Gilgamesh

Dear Colleague,

You may recall that the Great Books classes conducted an archaeology simulation last year for students working in teams. That was our first experiment with the project, but we found that one factor succeeded beyond our greatest hopes. The cooperation, enthusiasm, and contributions of the faculty made the whole affair come alive. If we discovered any shortcoming in that area, it was that we did not contact all the teachers who later expressed interest. This year we are asking more of you to participate.

The project itself has certain specific objectives for the students:

• To gain insight into the process and challenge of archaeology
• To work cooperatively with other students
• To analyze collaboratively the procedure and results of the project
• To type a collaborative report on the procedure and findings of the teams doing the project

The students will realize these objectives by

• searching out “artifacts” (paper fragments of a story contained in brown envelopes and delivered to participating teachers) from around the school (Some of the “artifacts” will be genuine while some will not; however, the students do not know that is necessarily the case.)
• assembling the fragments in order to construct a conjectural version of the original
• writing up the experience and findings
• delivering an oral presentation to the class

We need your help to play the role of “local authorities” in this simulation. As a local authority, you will possess certain “artifacts” supplied by us. Some of the artifacts will be genuine while some will not; however, the students do not know that condition is necessarily the case. Although you will not know the real value of your artifacts, you do know their potential value to the students will be almost inestimable. To fulfill your role, you may take on any of the following identities:

• Museum curator
• Minister of culture
• Art dealer
• Smuggler
• Rebel leader
• Tribal elder
• Corrupt bureaucrat
• Privateer
• Entrepreneur
• Any likely identity you can conceive

If your classroom is located on the first floor, you are considered to reside in Lower Warrenia. If you are on the second floor, then you are in Upper Warrenia. Those in Lower Warrenia are understood to be friendly to all outsiders. Those in Upper Warrenia are either hostile or neutral. AUTHORITIES IN NEITHER LOCATION, HOWEVER, ARE TO SIMPLY GIVE THE ARTIFACTS AWAY. Your options are to allow students

• To see a portion of the artifacts you possess
• To study all your artifacts but not remove them
• To copy your artifacts

If you choose to set a price on seeing, studying, or copying your artifacts, remember that you have several avenues of “payment” open to you. These are just a few examples:

• Require them to solve a problem in your discipline.
• Have them perform an analytical test.
• Insist that negotiations be conducted in a foreign language you teach or speak.
• Refuse to make artifacts available except at specified times.
• Ask students to perform music.
• Set standard of spiritual purity (such as completing some ritual ceremony).
• Demand they sign a treaty agreement concerning the use of the artifacts or findings related to them.
• Require that students perform work for you in or related to your classroom.
• Charge a fee (to be paid by a CRRS check). *

*The CRRS is a simulation foundation funding the research. Each team will receive a checkbook and a limited account of $100,000. Please return each check to the mailbox of the teacher whose name appears on it.

This project will begin , and your role will end on . During the period about 120 students divided into sixteen research teams – each team identified by a different name – will be searching for artifacts held by about 25 to 30 building personnel. We prefer that the students have to search out the dig sites for at least three days before any of you who may choose to do so post signs in your rooms or on your door setting time and or tasks regarding the viewing of the artifacts. At the end of your participation, please return your envelopes to Mr. Reed.

We hope you will participate in this project and that you will enjoy it. We encourage you to share with us the innovations you incorporated into your role as well as any suggestions you have for improving the project next year. (We received several good suggestions last year and only regret that we could not work all of them up for this year.) This year we do promise to give you a follow-up report in early October on the findings and experiences of the teams.

Thank you