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Kathryn Wymer World History and Geography to 1500 A.D. Greek Mythology(Differentiated Role Play Activity) Essential Questions/Concepts: How did mythology help the early Greek civilization explain the natural world and the human condition? What impact did Greek mythology have on later civilizations and the contemporary world? General Objectives: Standards from the National Council for the Social Studies NCSS IV: Individual Development and Identity Standards from the Virginia Department of Education WHI.5 The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by b) describing Greek mythology and religion Learning Outcomes: SWBAT summarize in a brief statement Greek mythology and its effect on daily life in ancient Greece (Comprehension). SWBAT role-play in a campaign the specific ways that ancient Greeks used mythology to explain their natural world and human condition (Synthesis). Lesson Body/Content Outline: Set Induction (5 minutes): Ask the students to answer the following question: What role does religion play in a society? The students will THINK-PAIR-SHARE their ideas, individually in writing and orally in their pairs. After a minute or two, have each group share their ideas, and the teacher will make a list on the board until all the ideas are exhausted. EXPECTED RESPONSES: Some people pray a lot 1 Religious holidays Can effect political/ethical views Can start a war Some extravagant church/synagogue/mosque buildings Can provide different types of music Can cause people to do outrages things (positive and negative) Leave this question open-ended, because it will be part of a follow-up question at the end of the lesson. The students will then be able to conclude how religion can help to define a culture. Review (3 minutes): Previous to this lesson, the students have already studied Greek mythology. From my observation, it was taught by means of lecture and powerpoint. The goal of this particular activity is to reinforce the significance of Greek mythology in Western literature, art, monumental architecture, and politics. Their religion not only guided their moral decisions, but also their artistic expression, design, recreation, nature, etc. It was an intrical aspect of their daily lives, because everything that happened could be attributed to the gods and goddess. Objectives for the Students (7 minute): The students will work in groups of two to campaign in favor of their specificly assigned god/goddess. The set-up for this activity is simple. The ancient Greeks believed that the gods/goddess possessed human emotions, such as jealousy, fickleness, and a sense of competiveness. In our role-play today, for entertainment, Zeus decided to hold the “Mt. Olympus Superlatives”. Each group, which represents one god or goddess, will campaign to the people of Greece to win their superlative(s). Each group must apply to at least one, but as many of the superlatives as they choose; however, each campaign must be supported by facts to rationalize their selection for that superlative. **The Mt. Olympus Superlatives** Most likely to have a new statue in your likeness appear at the next polis meeting Most likely to start another war 2 Most likely to inspire an artist Most likely to star in the next Greek epic Guided Activity/Lesson (60 minutes): The Teacher’s Actions are Designated in Red Struggling Learners Grade Level Learners Advanced Learners [These students will group together [These students will be assigned to [These students will be assigned and begin reading over the a pair, but will meet with the to a pair. After the teacher has descriptions of each of the teacher first as a whole group. This finished giving instructions to the gods/goddess until the teacher joins group requires the least amount of campaign managers, then these them. Their specific instruction will guided instruction, so their specific students will meet with the come third.] instruction will come first.] teacher as a whole group. Their specific instruction will come second.] Each student will independently The teacher will give each While these students are read the fact sheets of the gods and student a graphic organizer. awaiting their specific goddesses that will present a Instruct them that they will use instruction, they will be campaign. this graphic organizer to gathering the materials their determine two things: the pair needs to complete their begin a guided discussion with the qualities of the god/goddess and campaign (i.e. poster board, group. The teacher is responsible the ways these it applies to the markers, fact sheets). for leading a Socratic discussion, different superlative topics. The teacher joins the group to making the following points: What similarities/differences do The students will return to their The teacher will explain to the students that they will be pairs and work on their graphic responsible for creating the these gods and goddess have in organizer individually, using the campaign speech. They will common? fact sheet about their use the information that their 3 How do you explain these god/goddess. campaign manager collects, similarities and differences? Afterwards, these students will Why do you think the Greeks work with their pair to begin independent time reading their creating the campaign. fact sheets and preparing their had so many gods and goddess with such particular traits? Where do you see evidence of These students will be responsible for creating the but they will also spend outline for the speech. The teacher will remind them the gods/goddess in ancient campaign poster that they will of what a persuasive speech Greek life? display while their candidate means: they need to gives their campaign speech. distinguish what makes their Why might they choose to include their gods/goddess in specific god/goddess the best those aspects of their lives? choice for the superlative(s) The students, and with some their pair chooses. This is not beginning assistance from the an exercise in “smear teacher, will use their knowledge campaigns”! They must use of Greek daily life to decide on a facts and positive traits to uniform set of criteria for each justify your position. superlative. Students will use the These students will work with following guided questions to help their partners to decide on them complete their score sheets which superlative(s) they with their developed criteria: would like to attempt. They How does _ (topic of the will then develop their superlative)_ affect the Greeks? Why is the _(topic of the superlative)_ important to the arguments for their speech. Each speech should be NO MORE than five minutes. Greeks? 4 How do the gods/goddess affect _(topic of the superlative)_ ? Is it important that the gods/goddesses affect the _(topic of the superlative)_? After the students have created their score sheets, the group can work together to create “hypothetical prizes” for the superlative winners. What would be a relevant and good price for someone who wins the “Most likely to start a war” superlative? Etc. The students will hear the campaigns and vote according to their designated qualifiers. The teacher will collect the score sheets at the end of the campaign to tally the votes and declare the winners. These students will offer the “prizes” they created. 5 Closure: (10 minutes) Bring the students back together for a whole-class discussion. Review what happened during the campaign and have everyone complete the graphic organizer. Ask the following questions as follow-up: Did anyone learn something interesting from the Fact Sheet? If so, what and why was it interesting? Were there any names or things you had heard of before? Where had you heard them (i.e. Orion’s Belt)? Ask them to refer back to the list they created during their set induction. Do these attributes remain true after our study of ancient Greek mythology? Can we add or subtract anything from our list to make it universal? How does the role of religion in society compare to their society? Summative Assessment: (5 minutes) On a sheet of notebook paper, have each student answer the following questions in complete sentences: 1. How did mythology help the early Greek civilization explain the natural world and the human condition? 2. Did Greek mythology have an impact on later civilizations and the contemporary world? Justify your answer. If the time allows, ask the students to share some of their responses to these questions. Materials Needed for the Lesson: Index Cards to Group Students Mt. Olympus Score Sheets Greek Mythology Graphic Organizers Greek Mythology Fact Sheets Poster board Markers/Colored Pencils Methods of Evaluating Student Progress/Performance: Evaluation of student progress and performance during the lesson will come from the preparation work they complete prior to the campaign speeches and voting. Each group has a specific, measurable task that they 6 need to complete. At the end of the campaign speeches, however, the group discussion and final writing assignment will prove if the students understood the major concepts of the lesson. If the students still do not see a connection between Greek mythology and ancient daily life, then the lesson was unsuccessful. The most important part of this lesson comes from the closure discussions, which brings the topic to a more global and relatable level. The final writing assignment (answering the two questions) will be the true evaluation of progress and performance. Differentiation for Special Needs: Type of Learner Form of Differentiation They will be the public of ancient Greece voting on each god/goddess team. While the groups prepare their campaigns, these students will be reviewing the criteria for each superlative. These students already have prior knowledge of Greek mythology, but they will need a structured activity to Struggling Learners help them make a connection between Greek mythology and the ancients’ daily lives. In their study of ancient Greece, the SWBAT summarize in a brief statement Greek mythology and its effect on daily life in ancient Greece They will be the campaign managers for the group member representing the god/goddess. Even On Grade Learners though these students will be working with their partner, their primary responsibility is the research. 7 They need to discover the qualities that their god/goddess possess. They must use that information to determine which superlative(s) best fit their god/goddess. These students already understand about the god/goddess structure in ancient Greek society. This activity will help them make a stronger connection between the mythology and daily occurances in ancient life. They will need less structure and time to make that connection. In their study of ancient Greece, the SWBAT analyze in a graphic organizer the specific aspects with which Greek mythology affected daily life in ancient Greece. They will be the god/goddess that their group represents. Even though these students will be working with their partner, their primary responsibility is to prepare the campaign speech. This persuasive speech will be used to win their campaign for their Advanced Learners selected superlative. These students already understand the use of Greek mythology in ancient daily life, and they need to analyze their specific god/goddess does that. For example, how, if at all, does their god of sea affect politics, art, economics, agriculture, etc.? 8 In their study of Greek mythology, the SWBAT justify in a campaign how each god/goddess had a specific role in the daily life of ancient Greeks. Subject Matter Integration/Extension: This lesson falls into an interesting spot in my cooperating teacher’s unit. They have just finished the first chapter out of a two-chapter unit. When I asked what material would be best to teach, he suggested that I could review or introduce the next chapter. I took this opportunity to try a differentiated activity. The cooperating teacher already taught the bulk of the information, but I wanted to drive home the essential knowledge of this SOL. I intentionally chose to use the gods/goddesses that the SOL listed as essential to know. With the study of these gods and goddesses, the students have the opportunity to see how the Greeks used their religion in their everyday lives. The students will understand the importance of Greek mythology, not only in ancient Greece, but also in the foreshadowing of the Roman Empire and how it appears in modern Western culture. Reflection: This lesson was my first attempt at writing and teaching a differentiated, tiered activity. Overall, I am very proud of its construction and translation to the classroom. The students really enjoyed the campaign activities. It gave them the opportunity to be creative and work with the content repeatedly. However, this lesson would work best over more than a ninety-minute period/block. If I had more time to explain the assignment and gave more overall instruction to the entire class before I broke them into groups, there would have been much less confusion in the classroom. I am fortunate that I could use my practicum partner and cooperating teacher as a research to help me address concerns around the room. If I had given myself more time, and therein given the students more time to work on their campaigns, it probably would have gone much more smoothly. 9 Bibliography: Fleet Gazelle: Mythweb. (2006). Greek Mythology. Retrieved October 9, 2006, from http://www.mythweb.com/index.html. 10 Name: ___________________ Mt. Olympus Superlatives Score Sheet Directions: Use the following questions to create a uniform criterion for scoring each superlative. Afterwards, use your criteria to score each god/goddess for the superlative(s) in their campaign. To score, give each god/goddess a score 1-6 by circling the number (1=LAST CHOICE; 6=FIRST CHOICE) How does _ (topic of the superlative)_ affect the Greeks? Why is the _(topic of the superlative)_ important to the Greeks? How do the gods/goddess affect _(topic of the superlative)_ ? Is it important that the gods/goddesses affect the _(topic of the superlative)_? Scoring Chart Most likely to have a new statue in your likeness appear at the next polis meeting Most likely to start another war Most likely to inspire an artist Most likely to star in the next Greek epic Zeus 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 Hera 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 Apollo 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 Artemis 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 Athena 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 Aphrodite 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 Name of God or Goddess 11 Name: ___________________ Greek Mythology Graphic Organizer Directions: Complete the following graphic organizer to help you understand Greek Mythology and its effect on ancient daily life. Art Literature Zeus: Zeus: Hera: Hera: Apollo: Apollo: Artemis: Artemis: Athena: Athena: Aphrodite: Aphrodite: Greek Mythology Politics Architecture Zeus: Zeus: Hera: Hera: Apollo: Apollo: Artemis: Artemis: Athena: Athena: Aphrodite: Aphrodite: 12 13 Greek Mythology Fact Sheet The Olympians Zeus (zoose) Hera (HER-uh) Descriptions Supreme god of the Olympians, Zeus was the father of Perseus and Heracles, the latter of whom once wrestled him to a draw. Zeus was the youngest son of the Titans Cronus and Rhea. When he was born, his father Cronus intended to swallow him as he had all of Zeus's siblings: Poseidon, Hades, Hestia, Demeter and Hera. But Rhea hid the newborn in a cave on Mount Dicte in Crete. (To this day, the guides at the "cave of Zeus" use their flashlights to cast shadow puppets in the cave, creating images of baby Zeus from the myth.) When he had grown up, Zeus caused Cronus to vomit up his sisters and brothers, and these gods joined him in fighting to wrest control of the universe from the Titans and Cronus, their king. Having vanquished his father and the other Titans, Zeus imprisoned most of them in the underworld of Tartarus. Then he and his brothers Poseidon and Hades divided up creation. Poseidon received the sea as his domain, Hades got the Underworld and Zeus took the sky. Zeus also was accorded supreme authority on earth and on Mount Olympus. Hera was the goddess of marriage, the wife of Zeus and the Queen of the Olympians. Enemy of Heracles, she sent snakes to attack him when he was still an infant and later stirred up the Amazons against him when he was on one of his quests. On the other hand, Hera aided the hero Jason. In Greek mythology, Hera was the reigning female goddess of Olympus because she was Zeus's wife. But her worship is actually far older than that of her husband. It goes back to a time when the creative force we call "God" was conceived of as a woman. The Goddess took many forms, among them that of a bird. Hera was worshipped throughout Greece, and the oldest and most important temples were consecrated to her. Her subjugation to Zeus and depiction as a jealous shrew are mythological reflections of one of the most profound changes ever in human spirituality. Tens of thousands of years ago, as the evidence of cave art and artifacts makes clear, humanity was focused on the female body, either pregnant or fit to bear children. Childbirth was the closest humans came to the great power that caused the earth to bring forth new life in the spring. To the extent that these distant ancestors of ours were evolved enough to think of worshipping this power, we may safely conclude that they thought of it as female. Thousands of years later (and some five to nine thousand years before our own time), the European descendants of these people lived in large villages, with specialized crafts and religious institutions. It is clear from the artifacts they left behind that they worshipped a power (or a group of powers) that came in many forms - a bird, a snake, perhaps the earth itself. And this great power was female. For the human female has the ability to procreate - to bring forth new life. It is said that it was only when humanity discovered man's role in procreation that male gods began to be worshipped. There is no reason to doubt, though, that male gods were worshipped before the mystery of birth was fully known. In all probability the greatest powers were thought of as female but there were male deities as well. And it is clear that even after procreation was properly understood, the more peaceful Europeans - perhaps down to the "Minoans" of Crete - continued to worship the Great Mother. And there were many peaceful Europeans. Many of the largest villages of that distant era were unfortified. The culture known as "Old European" did not fear aggression from its neighbors. But then things changed and a great period of violence began. Invaders swept into Europe from the vast central plains of Asia. They brought the Indo-European language family that today includes French, Italian, Spanish and English. They also brought a sky god, the supreme male deity that in Greek mythology became known as Zeus. 14 Little is known of these early Indo-Europeans, but the peaceful settlements of Old Europe were no match for them. In some places their new culture became supreme, in others there was merger. Hardier mountain folk resisted, though many were displaced from their strongholds, moved on and displaced others in a domino effect. The Dorian invasion of Mycenaean Greece can be seen as a result of this chain reaction. The old order seems to have held out longest on Crete where, protected by the Aegean Sea from invasion by land, the high Minoan civilization survived until almost three thousand years ago. Abruptly, then, from the perspective of human existence, the gender of the greatest power changed from female to male. And many of the stories that form the basis of Greek mythology were first told in their present form not long after the shift. Zeus's many adulterous affairs may derive from ceremonies in which the new sky god "married" various local embodiments of the Great Goddess. That there was some insecurity on the part of the supplanter god and his worshippers is seen in the mythological birth of Athena from Zeus's head - as if to say that the sky god could do anything any Great Goddess could do. This Goddess continued to be worshipped in some form down into historical times. Her worship is sometimes dismissed as a "fertility cult", largely because religious practices degenerated under new influences. But we may look for traces in the myths of the old order, in which Athena, whose name is preGreek, was the Goddess herself. Under the influence of the Indo-Europeans, this bird goddess became the chief deity of war. Her earlier guise may be glimpsed in her symbol, the owl, which derives from the preceding thousands of years of sacred bird imagery. Apollo (uh-POL-oh) Artemis (AR-ti-mis) Athena (a-THEE-nuh) Apollo was the god of prophesy, music and healing. Like most of his fellow Olympians, Apollo did not hesitate to intervene in human affairs. It was he who brought about the demise of the mighty Achilles. Of all the heroes besieging the city of Troy in the Trojan War, Achilles was the best fighter by far. He had easily defeated the Trojan captain Hector in single combat. But Apollo helped Hector's brother Paris slay Achilles with an arrow. When someone died suddenly, he was said to have been struck down by one of Apollo's arrows. Homer's epic of the Trojan War begins with the god causing a plague by raining arrows down upon the Greek camp. As god of music, Apollo is often depicted playing the lyre. He did not invent this instrument, however, but was given it by Hermes in compensation for cattle theft. Some say that Apollo did invent the lute, although he was best known for his skill on the lyre. He won several musical contests by playing this instrument. In one case he bested Pan, who competed on his own invention, the shepherd's pipe. On this occasion, King Midas had the bad sense to say that he preferred Pan's music, which caused Apollo to turn his ears into those of a donkey. Artemis was the virgin goddess of the hunt. She helped women in childbirth but also brought sudden death with her arrows. Artemis and her brother Apollo were the children of Zeus and Leto. In some versions of their myth, Artemis was born first and helped her mother to deliver Apollo. Niobe, queen of Thebes, once boasted that she was better than Leto because she had many children while the goddess had but two. Artemis and Apollo avenged this insult to their mother by killing all or most of Niobe's children with their arrows. The weeping Niobe was transformed into stone, in which form she continued to weep. When Apollo noticed that Artemis was spending a great deal of time hunting with the giant Orion, he decided to put an end to the relationship. He challenged Artemis to prove her skill at archery by shooting at an object floating far out at sea. Her shot was perfect. The target turned out to be the head of Orion. Artemis is generally depicted as a young woman clad in buckskins, carrying a bow and a quiver of arrows. She is often accompanied by wild creatures such as a stag or she-bear. Athena was the goddess of crafts and the domestic arts and also those of war. She was the patron goddess of Athens. Her symbol was the owl. She was originally the Great Goddess in the form of a bird. By the late Classic, she had come to be regarded as a goddess of wisdom. Zeus was once married to Metis, a daughter of Ocean who was renowned for her wisdom. When Metis became pregnant, Zeus was warned by Earth that a son born to Metis would overthrow him, just as he had usurped his own father's throne. So Zeus swallowed Metis. In time he was overcome with a splitting headache and summoned help from the craftsman god Hephaestus (or, some say, the Titan Prometheus). Hephaestus cleaved Zeus's forehead with an ax, and Athena sprang forth fully armed. The poet Hesiod tells the story to account for Zeus's great wisdom, since he can be said to have literally 15 incorporated Metis. One can also read into the myth wishful thinking on the part of the mythmakers who replaced the worship of the Great Goddess, mother of all growing things, for that of the male sky-god Zeus. Zeus gave birth to Athena himself, as if to say, Who needs a woman in order to bring forth new life? Athena aided the heroes Perseus, Jason, Cadmus, Odysseus and Heracles in their quests. Both Athena and Poseidon wanted to be patron deity of Athens. To prove her worthiness for the honor, Athena caused an olive tree to spring up on the citadel of Athens, the Acropolis. Poseidon sought to outdo her by striking the ground with his trident and causing a spring of water to gush forth. But as he was god of the sea, the water was salty. Athena's gift to the Athenians was considered to be more useful, so she became the city's patron deity. Athena sponsored Perseus in his quest to slay Medusa because she wanted the Gorgon's head to decorate her shield. Aphrodite (a-fro-DYE-tee) Aphrodite was the goddess of love. The Romans called her Venus (hence the famous armless statue known as the Venus de Milo). Aphrodite lived on Mount Olympus with the other supreme deities and was married to the homely craftsman-god, Hephaestus. She was said to have been born from the foam of the sea (hence Botticelli's much-reproduced painting of the goddess floating on a seashell). Aphrodite involved herself on several noteworthy occasions with the affairs of mortal heroes. When Jason asked permission of the king of Colchis to remove the Golden Fleece from the grove in which it hung, the king was clearly unwilling. So the goddess Hera, who sponsored Jason's quest, asked Aphrodite to intervene. The love goddess made the king's daughter Medea fall in love with Jason, and Medea proved instrumental in Jason's success. Aphrodite can also be said to have caused the Trojan War. This came about in the following fashion. When the hero Peleus was married to the sea-nymph Thetis, all the gods were invited to the ceremony -- all but one that is. The slighted goddess happened to a specialist in sowing discord, so she maliciously deposited a golden apple on the banquet table. The fruit was inscribed with the legend, "For the fairest". Immediately all the goddesses began to argue about whose beauty entitled her to be the rightful possesor of this prize. Finally it was decided to put the dispute to arbitration. Reasonably enough, the designated judge was to be the most handsome mortal in the world. This turned out to be a noble Trojan youth named Paris, who was serving as a shepherd at the time. So the three finalists -- Aphrodite, Hera and Athena -- sought him out in the meadow where he was tending his flocks. Not content to leave the outcome to the judge's discernment, the three goddesses proceeded to offer bribes. Hera, Queen of Olympus, took Paris aside and told him she would help him rule the world. Athena, goddess of war, said she would make him victorious in battle. Aphrodite sized Paris up and decided he would be more impressed with the guaranteed love of the most beautiful woman in the world. This was Helen, who happened to be married to the king of Sparta. Paris promptly awarded the golden apple to Aphrodite, who in turn enabled him to elope with Helen, who thenceforth became notorious as Helen of Troy. Helen's husband and his brother raised a Greek army to retrieve his wife, and this was the inception of the Trojan War. Another occasion in which the goddess of love came to the aid of a mortal hero also happened to involve golden apples. When the mighty heroine Atalanta agreed to wed whatever suitor managed to best her in a foot race, Aphrodite favored one of the contestants with a peck of golden fruit. By strewing these enchanted apples on the race course, the young lad caused Atalanta to become distracted and she lost the race. Information in chart borrowed from http://www.mythweb.com/encyc/contents.html and http://www.mythweb.com/gods/index.html 16 Criteria Gods/Goddess Campaign Managers The Public Voters Preparation (10 points) Demonstrated evidence of research and knowledge for assigned god with a speech, which must include at least 3 persuasive points Demonstrated evidence of research and knowledge for assigned god with a completed graphic organizer Demonstrated evident of research and knowledge for assigned god with a completed score sheet that reflects rational criteria for each specific superlative Presentation (5 points) Participation (5 points) Adequate public Poster exhibits specific speaking skills qualifications and demonstrated, persuasive points for knowledgeable about chosen campaign the topic superlative Participated with group members throughout the process /Points Received Prizes assigned to each superlative winner is relevant and specific to the category Participated with group Participated with group members throughout members throughout the the process process Total Score/Points / 17