Mesopotamia Essays (Examples)
Study Document
The Epic Of Gilgamesh Analysis
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Introduction
The Epic of Gilgamesh is one of the few great literatures that survived the ruin of ancient civilizations, more particularly the ancient Mesopotamia. It is a poem that tells the story of two great heroes, friendship, adventure, and the gods. Comprised of twelves tablets, each depicting … “Gilgamesh and Enkidu”, their relationship, the actions of the gods, and the overall significance of this Epic—as regarding its depiction of the ancient Mesopotamian civilization.
Gilgamesh and Enkidu
Gilgamesh was the first character, of the two, to be introduced. In the introduction, Gilgamesh was described as one … reported him to Gilgamesh as one who is…[break]…is a common feature of many ancient civilizations like the Egyptians, Greeks, Romans, Africans, etc. The Mesopotamians also believed in the justice system of the gods and would rather go make their complaints to their god than confront their leadership. … the story decided to punish……
References
Works Cited
Abusch, T. \\\\\\\\\\\\"The Development and Meaning of the Epic of Gilgamesh: An Interpretive Essay.\\\\\\\\\\\\" Journal of the American Oriental Society, vol. 121, 2001, pp. 614-622, doi:10.2307/606502. Retrieved from: https://sci-hub.tw/https://doi.org/10.2307%2F606502
Al-Rawi. F. N. H., and A. R. George. \\\\\\\\\\\\"Back to The Cedar Forest: The Beginning and End of Tablet V of The Standard Babylonian Epic of Gilgameš.\\\\\\\\\\\\" Journal of Cuneiform Studies, vol. 66, 2014, pp. 69-90, doi:10.5615/jcunestud.66.2014.0069. Retrieved from: https://sci-hub.tw/https://doi.org/10.5615%2Fjcunestud.66.2014.0069
Christman, J. \\\\\\\\\\\\"The Gilgamesh Complex: The Quest for Death Transcendence and the Killing of Animals.\\\\\\\\\\\\" Society & Animals, vol. 16, 2008, pp. 297-315, doi:10.1163/156853008x357649. Retrieved from: sci-hub.tw/10.1163/156853008X357649
Dickson, Keith. “Looking at the Other in ‘Gilgamesh.’” Journal of the American Oriental Society, vol. 127, no. 2, 2007, pp. 171–182. JSTOR, www.jstor.org/stable/20297248.
George, Andrew R. \\\\\\\\\\\\"The Mayfly on the River: Individual and collective destiny in the Epic of Gilgamesh.\\\\\\\\\\\\" KASKAL: Rivista di storia, ambienti e culture del Vicino Oriente Antico, vol. 9, 2012, pp. 227-242. Retrieved from: https://eprints.soas.ac.uk/15817/1/Kaskal_9%20227-242%20George.pdf
Khan, Anika. “Gilgamesh and medicine’s quest to conquer death.” Hektoen international: A Journal of Medical Humanities, vol. 11, no.4, June 2019, Highlighted in Frontispiece pp. 1-3.
Kline, J. \\\\\\\\\\\\"The Oldest Story, the Oldest Fear, the Oldest Fool: The Religious Dimension ofThe Epic of Gilgamesh.\\\\\\\\\\\\" Jung Journal, vol. 10, no.2, 2016, 24 – 36, doi:10.1080/19342039.2016.1157411. Retrieved from: https://sci-hub.tw/https://doi.org/10.1080/19342039.2016.1157411
Study Document
6th Grade History Instructional Unit
… on common standards relating to the subject. Over the 3-week period, the educator will explore different subjects including History (ancient history), Egyptian civilization Mesopotamian, and Egyptian history. These subjects will provide the premise for connecting concepts on social justice standards, geography, and history.
Types of Students
The ……
References
References
Archdiocese of Santa Fe. (2011). Social Studies Curriculum. Retrieved April 27, 2020, from https://asfcatholicschools.org/documents/2016/1/Social%20Studies%206th.pdf
This publication provides an overview of world history and geography as part of social studies curriculum for 6th grade students. It provides an outline of learning outcomes and assessments/strategies that can be employed in a 6th grade history class. These strategies, assessments, and learning outcomes are developed in line with common standards and based on what students at this grade level should achieve by the end of the unit. It was utilized to determine suitable strategies, assessments and learning outcomes to incorporate for the success of this unit.
Blake, C. (2020). Teaching Social Justice in Theory and Practice. Retrieved April 27, 2020, from https://resilienteducator.com/classroom-resources/teaching-social-justice/
This article examines the process of teaching social justice in relation to existing theory and best practices. The author examines how classrooms are designed to be avenues for social change by promoting learning of new ideas. This article was used to identify a contemporary educational theme in diversity and social justice. The identified theme was utilized to shape the unit content and teaching strategies.
California Department of Education. (2000). History – Social Science Content Standards for California Public Schools: Kindergarten Through Grade Twelve. Retrieved from California Department of Education website: https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
The publication provides an overview of standards relating to the study of history and social science from kindergarten to grade twelve. Standards are used as the premise for shaping learning content, expectations, and outcomes for students in different grades. Insights from this publication was used to shape learning content, expectation, outcomes, and strategies for this instructional unit.
edCount. (2014). World History and Geography: Mesopotamia, Ancient Egypt, and Ancient Israel. Retrieved from Tennessee State Government website: https://www.tn.gov/content/dam/tn/education/tcap/TCAP_ALT_SS_module_grade6_module1_wld_hist_geo_meso_egypt_israel.pdf
The article examines grade 6 topic on world history and geography in relation to common standards. The author reviews different subject areas relating to this topic including ancient Egypt, Mesopotamia and ancient Israel. Through this review, the publication seeks to enhance knowledge of grade-appropriate social studies concepts, skills, and knowledge. The publication was used to identify relevant knowledge, skills and social studies concepts relating to this instructional unit.
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