N/A
Running Time: N/A
This article from the World Book Student online database provides information about Uruk, the ancient Mesopotamian city with which Gilgamesh is associated. The article emphasizes the importance of Uruk, both in the ancient world itself and to our modern understanding of ancient Mesopotamia. The article also includes a hypothetical illustration of Uruk. This illustration supports a comparison with the depiction of Uruk in Gilgamesh the King and an understanding of the description of Nimrud in Supporting Text 5.
Supporting Text 3
Markham, L. (1999). Those accomplished Mesopotamians. In S. Sands (Ed.), Mesopotamia (pp. 12-13). New York, NY: Kids Discover.
Accelerated Reader (ATOS) Book Level: N/A
Accelerated Reader Interest Level: N/A
Lexile Level: N/A
Word Count: N/A
Pages: 2
Running Time: N/A
This spread from the Mesopotamia issue of Kids Discover magazine summarizes the enduring sociocultural achievements and contributions of ancient Mesopotamian civilization. Anticipating the more recent infographic format, the short blocks of text and corresponding illustrations on this spread offer a way for students to interact with multiple concepts by way of an engaging, minimally inhibitive format. Importantly, this text serves as a topical transition within the text set, guiding students toward an understanding and appreciation of the relevance of ancient Mesopotamian civilization to our modern world.
Markham, L. (1999). Those accomplished Mesopotamians. In S. Sands (Ed.), Mesopotamia (pp. 12-13). New York, NY: Kids Discover.
Accelerated Reader (ATOS) Book Level: N/A
Accelerated Reader Interest Level: N/A
Lexile Level: N/A
Word Count: N/A
Pages: 2
Running Time: N/A
This spread from the Mesopotamia issue of Kids Discover magazine summarizes the enduring sociocultural achievements and contributions of ancient Mesopotamian civilization. Anticipating the more recent infographic format, the short blocks of text and corresponding illustrations on this spread offer a way for students to interact with multiple concepts by way of an engaging, minimally inhibitive format. Importantly, this text serves as a topical transition within the text set, guiding students toward an understanding and appreciation of the relevance of ancient Mesopotamian civilization to our modern world.
Supporting Text 4
NurPhoto. (Photographer). (2017, September 14). The old city of Mosul [Digital image]. Retrieved from http://media.gettyimages.com/photos/the-old-city-of-west-mosul-across-the-tigris-by-the-old-bridge-the-picture-id846768632
Accelerated Reader (ATOS) Book Level: N/A
Accelerated Reader Interest Level: N/A
Lexile Level: N/A
Word Count: N/A
Pages: N/A
Running Time: N/A
The idea of grand and beautiful cities is a theme that runs through Gilgamesh the King and through the sociocultural history of ancient Mesopotamia. In stark contrast, many cities throughout the Middle East in general and throughout Iraq in particular have been destroyed by conflict. This image depicts one part of the modern Iraqi city of Mosul following recent fighting between government troops and ISIS forces. The image is included in the text set to provide a modern counterpoint to the depiction of Uruk in Gilgamensh the King and to the hypothetical illustration of Uruk included in Supporting Text 2. In addition, this image supports a visualization of the destruction in Ramadi described in Supporting Text 6.
NurPhoto. (Photographer). (2017, September 14). The old city of Mosul [Digital image]. Retrieved from http://media.gettyimages.com/photos/the-old-city-of-west-mosul-across-the-tigris-by-the-old-bridge-the-picture-id846768632
Accelerated Reader (ATOS) Book Level: N/A
Accelerated Reader Interest Level: N/A
Lexile Level: N/A
Word Count: N/A
Pages: N/A
Running Time: N/A
The idea of grand and beautiful cities is a theme that runs through Gilgamesh the King and through the sociocultural history of ancient Mesopotamia. In stark contrast, many cities throughout the Middle East in general and throughout Iraq in particular have been destroyed by conflict. This image depicts one part of the modern Iraqi city of Mosul following recent fighting between government troops and ISIS forces. The image is included in the text set to provide a modern counterpoint to the depiction of Uruk in Gilgamensh the King and to the hypothetical illustration of Uruk included in Supporting Text 2. In addition, this image supports a visualization of the destruction in Ramadi described in Supporting Text 6.
Supporting Text 5
Fordham, A. (Reporter). (2016, November 26). In northern Iraq, ISIS leaves behind an archaeological treasure in ruins [Radio broadcast]. Retrieved from http://www.npr.org/sections/parallels/2016/11/26/503275429/in-northern-iraq-isis-leaves-behind-an-archaeological-treasure-in-ruins
Accelerated Reader (ATOS) Book Level: N/A
Accelerated Reader Interest Level: N/A
Lexile Level: N/A
Word Count: N/A
Pages: N/A
Running Time: 0:03:51
This audio news story from NPR describes the return of an archaeologist to a historically important ancient Mesopotamian site after it had been reclaimed by the Iraqi army from ISIS control. In the news story, the reporter provides a description of the damage inflicted on the site, and the archaeologist describes the feelings of loss felt by her and her fellow Iraqis regarding the destruction of such an important cultural and historical site. In spite of such feelings, though, the conclusion of the news story—like the conclusion of Gilgamesh the King—offers the perspective of reconciliation and a return to peace.
Fordham, A. (Reporter). (2016, November 26). In northern Iraq, ISIS leaves behind an archaeological treasure in ruins [Radio broadcast]. Retrieved from http://www.npr.org/sections/parallels/2016/11/26/503275429/in-northern-iraq-isis-leaves-behind-an-archaeological-treasure-in-ruins
Accelerated Reader (ATOS) Book Level: N/A
Accelerated Reader Interest Level: N/A
Lexile Level: N/A
Word Count: N/A
Pages: N/A
Running Time: 0:03:51
This audio news story from NPR describes the return of an archaeologist to a historically important ancient Mesopotamian site after it had been reclaimed by the Iraqi army from ISIS control. In the news story, the reporter provides a description of the damage inflicted on the site, and the archaeologist describes the feelings of loss felt by her and her fellow Iraqis regarding the destruction of such an important cultural and historical site. In spite of such feelings, though, the conclusion of the news story—like the conclusion of Gilgamesh the King—offers the perspective of reconciliation and a return to peace.
Supporting Text 6
Hawkins, P. (2016, November 22). Schools rise from the rubble in Anbar [Web log post]. Retrieved from https://blogs.unicef.org/blog/anbar-schools/
Accelerated Reader (ATOS) Book Level: ~ 5.1-5.8 (from Lexile level)
Accelerated Reader Interest Level: N/A
Lexile Level: 800L-900L
Word Count: 458
Pages: N/A
Running Time: N/A
This blog post from the UNICEF representative in Iraq provides a first-hand glimpse of the devastation caused by conflict in one region of the modern Middle East. The description offered by the UNICEF representative is not graphic but presents sufficient information for sixth-grade students in the United States to begin to understand and appreciate—through the universally shared experience of attending school—the consequences of conflict in modern Iraq. At the same time, like the news story about the ancient city of Nimrud (Supporting Text 5), this text offers the perspective of reconciliation and a return to peace, an important theme in the Gilgamesh narrative.
Hawkins, P. (2016, November 22). Schools rise from the rubble in Anbar [Web log post]. Retrieved from https://blogs.unicef.org/blog/anbar-schools/
Accelerated Reader (ATOS) Book Level: ~ 5.1-5.8 (from Lexile level)
Accelerated Reader Interest Level: N/A
Lexile Level: 800L-900L
Word Count: 458
Pages: N/A
Running Time: N/A
This blog post from the UNICEF representative in Iraq provides a first-hand glimpse of the devastation caused by conflict in one region of the modern Middle East. The description offered by the UNICEF representative is not graphic but presents sufficient information for sixth-grade students in the United States to begin to understand and appreciate—through the universally shared experience of attending school—the consequences of conflict in modern Iraq. At the same time, like the news story about the ancient city of Nimrud (Supporting Text 5), this text offers the perspective of reconciliation and a return to peace, an important theme in the Gilgamesh narrative.