Subjects: Social Studies/Economics/History/Ceramics/Art History
Grades: 6-12
Overview & Purpose: This project/lesson integrates ceramics methods and materials with social studies concepts using primary sources. The lesson guides students through learning about how the people of ancient Mesopotamia used clay tablets to communicate and build economies. The lesson involves exploration of the history of Mesopotamian geography, culture & arts, language & traditions, and trade & commerce. It includes a clay activity to provide context for communicating with clay in a modern way, and it includes a Google Earth Tour created for this activity to assist students with locating origins of cuneiform tablets and location of collections in museum today for study.
Objectives: Student will be able to:
Guide their own learning with a whole class generated "Need to Know List".
Locate and research Mesopotamian history and cuneiform tablets using primary resources in groups.
Create and present a visual presentation in a group about an element of Mesopotamian society to the whole class that includes primary resources and additional artifacts and images.
Create and present an individual hand built ceramic object or group created set of objects that visually communicates information using letters, words and symbols only.
Standards: Social Studies: 6th grade Washington State Social Studies Standards include ancient civilizations and Mesopotamia in this pdfdocumentand other History and Social Studies courses in middle and high school. View and example of an 11th grade Rubric for History, Inquiry, Economics generated from Theme Spark. Art Standards 2, 4, 6, 8, 9, & 11:Ceramics Art Standards Document 21st Century Standards: Digital Citizens, Collaboration, Knowledge Constructor, Creative Communicator: ISTE Standards,
Materials:
One-to-one laptops or one laptop per group
Internet access
Access to Primary Sources listed in next section
Access to this module's Resourcesand Handouts Listed throughout lesson
Learning Activities/Project Entry Event: Students will listen to the first 6 minutes of this podcast about the Ancient Library of Nineveh.and forward to 9:30 and begin listening again.Then, watch this 20 minute documentary:
Driving Questions: Based on student understanding and prior knowledge, here are some driving questions that can be used or chosen from for this project. Use one or a few. Use all if possible! Another option is to divide students into groups and provide different driving questions to groups. This could enrich the experience and allow students to teach others about their findings as they relate to the driving questions.
How did ancient civilizations use materials to communicate and what role did communication have in building economies?
How do ancient economies influence current economies?
How can our understanding of ancient economies influence our perceptions of artistic creations and communication methods today?
How do artists use clay and tools to communicate ideas and concepts?
How do people keep economic records today?
How can artworks be a record of people’s lives?
Sustained Inquiry: This happens before activity #1. Students will get into groups for the project and create a class "Need to Know List" on this Google Doc that will serve as the sustained inquiry throughout the project.
Activity #1: Ancient Mesopotamia Research Divide students into 4 main groups for researching these topics on Mesopotamia:
Geography & Region
Culture & Arts
Economy & Trade
Language/Religion/Traditions
Student groups will create a presentation of 1-3 slides or graphics, or audio/video less than 3 minutes in length. The presentation should refer to the driving question (s) and present information learned from group research on Ancient Mesopotamia. Student groups will present to the class and be able to answer peer questions. Presentation requirements:
Choice of presentation software and method (Google Slides, Powerpoint, Padlet, Video, Podcast with images, or other choice.)
At least 3 visuals from credible sources that represent the topic.
Include at least 3 credible sources listed in the presentation with live links.
Include at least 1 reference to a primary source and show evidence of a clear connection to the primary source in the presentation.
Describe the purpose of the primary source and its importance in the ancient civilization.
Activity #2: Cuneiform Research Student groups will research cuneiform tablets and answer the questions below with a visual. The visual must be clear and concise and be presented as an infographic. Any software can be used to create the infographic. The infographic will be printed and displayed in a gallery walk and discussion. The infographic must "speak for itself" to answer the questions below.
Infographic requirements:
Student groups revisit the driving questions and Need to Know List.
Student groups begin cuneiform research in groups with the Google Tour Map (below requirements) and use the links in the Google Tour Map to discover information about origins of cuneiform tablets as well as digital collections of tablets and locations where actual tablet scan be viewed publicly.
Student groups will access the primary resources to learn about cuneiform tablets and the purpose for them.
Students should consider these questions during the research and these inquiry ideas should be presented int eh infographic
What purpose did the cuneiform serve?
How was information collected, communicated, and shared then and how is this different today?
Who made cuneiform tablets? Was is a job of ancient times? How do we know about the people who created them?
Activity #3: Creating a clay object that communicates to others Each student will create a ceramics object that communicates a message, idea or important information in surface texture or design. Students have the option of working in a group to create a set or installation work that communicates to others. Students should consider these questions during the planning and construction stages of the clay work:
How can artists and represent ideas and information through clay in our modern world?
Are the clay methods of the past still effective?
Who decides how information is delivered through art and writing?
How does visual art communicate ideas more than just basic information and data?
Students will plan a ceramics project that communicates a message, idea or information to the viewer. The message will be created in texture or design on the surface of the clay. Students will construct their work with continuous peer and teacher feedback and refer to their planning documents while constructing and glazing. Students will choose their method of construction for their object. It can be functional or non-functional. Students may use textured surfaces, glazing, or decal methods for their messages on their ceramics work. Students will sign the name to their work and add their name in cuneiform using the Penn State write your name in Cuneiform Game/Activity
Project Conclusion
At the conclusion of the project, students will write an artist statement that describes their clay creation and the purpose and meaning of the message or communication. Students will also connect their learning from Activities #1 & #2 in their artist statement. Works and artist statements will be on display in the gallery or common areas for public showings.