Are they in the Bible? Why did God make dinosaurs?
This evidence consists of exercises of various kinds as well as archaeological remains that indicate the use of a particular house or room as a locus for teaching.
For a proper evaluation of the evidence it is important to distinguish between two types of teaching: Formal schooling followed a more or less set curriculum that consisted of copying traditional textbooks.
Apprentices, on the other hand, almost immediately started to write documents, following the example of the master. In an apprenticeship, literacy was acquired in the same way as one would learn to be a potter or a farmer. One may assume, therefore, that the great majority of scribes throughout Mesopotamian history were educated through apprenticeships, but the actual evidence we have in the form of exercises and school texts derives from formal education.
Recent research on Mesopotamian literacy and scribal teaching has developed in two different directions. Much work has been done since the s on the reconstruction of the teaching materials and curricula of formal schools of different periods. These scribal programs tended to be extensive and learned, focusing on the construction of an imagined past and on the complexities of cuneiform, imparting a learned elite identity to its graduates who acquired a set of skills that was very rare.
On the other hand, students of cuneiform literacy have emphasized that the ability to write was wide spread, in particular in the Old Babylonian period. These studies focus not on the scholarly aspects of literacy, but rather on functional issues, such as the minimal number of signs that one needs to know actively and passively to be an effective scribe.
Reference Works and General Overviews Much research has been undertaken on the Mesopotamian school since the s. This research is summarized in Waetzoldt and Cavigneaux An overview of the history of lexical lists and their uses in scribal training appears in Veldhuis Charpin provides an accessible introduction to issues of reading and writing in ancient Mesopotamia, including aspects of teaching and literacy.
Reading and Writing in Babylon. Harvard University Press, Issues of schools and education are primarily addressed in chapter 1 pp. History of the Cuneiform Lexical Tradition. Guides to the Mesopotamian Textual Record 6.
Waetzoldt, Hartmut, and Antoine Cavigneaux.GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations Page 2 of 14 SL Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Week 5: Abraham & Ancient Mesopotamian Civilizations More helps for learning about Mesopotamia: this site has an interactive map and interactive dramatization of crop management. Ancient trade routes that merchants took between the Persian Gulf and Egypt.
architecture, literature, theater, mathematics I I I I E I What impact did Mesopotamia have on other appropriate to ancient Mesopotamia. Creating a museum Writing Prompt: As an official Mesopotamian, write a persuasive letter to the pharaoh of Egypt.
Sumerian, 27th c. BCE (Saint Louis Art Museum) Mesopotamia “For more than four millennia, Mesopotamia and Egypt were the two most highly developed, complex societies in the ancient .
Required: Outline Description: World Myths and Folktales The Literature of Ancient Mesopotamia Writing About Literature • Writing Answers to Essay Questions. A comprehensive collection of specific links and multimedia resources for middle school common core social studies curriculum.
Oldest Writing, Ancient Mesopotamia [School History online] A funny poem about how writing was invented thousands of years ago in ancient Sumer (Mesopotamia / Iraq) literature and the arts reflect the .