Lesson Plan: Teaching New York City with the Musical "On the Town"

I created a fun, engaging lesson for Middle and High School students
inspired by the Broadway-turned-MGM-film-classic "Our Town."

    If you like New York City (it's where I happen to reside) and if you love musicals then you may know there is a famous musical produced in the 1940s about the Big Apple. On the Town is a fun day-in-the-life story of a trio of sailors who take a tour of the city and find love and hijinks. In 1949, MGM  made the Broadway hit into a movie.

    Inspired by the film and the song "New York," New York" I invited my students to plan a one-day itinerary to explore the Big Apple. The kids were surprised by how this old-school song is still humorous today. The lyrics are also fun: "The Bronx is up, and the Battery's down" and people "get around in a hole in the ground." I asked my students some trivia questions, too. Do you know where Grant's Tomb is located or do you know the best way to get to the Bowery?

    We then learned more about the history of New York City and then as an extended learning project created itineraries to explore the city on our own terms (in which I encouraged everyone to share their creations with their family and friends who may not know the city very well). 
    I created a lesson plan based on my classroom experience that is three days long, and I used it for my English Language Learners (ESL), but it also fits for a Humanities, English Language Arts, or Social Studies lesson.

My lesson plan includes the following features:

• 1 Lesson Planning Guide and Calendar
• 1 Cloze Passage Worksheet
• Lecture Notes for the Teacher
• 1 Guided Notetaking Organizer
• 6 Editable Google Slide Templates
• 2 Color NYC Landmarks Contact Sheets
• 1 NYC Itinerary Template
• 1 NYC Map Template
• 1 NYC Map Resource List
• List of New York City Regional Transit Maps (including the New York City Subway)
• *Google Classroom / App Friendly Resource*

Suggested Classroom Use:

• Unit on New York City History
• ESL Class for English Language Learners
• Middle School Humanities

For other resources using maps and geography check these out:

• Using Census Data to Explore Ethnic Diversity in New York City Neighborhoods
• Geography Awareness using a Blank World Map

Add my TpT store to your favorites so you can follow me on my journey. I offer original resources for teaching, writing, and all things arts and letters in the Middle and High School classroom.

Images: Paula Kim Studios

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According to the Tobey Maguire Spider-Man (from 2002) Smart High School Students from Queens Study at the 42nd Street Library

The 42nd Street Library (The Stephen A. Schwartzman Building)

If you live in New York City, everyone knows the 42nd Street Library on Fifth Avenue in Manhattan. The building (flanked by its two iconic lions - Patience and Fortitude) represents the city's public library system - even though the site is not a branch library (it's a humanities research library) and the city hosts three public library systems. The building is also embedded in the medium of American popular culture - everything from Ghostbusters, Sex and the City to Day After Tomorrow and Breakfast at Tiffany's have featured the library. So considering Spider-Man is New York city's own superhero - he's a teen from Queens, after all - it's fitting that the 2002 original Spider-Man movie starring Tobey Maguire would feature this iconic spot.

Uncle Ben's Famous Speech: "With Great Power Comes Great Responsibility"

Peter Parker needs to study, so Uncle Ben drives him from their home in Forest Hills in his massive gas-guzzling Cadillac to the front steps of the library. It's there that he gives his famous speech: "With Great Power Comes Great Responsibility." Besides being a motivational speech given by a surrogate father to his maturing son, the address serves as foreshadowing to what's to come. Uncle Ben dies in a shoot-out caused by the trigger-happy actions of a thief (whom Peter Parker was unable to capture). Peter feels directly responsible for his Uncle's death - and it is his death that propels the Spider-Man story forward.


Do Kids from Queens Use the 42nd Street Library to Study?
How many kids from Queens go to the 42nd Street library to study? I am a teacher in Queens, so I really want to know. My experience is that Queens' kids stick to their neighborhoods - be it Jackson Heights or Forrest Hills. So I guess it shows that Peter Parker is an outlier - he chooses to expand his horizons. In reality, if you live in Queens, you are more than likely to use the Queens Public Library - which is actually a separate entity from the New York Public Library - but I digress.

Great Places to Study if You Want to Do a Peter Parker and Get Out of Bed
If you really want a quiet place to study but you don't have Uncle Ben's wheels to take you to Manhattan here are a few of my favorite places to explore in Queens:

• Forest Hills Branch, Elmhurst Branch, and Jackson Heights Branch of the Queens Public Library - these are just three of my favorite branches in the Queens system.
• Museum of the Moving Image - If the weather is beautiful - and you don't mind paying the entrance fee (15 for adults 11 for students and 9 for kids) - the outside patio is a comfortable place to study and read.
• If you are looking for a sweet spot in Jackson Heights try Espresso 77 - but be warned you cannot use a laptop on weekends - and on weekdays laptop people are relegated to a particular table.
• The J, Z, F, M, R, E, G, and 7 trains of the New York City Subway all go into Queens - so grab a metro card and sit, ride, and read (not recommended for very prolonged periods).

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Teacher Journal #2387: "How do you deal with negative experiences in the classroom?"

My co-teacher expresses her feelings

It just so happens I was on Facebook and I saw a post from a kid I taught way back in 2008. He just got a job as a cable news reporter; he’s stationed in South Dakota working the weekend news desk. It made me realize not only how fast time flies, but how in this job, in teaching, in working a classroom full of students, so much depends on a "red wheelbarrow."

What I mean is: so much depends on the subjective experience! For example - I get really bogged down in the minutiae of teaching - the grading, the preparation of lessons, photocopying (double-sided, with staples) - that I do not allow myself to zoom out and get a better perspective on what I am doing and why I am doing it. Let yourself be the wheelbarrow à la William Carlos Williams.

I have to constantly reflect on my teaching practice. Not the mundane stuff. But the me who is in the classroom now. Like. Sometimes I am not happy with my class, how it is running, and what I am doing. If I am having a bad day at school - it's probably because I am preoccupied with all of the stuff I have to do and the little time I have left to do it. I will admit - it makes me crazy and my students notice a shift in my personality. “You didn’t do your homework?” I ask with a more accusatory tone. And the kids slink down into their chairs. Not a good sign.

I feel like we bring our psychological junk into the classroom. Well. Anywhere. But it is interesting to look at the classroom setting. I do not think educators think about this enough. No matter what your rapport with your students is - bad, so-so, or great - if it is a group of thirteen kids and a teacher - that’s fourteen globules of psychological junk. The good news is that technically the teacher has more experience dealing with psychological junk than the adolescent students in the room. But it is a mistake to ignore that junk. I have the power to make “a lesson out of it.”

It is a good idea. Take a negative feeling you have about your class. I feel like my students do not care. For me - it’s the feeling I get that my students - who are English Language learners - do not spend enough time practicing English outside of my class. It frustrates me. I noticed I was becoming annoyed by it - especially when in class my students would revert to their own language rather than what they were supposed to be doing.

When that happens I either A.) become pissy (which is not a good remedy - I’ll have you know) - Or, I will stop myself and think why is so-and-so not loving ENGLISH!!! Usually, it is because he or she does not have the vocabulary or does not know how to phrase what they want to say OR they are lost on the meaning of the lesson or off track on what I want them to achieve.

For the past two years, I have been building my own ELL curriculum. So I am well-aware that many of my lessons do not always hit the target. I am constantly tweaking lessons, fixing lesson goals, and thinking really hard what I want my students to achieve when it comes to skills and abilities. Often I am scrambling to get my students back on track. However, I have to remind myself that learning is still going on. Those negative feelings are valuable if I allow myself to be curious about them.

I do this. I ask, "What feels good about learning English RIGHT NOW. What feels bad RIGHT NOW. And because it is a language class I write all that junk on the board. It looks like this:

I realize that many of my students do not practice English outside of class because they do not feel that English is important to their social and home life. They do not speak English with their family, their friends, or in their social lives. English is something they associate with work, school — all things outside of their personal sphere. In fact, one odd thing is that the kids in my current class who do try to assimilate English into their “out-of-class” time sometimes get ostracized. But I can make lessons out of those experiences. I can try to make a speaking class based on those scenarios because I have been listening to my kids complain, gloat, and talk. Turn the tables. Get them to externalize their feelings. And if they do it in English - guess what?!  - we both win!

Not everyone will feel great about being in the classroom - I cannot get all of my students to love English or to immediately see its purpose. However, just like that kid who is now a television news anchor - when he was in my class as a high school student - he didn't always see the point of what we were doing in class. Maybe I didn’t either. But I remember conversations we had. I do not always remember the lesson. But I do remember the conversations.

"Why do I have to learn about Homer? Isn't he some dead white dude?" And then we read Homer. And then we talked about how we felt, and we were able to be in that moment - like a William Carlos Williams poem.

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Thanksgiving, Y'all

Thanksgiving Meal, © 2017 Yuanhao Zhu

If you strip away the context, Thanksgiving is basically a harvest festival. It is a way to say "thank you" for the food you'll need to survive the upcoming Winter.

I love teaching my high school English Language Learners the word "thanksgiving." It is a great word to introduce to students because it opens up a nice way to talk about gratitude, what to give thanks for, and what is the meaning of sharing and community.

I particularly like this photograph one of my students took at our annual Thanksgiving dinner at school. I like how he chose to take the picture of the plate from a bird's eye view. It gives the place setting importance - even the plastic glass full of apple juice is in the right spot - and the fork and spoon set in the right place.

I am thankful for my students - we spend a lot of time with each other every day - and sometimes it is a challenge - but at the end of the day it is kinda cool. 

Here is what one of my tenth graders wrote:

I am thankful for my parents because they have given me a good life and good conditions, so I am very grateful for what they have given me. I thankful for my teacher, because they teach me English and learning new words.

Maybe it is an overused, overdone question (because of the holiday) but what are you truly thankful for?

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That Time I Arrived in Beijing to Begin a Six City Tour of China

Grill work from a door 

in the Forbidden City in Beijing.

In the Summer of 2017, we took a month-long tour of China. Here is the first post of that journey:

I feel relieved and at peace today.

It's been four days since we landed in La Guardia after a twenty-one day, six-city tour of China.

Coming home on the Sunday before the Fourth of July, we first landed in Detroit, went through
immigration retrieved our luggage and grabbed our connecting flight home.

Monday was the Fourth of July. You'd think I
would've been journey-weary; but, I scooped up
whatever energy I had left and watched Macy's fireworks on the East River with my age-old buddy Anthony Charles who was in town for work.

I hadn't sorted through all the photographs we'd taken, ticket stubs, leftover RMB notes, and select tchotchkes bought and packed, but sitting in the park before the fireworks started, I told Tony about our trip.

Notes on a Tuesday Evening After Instructing the Pupils

A Word Wall

At the end of the school day, most kids shuffle to their locker, collect wallets, purses, slung-over-the-shoulder book bags, and whatever else they've deigned to take home with them on a weekday afternoon. At the end of the school day, teachers make last-minute conversations, shuffle to the copier and churn out dittos (that's what we used to call those things), input grades, drink a cup of coffee and then head out the double door into oh-so-beautiful reality.

Or. Sometimes teachers bolt. Taking a breath, needing space between teacher and student, teacher and teacher, it is sometimes necessary to do the after bell plunge.

Today I bolted with a fellow teacher compatriot. We took solace on the local train back to our prospective boroughs (and burrows). I was dressed very dapper today. Normally I am presenting a six (or seven) o'clock shadow, my tie a bit untied, and the color scheme on my body jarring - to say the least. Did I tell you that yesterday I wore a shockingly yellow paisley tie on top of a red checkered shirt - complete with a professorial coat that seemed to have forgotten its trip to the laundromat? I am not sure if I should blame my slovenly father or my very exquisitely dressed mother, but I have chosen to not really take seriously the concept of "professionally dressed."

Anyway. I digress. I have thirty research papers to grade - ranging from topics such as Yankee Doodle Dandy and Bowling (the students chose their topics - those lusty scholars of learning!) - and instead of doing just that, grading, I am finding solace on my blog. And I have my wardrobe laid out for tomorrow - at least I'll look dapper again tomorrow. 

Here's a shout out to all those educators out there: you do you. And do clothes make the man?

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Teaching: Greig Roselli's Educational Philosophy

Every once and awhile an employer or person will ask me about my educational philosophy. As they say — there are many ways to skin a cat — but here is one version of what teaching means to me:

The word “education” derives from the Latin meaning “to lead out.” Teaching is just that. To teach is to lead out. But where is out? And to where are we leading those entrusted to our care? I believe we lead our students out so eventually they will no longer need us. Of course, all young people graduate. But if they graduate and are still dependent on us -- then what have we accomplished? We don’t call graduation “commencement” for nothing. To commence means to begin the journey. Once those in our care depart they will have to guide themselves. We guide our students not so that they will be perpetually guided, but so that they too will become like us -- those who lead others out. That is the purpose of education.

On Looking Back at My First Blog Post

Portrait of an Articulated Skeleton on a Bentwood Chair

Yes, this is confessional.
Forgetting that what I post on a blog is read by people, today someone (a student, no less) found my blog online and read my first post. It is an obscurely written poem about Prague and Dvořák. I do like the first line of the poem, "Dvořák strums his fingers on the dashboard, a melodic lilt to the tune of lips," but the rest of the poem is arduous.

Teacher Rant: Uncanny Moment Grading Papers (Or, Why it is Unsettling Reading Final Exam Essays)

The Pitiful Job of Grading Papers
It's slightly unsettling to grade students' final exams and to read their answers to the essay questions. Some of the students have their own voice and I can tell they understand the question through their own mastery of the concepts. Stellar work, I say, and then there are the students who just don't get the question correct; but, what gets me every time is reading a student's answer that has an uncanny resemblance to my lecture vocabulary and style. It's creepy. I can tell they understand the concepts but they're using my style of delivering the answer. It's not exactly copying. Nor is it their own words — well, sorta — it's their own rehashing of what they remember I said in class. Rather impressive. 
Grading Papers Reminds Me Of How I Wrote Student
I am sure I wrote like that when I was an undergraduate. We really hung onto what are profs said. I really don't remember anything my teachers said about philosophy. I remember the slips of the tongue and non-sequiturs. "Nouns and verbs and *^&*," said one prof answering a kid's query about what the paper should contain. A sensible answer, I thought. Or one teacher in college told us we could choose any color we wanted to write on the board as long as we used its name as if it were a liquor. Green chalk was Chartreuse. That's all I remember. I drink the stuff with relish (and when I have the dough). It's divine.

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image credit: johnkutensky  

A Judgment of Beauty At West Fourth Street Station (And a Rant about Education in These United States)

     Sometimes as a teacher of college students I am ridiculed by my own students. Today I got excited about describing an aesthetic judgment of beauty I witnessed in the cavity of the West Fourth Street Station as the D train sidled into the station - I will explain what that moment was in a moment - and Olivia, a student in the front row, just flat out laughed - you know, in that one-off laugh that does not indicate joy, but rather a mean, derisive laugh (a rough form of "huh") meant to show that she could not relate to what I was saying, so her only response was not to question me why, nor to give me a chance to elaborate, but to laugh in such a way as to communicate to me and the rest of the class, "what is this man talking about?"

     Maybe there was derisive laughter from this student because beauty and the subterranean chaos of the New York City subway system did not equate in her mind with a notion of beauty, or, it seems to me, the notion of beauty, a capacity to appreciate it - albeit in the slum of the West Fourth Street Station. I felt sad and isolated in front of the class. Not because they missed my point, but I felt isolated in that way a kid feels when they have said something wrong in front of a group of adults. As if I had said the wrong thing to a group of fellow human beings - and I do not think I am over-thinking this moment. I think educators, people like me who spend lots of time in classrooms, have witnessed two critical deformations in intellectual seriousness. First, we are educated to be producers, not thinkers. What this means is that a sharing response to what is beautiful is not what we do in classrooms. Notionally, we should be doing other more important endeavors (what this other stuff is exactly I have not fully ascertained but I get the impression it is dull and prosaic). Second, in the name of entertainment, the public sphere has been dumbed down to such a point that beauty is losing its shareability. I actually had the president of the school where I work tell me and a large group of faculty members that first and foremost the students should be entertained in the classroom. Tell a joke, he said. One time during a midterm exam a student got up from her seat and gave me her test. I asked her why she had not finished it and she told me, "if you had made this class more fun I would know this stuff." I never saw her again. She dropped the class.

Teaching: On Whether It Matters If Students Care

Teachers do care about whether or not their students care.

I hear teachers say: "My students just don't care. They come to class late. They text in class. They just don't care."

While I certainly agree that some students chronically show up late, text, yawn, seem detached, and so on -- I don't think these facts alone demonstrate a lack of caring.

I teach at a community college in New York City. My students juggle family obligations, multiple jobs, and for some of them, court appearances and meetings with a probation officer. Most of them are looking for a second chance. In their late 20s to early 40s, they turn to community college to help them gain an "edge." It's a mixture of chance and hard work that will determine their success.

We live in a society that deems college is for the few. Community colleges want their cake and eat it too. Is it possible to offer everyone a college chance?

The problem is the concept of community college has been a conflation of "trade school" and "associate college." At one time in America, the two were distinct entities. One went to a trade school if you wanted a certificate in air conditioning repair or a plumbing license. The term is seldom used. The elevator I take every morning reveals a vestige of this past. Engraved on an inconspicuous plaque one can see the school I teach used to be a trade school. The moniker has now been mostly eradicated. We say "college" now but we remain ambiguous about what such a "college" should provide.

I teach Introduction to Philosophy. It's better suited to an associate or bachelor undergraduate program. But at my school, it's offered as an elective. The students in my classroom want to be police officers, medical assistants, pharmacist aids, or paralegals. The majority of them do not see the value of philosophy.

Does this mean they don't care?

A teacher who teaches College Algebra also complains her students don't care. "They come in late." I ask her if they see Math as important. "Nothing is important to them," she says.

I too am irked by the tardiness, the texting, the seeming lack of care. But is it lack of care or confusion about what a community college should be.

I'm not sure if you will ever need philosophy to be an effective medical assistant.

Nor will you need "system of equations" or "slope-intercept form" to be a successful police officer.

The confusion lies in what it means to be college-educated.

I'm not saying throw out Introduction to Philosophy or College Math from the community college curriculum.

But we should as teachers address the issue of "care" head-on.

I'm suspicious of teachers who claim students don't care. It's not a matter of students not caring, but more precisely it's a matter of students not knowing HOW to care.

If students don't seem to care then it suggests they were never instructed how to care.

How to teach students to care? Show you care.

Even this alone will win over a few.

The sad reality is that all our students care (this fact alone does not determine their success). They care very much (or they would have never enrolled in the first place). But care is not enough. Other things take hold of our students. Things we can't control.

So all we can do is hope. Hold fast to our expectations. Start class on time (even when only two students out of twenty are on time). Hope.

If we say, "our students don't care" then what we are saying is "I don't care either."

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Lesson Plan: An Example of Teaching Poetic Tone in the Classroom (with William Blake's "London" and "Jerusalem")

Class objective:  To continue the theme of Poetic tone by using examples from film and the poetry of William Blake.

The following class can be tailored to fit a high school language arts course or a college Introduction to Literature, or British Literature section.

Photo: Library of Babel

Photo of the interior of New York University's Bobst Library - taken from a few floors up.

Bobst Library, NYU

People say walking the upper floors of the Bobst Library — the main college library at New York University surrounding Washington Square Park — grants a feeling of vertigo. It's true. Also, I get a feeling I am inside the infinite library written about in Jorge Borges's short story "The Library of Babel".

Location: Bobst Library NYU
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Notes from a High School English Teacher: Letter to my Students

Copy of a high school teacher's letter to his students about their final freshman year writing project with an addendum of quotes:

Valediction

    IT IS OFTEN said, "words are like bullets."

    While, this may not sound true - how can a word be like a bullet? - it is VERY true.

    Our words matter. Like a bullet, words can DO something. Cause destruction. Words can cause a revolution. Words can shatter. Words rock.

    Here we have a collection of your words, strung together to make a PORTFOLIO.

Words matter.

    Writing has not yet deserved a funeral. But a resurgence.

    SO

    It has been a quirky, productive year. Even Susie Q agrees. Bon Qui Qui also concurs. Even, Mr. Roselli, that unkempt teacher, who barely gets his grades in on time and wears mixed-match clothes, seldom shaves, and looks like he is married to a coffee cup, agrees - words matter. Keep writing.

    I remember all of you:

    Especially these random things:

    1. Raised hands; 2. fixing my hair; 3. plushy fish dolls; 4. Au Revoir Les Enfants; 5. Oedipus at the Museum; 6. Mr. Hebert's benign interruptions; 7. Mr. Stabiler's talk on Greek Mythology; 8. big words; 9. "imitation is the best form of flattery"; 10. "familiarity breeds contempt"; 11. Google Hacks; smartboard mishaps; 12. "Y'all are hot (higher order thinkers)"; 13. "A MANNNNN?"; 14. literary rally champs; 15. "Hey, I know what hyperbole means!"; 16. "Thunk is my word!"; 17. "Does reading about Lady Gaga count?"; 18. "You're making us read this .... sophisticated newspaper ...?"; 19. "Can we read the Inferno? I like hell"; 20. "How can a guy survive on a lifeboat with a tiger? I mean come on."; 21. "Mr. Roselli, you need a hug?"; 22. "You know you love us."; 23. "OMG! I love that book!"; 24. "This may sound funny, but I wrote this paper last night. But, it's brilliant."; 25. "You guys are sick!"; 26. "You know, it reminds me of an episode from Sponge Bob ..."; 27. "Give me back the pen, buster."; 28. A severe whooshing sound; 29. pile of sweaters; 30. Free Writes!; 31. interactive notebooks; 32. scotch tape; 33. indecipherable handwriting; 34. chronic sleepers; 35. overachievers; 36. underachievers; 37. "Hitch your wagon to a star! Or, what's a heaven for?"; "Can you exterminate the lights, please? Or is it terminate? I can't remember." 38. There's a difference: To be is to do (Socrates); Yabba dabba doo (Fred Flintstone)
G. Roselli

New Orleans, LA

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Found Art: A Kid's Doodle of their Messy Teacher Found in a Notebook

So one of my students drew a picture of me and I found it in their notebook.

Some doodles found in a student's class notebook - can be fun - or, just shows you how much kids notice. They do see you everyday cuz you're always the front and center of the class. Duh.

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In Memoriam: Mo

I taught a boy named Mo. He was fourteen years old when he died. This post is in his memory.

A young man in our theater troupe died a year ago today. We called him "Mo". But his real is Mohammed Charlot. He was fourteen years old. He died of a self-inflicted gunshot wound. This page serves as a memory to him. The photograph was taken before he went on stage as Arthur in our high school production of Sword in the Stone.

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Video Repost: Is this the End of Publishing?

I  thought this video was thought-provoking. I presented the video to my classroom with mixed results.

Some comments from ninth grade students:

• "I get distracted when I read. It's not ideas I don't like, it's reading."

• "I think it's ironic they posted it on Youtube."

• I get it but it's hard to explain." 

• "Well, I don't read but I'm still smart."

• "I read in magazines what Lady Gaga's wearing, does that count?"

• "Oh, it reverses!"

• "They say 'Lady Gaga" with an "R" sound." 

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Poem: Test Anxiety

photo credit: trainsignaltraining

his face flushes rust
pen to paper smooth
his face squished, concentrated

in the morning,
before school

he is aglow with the joy
of youth

in the span of a day,
will you complete the cycle of turns?

will you go from ruddy to rude?
from studious to confused,
or cling to a man, a boy or a girl,

unaware as of yet on how to
articulate a body in space
time
laughing, loving
the essence of being human?

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Poem: "apple-faced kids"

when the clock sounds

the apple-faced kids

rush to class

not to learn

but to whiz in their heads

the wonders of the world

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Gilgamesh and the Search for Meaning in a, "I love you, man!" kind of way

My colleague and friend, Bonnie, asked me a rhetorical question once when I worked at the public library, “Who, Greig, would want on their epitaph, ‘He cleaned her dishes well'?"

My dishes are not clean. But, I want to be remembered for more than just washing my dinnerware well.

Unclean cups, dirty knives and forks, an unsealed peanut butter jar, torn packets of splenda and granules of instant coffee are splayed as objets d’art.

Waking up this morning thinking about Gilgamesh and that scene at the end of Superbad when Seth and Evan exclaim to each other, "I love you man!" I take solace in Bonnie's aphorism. 

I can explain the significance between the two. I really can.

At the end of Gilgamesh, the hero has his epiphany. He knows he cannot uncover the elixir of immortality even though he swam to the depths of the sea. Having stayed awake for an interminable amount of time our hero is consoled by the fact that he WILL live forever, not by a potion or a magical plant, but by his cultural deeds. Immortality is what you receive from society (if you are lucky). I take comfort in this epic anecdote.

Now, how do I relate all of this to pedagogy — and oh yeah, to Superbad?

Over the summer my ninth grade English class read the epic for their mandated summer reading project. When you are thirteen — as my students are — you probably seldom ponder death and you for damn sure are convinced that wisdom DOES not come from an ancient tome. Leave that to Lady Gadget — or is it Inspector GaGa?

I am not sure if they liked it or “got it,” but several of them, including parents, were quick to point out that the sexuality in the book was ripe, and “inappropriate reading material” for high school — at least I was not pulled into a disciplinary hearing for distributing inappropriate material to freshman.
Kids and adults miss the point. Do I need to teach the obvious truth that fiction is fueled by desire?

For me, it is a moot point.

Get over it.

Immortality gained by deeds is a fertile topic. Folks fail to catch the heart of Gilgamesh and instead focus on the lust (Shamhat, the prostitute being one example). People who complain to me are similar to those who get hot and bothered because The Catcher in the Rye has swear words. Controversy is everyone’s favorite past time anyway. Innuendo must be banned so it will be given a reason to be read. If it were not banned then people would say, "oh that is bland." Banning it gives us impetus to actually pick up the book and read it. It's some kind of whack reverse psychology that I have little patience for.

Gilgamesh could easily populate the world with greedy Calibans but he knows in of itself this is not the ticket to eternal life. The story is not about brute sex. The story is similar to Superbad: it is about friendship and the pain of loss. Seth has to give up Evan just as Gilgamesh has to give up Enkidu.

In the story, Gilgamesh — like Achilles mourning Patroclus — is unconsoled by the death of his best friend Enkidu. Mortality strikes him at the heel and pains him for the first time. Since Gilgamesh is a king and somewhat related to the divine, he has never brushed past death until his friend’s death opens a wound in his psyche and he ponders his transience for the first time. Gilgamesh is a king, half-god, civilized and blessed with superhuman powers — but the love of the wild man Enkidu forces him to reconsider his life. All of this — life on earth — cannot give him immortality. Enkidu’s death makes him stabbingly aware of his limitations. The death forces him to think beyond himself — and to not base decisions on his own prowess — immortality comes from accomplishment — not born out of pride but through cultural achievement.

Gilgamesh is like the privileged son of a wealthy entrepreneur who has never had to fight for anything in his life. One day he loses something. Something he cannot regain. It is in this loss that he realizes that there are values irretrievable. Most accomplishments are for naught. The only true lasting legacy is greatness. The question becomes not “Will I live forever?” but, “Who will remember me?”

My students groan at the repetition and seeming irrelevance of an ancient oral tale. Most think Gilgamesh and Enkidu are gay. In their homophobic worldview, two men can never really LOVE each other — GROSS! — but, that is a discussion for another post (which will be how loving the same sex is not necessarily the same as being gay) but, we have a good discussion about deeds and achieving immortality — that love, no matter the gender — we are not talking about who’s hot and who’s not, people — can embolden us, change us, scare us.

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