GreekMythologyLessonsGrades7or8LanguageArts/English

JoyceSullivan

BrattleboroAreaMiddleSchoolBrattleboro,Vermont

CCSS.RL1Citeseveralpiecesoftextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

BackgroundInformationTheArchaicPeriod(750500BC) Duringthistimeperiod,ApollostemplewasbuiltinDelphi.TheprecedingDarkAgesincludedthefallofMycenaeancivilizations,theTrojanWars,andthencivilwar.TheDoriantribetookoverafterthecivilwar.IntheArchaictimeperiod,artdevelopedthroughpotteryandsculpturewhichislaterrefinedintheClassicalperiod.Theseedsofpoliticaltheory,democracy,andcultureareabletotakeroot.Theknowledgeofwrittenlanguage,lostintheDarkAges,isrevivedwhichishowmodernGreeksknowsomuchaboutthistimeperiodthroughinscriptionsonstonesatarchaeologicalsitesincludingDelphi. TheTempleatDelphiembodiestheart,politics,athletics,anddramaofthetimes.Itschosenasthebackdropofaseriesmythologylessonssinceitincorporatesmythological,poetic,anddramaticopportunitiesforstudentstoexplore.Inaddition,studentswillgetatasteoftheculturethroughlearningabouttheOracle,thePythiangames,andtheatercontests.Ideally,thestudywillconcludewithafestivalinhonorofApollowithopportunitiesforstudentstoexperienceeachofthesethreeareas.

Purposes

StudentswillbeusingthearchaeologicalsiteinDelphi,GreecetodevelopanunderstandingoftheAncientGreeksduringtheArchaictimeperiod.Studentswilllearnabouttheimportanceofdemocracy,religion,andthetheaterartsinthedevelopmentofAncientGreekculturethroughresearch,readingmyths,anddevelopingactivitieswiththeirpeers.

Materials

TeacherpreparedtopdownwebAnIntroductiontoDelphi,timeperiodinformationcards,sitevisitphotosofDelphi,printedmapsfromPetsasDelphiMonumentsandMuseum,andexcerptsfrompages4549onApollofromKokkinousGreekMythology.Studentswillneedblankpaperorapartiallypreparedwebfornotesanda3x5indexcardKokkinou,Sophia.GreekMythology,p.4549.Athenes:S.NANOS,1989(ISBN960314480)

Petsas,Photios.DelphiMonumentsandMuseum.Athens:KreneEditions,2013,p.7,12,13.(ISBN9789608924277)Sedita,Joan.KeystoLiteracy:TheKeyComprehensionRoutine.Rowley,Ma:2010orgotowww.keystoliteracy.comEquipment:documentreader,projector,screen,andlaptop.

Lesson1AnIntroductiontoDelphiBuildingBackgroundKnowledge

Concepts:TounderstandthesequenceoftheeachtimeperiodtostudentswhohaveabackgroundinTheClassicalPeriodfromsocialstudiesclass. TounderstandthelocationofDelphiduringtheArchaictimeperiodandthesurroundingareasthatwereinfluencedbyGreecewhicharenotpartoftodaysGreekgeography. TovisitthearchaeologicalsiteofDelphithroughphotos TolearnsomefactsabouttheOlympiangodApolloAnIntroductiontoDelphi***HistoricalBackground Geography SiteVisit Apollo**MycenaeanAge AncientPhocisp.7* photos OlympianTheDarkAges AncientWorldp.1213* patronoftruth,TheArchaicPeriod Greecetoday archeryandmusicTheClassicalPeriod healer godofsunandlight*Petsas,Photios.DelphiMonumentsandMuseum.**Kokkinou,Sophia.GreekMythology***Sedita,Joan.KeystoLiteracyHistoricalBackground Theteacherwillprovideinformationcards(seesamplebelow)onthe4timeperiods.4studentvolunteerswillreadtheircardswhileclassmateslistentodeterminetheorderofthetimeperiodsandlistkeypointsforeach.(Eachcardcanbemadeintoasigninorderforstudentstocreateatimelinewiththeinformationfacingtheclass)

TimePeriodInformationCardSamples

DarkAges(1100750Thefirstwrittenaccountofmanypopularmythsandlegendsoccurin800.Priortothistimestoriesweresharedthroughstorytelling.TheDorians(agroupoftribalinvadersfromNorthernGreece)takeoveraftertheTrojanWarsandthecivilwar.Acommonlanguagedevelopswithlocaldialects.

ArchaicPeriod(750500BCE)Potteryandsculpturebecometheimportantartformsofthistime.Politicaltheory,specificallythebeginningofdemocracy,developsalongwithcultureandart.Writtenlanguageisreestablished.

MycenaeanAge(16001000BCE)Culturalachievementisamaincharacteristic.Heroicmythsarebasedinthistime.ItsnamedforthekingdomofMycenaewheregoldenstatuesandotherartworksarelaterdiscovered.TheTrojanWarandacivilwarmarkthedestructionofthistimeperiod.HomerspoetrydetailstheeventsoftheTrojanWarandtheAdventuresofOdysseus/Ulysses.

ClassicalPeriod(500336BCE)TheGreeksandthekingdomofPersiacomeintoconflict.AdemocraticsystemofgovernmentisformedunderPericlesofAthens.TheParthenonontheAcropolisisbuilt.TragicstoriesarecreatedaboutSophocles,AeschylusandEuripedes.SocratesandPlatodeveloptheirphilosophies.

StudentAssignment AsyoulistentothedescriptionofeachtimeperiodinGreekHistory,writedown5factsdealingwithhistoryandculture.Historymayincludepolitics,wars,andgovernment.Culturecanincludeart,poetry,stories,andlanguage.Payattentiontothedatesprovidedandwritedowntheorderofthe4timeperiods.(apartialtopdownwebisprovidedbelowasanideaforrecordingnotes)Volunteers Readyourdescriptionaheadoftimeinordertofluentlyreadyourinformationcard.Askaboutpronunciationsfornamesandplacesasneeded.Mixuptheorderofthepresentationstochallengetheclasstodeterminethecorrecttimeorder.

AncientGreeceTimePeriods_______________________ _________________________ ___________________1. 1. 1.2. 2. 2.

3. 3. 3.4. 4. 4.

5. 5. 5.

order:_________________ ____________________ ___________________

_________________

(Topdownwebresource:Sedita,Joan.KeystoLiteracy:TheKeyComprehensionRoutine.Rowley,Ma:2010orgotowww.keystoliteracy.comAssessment:Eachstudentwillturninacompletedtopdownweb.Detailsforeachtimeperiodwillbe80100%accurate.Geography Studentswillexamine3mapsonthedocumentreaderbeforegettingcopiesofeachmap.Ingroups,studentswillcomparethemapsandlocatethecountriesoftodaywhichformedPhocisandtheAncientWorld.*Petsas,Photios.DelphiMonumentsandMuseum.Athens:KreneEditions,2013,p.7,12,13.(ISBN9789608924277)

StudentAssignment:MapComparisions1.Lookatpage7,locateDelphi.Listthenamesofthe2gulfsclosesttoDelphiandthe2mountainranges.(Ans.:CorinthianandItea)2.Lookatthemaponpages1213,countthenumberofcitiesdelineatedbyreddotsandnoticethelocationofDelphiamongthesecities.(Ans:23,halfofthemsouthofDelphi)3.SomeoftheseancientcitiesarelocatedinareasoftheworldthatwemightnotconsideraspartofGreecetodaywhatarethey?(Italy,Sicily,Libya,Turkey)Responsestothisassignmentcanbeaccomplishedinpartnersorsmallgroups.Assessment:Studentswillrespondtothe3questionswithnomorethan2errors.SiteVisit TheteacherwillshowphotosoftheDelphiarchaeologicalsitetofamiliarizestudentswiththesettingoftheirmythologicalstudies.Studentswillrecord5observationsfortheTempleofApollo,theTreasury,andtheStadiumusingaseparatetopdownweb.Theseobservationswillbefollowedbylistingquestionsabouteachsite.(PhotographsofDelphiarelocatedonthiswebsite.AgooglesearchofDelphiisalsopossible)Apollo

StudentswillreadexcerptsfromKokkinousbooktolearnaboutApollo.EachstudentwillhighlightinformationonApollosidentityandattributes.Highlightedinformationaboutthegodwillbecheckedbyaclassroomadultforaccuracy*beforethestudentcreatesanindexcardwithApollosnameononesideandhisidentityandattributesontheflipside.Suggestedexcerpts:p.45tothetopof48(abovethepicture),p.49,col.1par.abovephotoandbelowit,columnApollowasworshippedtotheend.**Kokkinou,Sophia.GreekMythology,p.4549.Athenes:S.NANOS,1989(ISBN960314480)(additionalresourcesonthegodsareprovidedinthenextlessonifthisresourceisnotaccessible)Note:studentswhoreadbelowgradelevelwillfindtheDAulairestexttobeeasiertoreadthantheseexcerpts.*Assessment

Lesson2AnIntroductiontomoregodsandgoddessesofGreekMythology

CCSS.ELALiteracy.RI.7.3Analyzetheinteractionsbetweenindividuals,events,andideasinatext(e.g.,howideasinfluenceindividualsorevents,orhowindividualsinfluenceideasorevents).CCSS.RL1Citeseveralpiecesoftextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

BackgroundInformationTheArchaicPeriod

(seedescriptioninLesson1)

Purpose

Togatherinformationabout5moreOlympiangodsandgoddesses:Zeus,Dionysus,Athena,Hera,andDemeter.Toread1218myths(23/godorgoddess),inordertoanalyzetheinteractionsbetweenthegods,goddesses,andmortals.

Materials

(note:sourcescompiledwiththeassistanceofGretchenBurch)**Daly,K.(2004).GreekandRomanMythologyAtoZ.NewYork,N.Y.:FactsOnFile,Inc.*D'Aulaire,E.P.(1962).D'Aulaires'BookofGreekMyths.NewYork,N.Y.:DelacortePress**Fisher,L.E.(1984).TheOlympians:GreatGodsandGoddessesofAncientGreece.NewYork,N.Y.:HolidayHouse.**Horowitz,A.(1985)MythsandLegends.Boston:HoughtonMifflin.Malam,J.(1999).AncientGreece:GodsandGoddesses.Lincolnwood,I.L.:PeterBedrickBooks.*McCaughrean,G.(1993).GreekMyths.NewYork,N.Y.:MacmillanPublishingCompany.**Napoli,D.(2011).TreasuryofGreekMythology.Washington,D.C.:NationalGeographicSociety,Osborne,M.P.(1989).FavoriteGreekMyths.NewYork,N.Y.:Scholastic.

*Philip,N.(1995).TheIllustratedBookofMyths:TalesandLegendsoftheWorld.NewYork,N.Y.:DorlingKindersley.*Suter,J.((1992)WorldMythsandLegends(Greek).Belmont,CA.:Fearon/Janus.Turnbull,A.(2010)GreekMyths.Somerville,MA:CandlewickPress.**suitableforadvancedreaders*suitableforbelowgradelevelreaderStudentswillalsoneed5moreindexcards,ateachercreatedreadinglog,anddirectionsforaresponsetoquestionsoneachmythConcepts:Tolearnsomethenames,identities,andattributesof6Olympiangodsandgoddesses Toreadmythsaboutthesegodsandgoddessesandanalyzehowtheyinteractwithothergodsandmortalsinthetext. TohypothesizehowtheAncientGreekswereinfluencebytheactionsoftheirgodsandgoddesses.StudentAssignments:

1. StudentswillcontinuetheindexcardassignmentfromLesson1onApollowiththefollowingadditions:

OnthesideofthenotecardwiththenameofthegodorgoddessinEnglish,addtheGreekequivalent*Ontheothersidewriteapronunciationofthegod/goddessnameandsomeofhis/herattributesaswellastheRomannameforthegod/goddess.SeechartinSutersGreekMythologyonthematerialslistStudentswithabackgroundontheOlympians,canstudyall12(13includingHestia)orcreate6additionalcardsfromalistofdemigods,mortals,nymphs,fates,musesthatarenewtothestudent. Indexcardscanservemultiplepurposes:

1.Studentscanstudytheindexcardsandbequizzedonpronunciations,Romannames,andidentities/attributes.Thisgivesthemabetterchanceofautomaticallyknowingsomeofthegodsandgoddessesastheyreadstoriesandincreasetheirreadingfluency.

2.Cardscanserveasareferenceasstudentsreadmythssincetherewillbenumerouscharacters,names,andgods.Theycanusetheircardstolookupwhattheycantrememberastheyread.2.Onceastudenthasfinishedreading2ormoremythsononeofthe6gods(Apollotoo),s/hewillansweroneofthefollowingquestionsinthedigitalclassroom(YoungWritersProjectYWPorgoogledocs)Eachquestioncanbeusedtwice.Studentswillhave6responseswhendone.

1. AnalyzetheinteractionbetweenZeus(substituteothernames)andagod,goddessormortalinamyth.HowdidZeusinfluenceindividualsinthestory?Includeaquotefromthestorytosupportyourclaimandexplainhowthequotesupportsyouridea.

2.Basedonthemythsread,quotetwoormorepiecesoftextevidencetopredicthowtheAncientGreeksmighthavebeeninfluencedbyHera(substituteothernames).3.AnalyzetheinteractionbetweenApolloandtheoutcomeofaneventinamyth.IncludeasummaryoftheeventandexplainhowApollosactionsinfluencedthemythsoutcome.Pleaseincludebibliographicinformationforallthequotesorevidenceusedintheseresponses(author,BookTitle,StoryTitle.p.)Assessment:

Score4 Score3 Score2 Score1

Topicsentence

Claimclearlystated.

Claimstatedingeneralterms

Claimisemergingandneedsclarity

Claimismissing

Evidence Evidenceisrelevantandclearlyexplained.Evidencelogicallysupportstheclaiminthetopicsentence.

Evidenceisrelevantandexplained.Evidencesupportsthetopicsentenceclaim.

Evidencequoteisirrelevantorthesummaryisunclear.Elaborationmaybemissingorneedmoreinformation.

Evidenceisirrelevantormissing.Elaborationisminimalormissing.

Concludingsentence

Effectivelysummarizedandclear

Summarizedbutmayneedmoreclarity.Mayberepetitiousofthetopicsentence.

Emergingbutneedsfurtherclarity.Wordingneedsmoreclarity.

Missingorminimal

AdditionalIdeastoaddknowledgeaboutthearchaeologicalsiteanditsuses:

1. Basedonthemythsread,quotetwoormorepiecesoftextevidencetopredicthowtheAncientGreeksmighthavebeeninfluencedbyHera(substituteothernames).

1. AnalyzetheinteractionbetweenApolloandtheoutcomeofaneventinamyth.

IncludeasummaryoftheeventandexplainhowApollosactionsinfluencedthemythsoutcome.Pleaseincludebibliographicinformationforallthequotesorevidenceusedintheseresponses(author,FurtherLessontoExtendLearning:Lesson3SiteResearch

StudentscouldworkwithapartnertopresentinformationtotheclassaboutthefollowingsitesatDelphi:TempleofApollo,TempleofAthena,theOracle,thetheater,theagora,andthestadium.Thepurposebehindtheresearchwouldbetoprovideanunderstandingofthefunctionofthearchaeologicalsiteincludingsacrificingandprayingtothegods,posingquestionstotheOraclebeforegoingintobattleorfollowingapredeterminedfate,andhonoringthegodsthroughperformancesinthetheaterandthestadium.Lesson4PreparationfortheFestivaltoHonorApolloStudentscouldworkinsmallgroupstoprepareforafestival.Individualclassescouldeachhaveagroupofexpertsatthetemples,theoracle,theater,agora,andstadium.Studentswouldhaveopportunitiestoofferobjectstothegodsatthetemples,askquestionsoftheoracle,performpoemsorskitsbasedonscenesfrommyths,offerGreekfoodsorstampedclothattheagora,andrunathleticcontestsatthestadium.ThepurposebehindthefestivalwouldbetoprovideanopportunitytoapplytheirknowledgeoftheirresearchandmythreadingandenjoythefestivalasaparticipantinAncientGreekculture.