Beauty Shot

I decided to get an attractive picture of my books for Hook Medieval. Right after this I put a post it label on each text and stowed the books in their own project bag. It isn’t a beautiful system, but I like the protection it offers the books and the thrill of emptying the books back on the shelf one by one. The contents of this medieval section has me so excited. I have always loved the ambience of the medieval and this time I’m expanding the role of world literature which is a new adventure for me. It was hard cutting old friends like The Song of Roland, but hopefully The Orphan Zhao will be worth the switch.

I’ll let you know.
 

Captain Hook Ancients: The Epic of Gilgamesh

 

Captain Hook is for the younger set (4-6 grades). Instead of using the actual text we work our way through children’s versions as much as we can find them.

The Epic of Gilgamesh

Gilgamesh the Hero by Geraldine McCaughrean is one of the strongest books in the whole curriculum. She does her best to stick to the ancient structure of twelve books, and the ancient spirit of struggle and grief. David Parkins’ illustrations are also inspired by ancient life. The picture on the cover makes it clear that Gilgamesh is no Superman. It helps us think about the differences between then and now. 

There is a matter we must address about one of the most important characters, Hatti (Shamhat). She is a temple prostitute. Temple prostitutes were respected member of the Mesopotamian Society. They even had protected inheritance rights. This doesn’t make prostitution right, but it does explain why it is included in such a matter-of-fact way. The Bible has a few prostitutes, and they get taught in Sunday School. Give Hatti a chance before you skip over her. She plays a crucial role in the story.

READER’S GUIDE

This week’s reading is heavy. To read the whole book in four days as we normally do means three chapters a day. I offer lighter versions, but you will miss important things. Consider reading on the weekends, or for breakfast, snack and bedtime. If everyone is agreeable you could take a second week. In any case, happy reading!

MONDAY ch. 1-3 or ch. 1&3 or ch. 3

TUESDAY ch. 4-6 or ch. 4&5 or ch. 5

WEDNESDAY ch. 7-9 or ch. 8&9 or ch. 8

THURSDAY ch. 10-12 or ch 10&11 or ch 10

Teaching Notes

Ask students about their reading. Let them bubble it all out. Ask if they found the Noah story and what was his Mesopotamian name. Have them express how it was the same and yet different. Ask them what their favorite parts were, and ask what the worst parts were. Would they want a friendship like Gilgamesh and Enkidu’s?

Then get ready for SLIDES.

SLIDES

You will need a stack of 3x5 cards and a Sharpie. On an 8 1/2x 11 piece of paper write “The Epic of Gilgamesh”. Place it in the middle of the floor. Have the students line up. Ask the first four to tell you an incident in the story. Write each one on a 3x5 card. Have them put the cards on the floor, one on each corner. The next round have the students connect the incidents to other books we have read, such as, “Hammurabi was a king like Gilgamesh.” “He goes on a journey like Sinuhe.” Alternate between Epic of Gilgamesh traits and our past reading going round and round until the subject is exhausted. Students may work collaboratively. 

Crowhook Ancients: The Epic of Gilgamesh

Crowhook is aimed at 6-12 grade. We aren’t looking to master the texts. We are just saying “Hello.” Each students participation and the quality of their participation will vary. It’s all ok.

Introduction: The Epic of Gilgamesh

Present a brief overview of TEOG’s main characters and plot, then divide the group into pairs. Assign each pair a fairy tale—“The Three Bears,” “Red Riding Hood,” “Cinderella” etc. Instruct them to rewrite the story based in one of four cultures—Egyptian, Mesopotamian, Israelite or a space alien culture from the future. Give them twenty minutes to work on it.

When time is up have them briefly share their new versions of the story and let everyone comment on the differences from the original. Explain that this happened to the story of Gilgamesh and all the different versions got mixed up with each other across time and distance. Further explain that David Ferry’s version (which they will be reading) does its best to make all the parts work together. Hold up Stephanie Dallry’s version and explain that she translated the text word by word from the tablets. Explain that both approaches have merit.

READER’S GUIDE

The Epic of Gilgamesh rendered by David Ferry

MONDAY read p. 3-20  Enkidu is a wild man. How important is love and friendship in teaching him to be human?

TUESDAY read p. 21-43 Being partners enables Gilgamesh and Enkidu to stand up to gods and monsters. Can you think of a time a friend helped you feel brave?

WEDNESDAY p. 44-64 Grief and fear send Gilgamesh on an epic journey. Where would you go to find comfort and answers?

THURSDAY p. 65-82 Compare the two Noah stories. Also, do you think Utnapishtim was fair to Gilgamesh? What do you think would have happened if Gilgamesh had gotten the weed home?

Teaching The Epic of Gilgamesh

Pass out paper and markers. Read Utnapishtim’s speech on p. 64. Ask the students what they think he means. Discuss death, loss, and grief. Invite them to draw a picture of someone they have lost as you continue the discussion. Introduce the idea that they will die and people will miss them. Ask them what kind of person they hope to be.

Simply Hooked Ancients: The Epic of Gilgamesh

 

As I developed “Crowhook” for sixth through twelfth graders, I ran into problems with reader readiness and teacher preparedness. Some students weren’t ready for the full view of ancient times, so for them I developed “Captain Hook” targeted to fourth and fifth grade, but good for anyone who finds Crowhook overwhelming. The other problem was how much the success of the curriculum depended on the willingness of the teacher to do the reading in order to present the lessons with some knowledge. I was really fortunate with my fellow teachers that they had been ready and eager to dig in, but what could I do for the intimidated and/or fearful? I developed Simply Hooked as an adult version of the curriculum for those who were preparing to teach Crowhook and those who simply liked the idea of reading through time and culture in a casual way at a casual pace.

My first lesson posted here will be Simply Hooked Ancients: The Epic of Gilgamesh. I will shorten it a bit, but it will be enough to get the idea across. Enjoy!

The Epic of Gilgamesh

One of the greatest works of ancient literature Gilgamesh takes us on a journey through life and grief. It is as healing today as it must have been when Gilgamesh was a beloved character and even worshipped as a god. His story was co-opted and adapted not only by Sumerian communities but by all the surrounding communities. There is no one simple narrative that everyone agreed on. Everyone had their favorite version like every cook in New Orleans has their favorite gumbo.

I’m going to recommend two editions of TEOG. First Stephanie Dalley’s Myths from Mesopotamia which is a true translation from the actual tablets. The other version is David Ferry’s which is a compilation of the different versions that creates a coherent story. You can pick one according to your inclinations, but I recommend reading both. Stephanie Dalley’s work is authentic. David Ferry’s is beautiful.

Reader’s Guide

1. Start with Stephanie Dalley’s excellent introduction to The Epic of Gilgamesh, p. 39-49. It is rich in information. You should not miss it.

2. Next read David Ferry’s rendering. Allow yourself to be swept away by the adventure piled on top of adventure. Weep with Gilgamesh over the loss of Enkidu.

3. Return to Stephanie Dalley’s version and compare the difference between a translation and a rendering. Consider the value of each.

PROMPTS—Suggestions for responding to your reading. Choose one and complete your experience.

1. Think of a partner you have lost as Gilgamesh lost Enkidu. Allow yourself to express that grief creatively through painting, writing or song.

2. Imagine a grief journey like Gilgamesh’s. Where would you go? What would you hope to accomplish? His journey was epic, stepping out of reality. Yours can be too, escape the boundaries of space and time, or be strictly bound by the rules, let them quirk your path.

3. Make a list of all the people who have contributed to your life. Who are your Enkidus, Shamhats and Utnapishtims?

Watch This Space

 I am working on a Homeschool Co-op/After School Club curriculum studying history through literature. When I was a child I wanted to read books by people who really lived in ancient/medieval times. In my curriculum that’s exactly what we do, and what fun I have had planning out the why and hows of it all. I have selected texts that are either world classics or they are rich in information about the period. Reading it all proved a daunting task, but as I moved each post-it from a text cover to the door frame I could feel things taking shape. The twenty five texts I chose for the Ancient’s section are…

The Myth of Isis and Osiris

The Tale of Sinuhe

The Egyptian Book of the Dead

Exodus

Temple Poems by Enheduanna

Code of Hammurabi

The Enuma Elish

The Epic of Gilgamesh

Tao Te Ching by Lao Tzu

The Art of War Sun Tzu

The Iliad by Homer

The Odyssey by Homer

Histories by Herodotus

Antigone by Sophocles

Death of Socrates by Plato

Poetics by Aristotle

Daniel

The Analects of Confucius

Bhagavad Gita

Pali Canon 

The Gallic Wars by Julius Caesar

The Aeneid by Virgil

Mark

Plutarch’s Lives

Confessions by Augustine

Keep you eyes peeled. I am planning to post sample lessons from each level of my program. If you are interested I’d love some feedback.