Contributions of the Greeks to Civilization

Subject Area: Social Studies

Grade Level(s): 5-8

Duration of Activity:

3 to 5 days (depending upon prior experience of students with Netscape Composer)

Description of Activity:

This activity allows students to research four elements of Ancient Greek culture and then develop a Web page which will be evaluated by their peers as well as by the teacher using a simple rubric.

Objectives:

• The student will analyze information found on the Internet about four elements of the Ancient Greek culture: Greek Philosophy, Greek Architecture, Greek mythology, and ancient Olympic sports. The student will use that information to form a Web page describing one aspect of each of the elements.

Materials/Equipment:

Internet-capable computers with Netscape Composer (The activity as designed requires one computer for every two students, but the activity may be arranged as team project which would require fewer computers.)

Prerequisites (skills or background needed):

• The lesson does not assume that the students have a working knowledge of Netscape Composer. There is also no requirement for knowing HTML coding when using this lesson.

Procedure

Teacher Component:

The teacher will introduce Greek culture and its contributions using chapter materials.

1. The teacher will introduce Netscape Composer and cover rudimentary components of Web page preparation using the Handout 1: Webpage Building with Composer.
2. The teacher will describe each of the four elements to be covered in the activity (Greek Philosophy, Greek Architecture, Greek Mythology, and Ancient Olympic sports).
3. The teacher will assign students to computers (individually or in groups according to availability) and provide a rubric which describes information necessary for completing the assignment.

Student Activities:

1. Students begin by dividing into groups according to computer availability. The students are solely responsible for acquiring specific information from various Web sites concerning the elements to be covered. The students should prepare a rough draft of their Web page before beginning their project.
2. Students should design their pages according to an example created by the teacher.
3. Students will compile the information into a Web page that will be evaluated by a student peer as well as by the teacher.
4. Students will present the Web pages to their classmates.

Accommodations:

• The teacher will make accommodations based on individual needs of the students. The lesson plan may be shortened if students have adequate knowledge of Netscape Composer.

Extension Activities:

• Students will be allowed to earn bonus points upon completion of rubric items by showing creativity in page design.
• Students may search for information that relates to the influence of ancient mythology in the naming of modern day products [e.g., Mercury cars] or advertising images [e.g., the winged messenger for FTD]. They could use these examples and create their own products and give a PowerPoint demonstration telling about that product.
• Students could also build models and make digital images that could be used in a variety of ways.
• Students may use Microsoft Paint to create products using Greek mythological figures.

Integration:

• Students may use information in journal entries. Literature may be one class in which mythology will integrate well.

Assessments:

1. Handout 2: Teacher Rubric
2. Handout 3: Peer Rubric

URLs:

• Greek Philosophy - History for Kids!
  http://historyforkids.org/learn/greeks/philosophy/index.htm
• ILTweb: Study Place: Aristotle
  http://www.ilt.columbia.edu/academic/digitexts/aristotle/bio_aristotle.html
• ILTweb: Study Place—Plato
  http://www.ilt.columbia.edu/academic/digitexts/plato/bio_plato.html
• ILTweb: Study Place—Socrates
  http://www.ilt.columbia.edu/academic/digitexts/socrates/bio_socrates.html
• ANCIENT GREECE - ART & ARCHITECTURE
  http://www.richmond.edu/~ed344/webunits/greecerome/ - Greek Architecture
• Greek Architecture
  http://harpy.uccs.edu/greek/grkarch.html - Greek Architecture
• Greek Architecture - History for Kids!
  http://historyforkids.org/learn/greeks/architecture/greekarch.htm
• ANCIENT GREECE - MYTHOLOGY
  http://www.richmond.edu/~ed344/webunits/greecerome/Greecerelig1.html - Greek mythology
• Greek mythology, The 12 Gods of Olympus
  http://www.webgreece.gr/greekmythology/olympiangods/ - Greek mythology
• Olympics Through Time
  http://sunsite.informatik.rwth-aachen.de/olympics/preview/ - Ancient Olympic sports
• Greek Games - History for Kids!
  http://historyforkids.org/learn/greeks/games/index.htm

Curriculum Frameworks

Mississippi:

Fifth Grade

2. Discover how democratic values were established and have been exemplified by people, events, and symbols. (C, H)
   1. Determine how democratic principles developed (e.g., women’s suffrage, civil rights, etc.).
   2. Compare our democratic principles to those of non-democratic nations.

3. Analyze spatial and ecological relationships between people, places, and environments utilizing social studies tools (e.g., timelines, mental and physical maps, globes, resources, graphs, a compass rose, political cartoons, charts, primary and secondary sources, technology, and other geographical representations). (C, H, G, E)
1. Analyze how "national" and "state" boundaries developed and have changed over time (e.g., Native American, Colonial, Louisiana Purchase, etc.).
3. Measure/calculate distance on a variety of maps (e.g., map scales, etc.).
4. Analyze geographic information using social studies tools (e.g., graphs, timelines, maps, charts, globes, technology, etc.).
5. Identify cardinal and intermediate directions on maps.
5. Analyze the ideals, principles, and practices of citizenship in a democratic society. (C, H)
   2. Identify people, places, documents, and events that led to the establishment of a democratic system (e.g., the Founding Fathers, Declaration of Independence, Articles of Confederation, Constitution, Bill of Rights, etc.).

Sixth Grade

1. Examine characteristics of societies in the Western Hemisphere and trace their development. (C, H)
1. Investigate the history and cultures of the regions of the Western Hemisphere (e.g., Canada, North America, Middle America, South America, and Antarctica).
2. Apply spatial and ecological perspectives to people, places, and environment using social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary sources, charts, etc.). (C, H, E)
5. Describe ecosystems and the differences between them throughout time.
7. Interpret special purpose maps (e.g., climate, vegetation, population).
8. Analyze information using social studies tools (e.g., graphs, maps, charts, tables, political cartoons, etc.).

Seventh Grade

1. Examine characteristics and development of various societies in the Eastern Hemisphere prior to 1750. (H)
   1. Investigate the history of the following: Asia, Africa, Europe, Australia, and Islands of the Pacific (e.g., early man, Greeks, Romans, etc.).
   2. Analyze various Eastern cultures: Asia, Africa, Europe, Australia, and the Islands of the Pacific (e.g., religion, language, customs, contributions, etc.).

2. Apply spatial and ecological perspectives to people, places, and environment using social studies tools (e.g., timelines, maps, globes, primary and secondary resources, political cartoons, charts, graphs, a compass, technology, etc.). (H, G, E)
1. Locate early civilizations in the Eastern Hemisphere (e.g., river civilizations, Greeks, Romans, etc.).
2. Analyze the human characteristics of places in the Eastern Hemisphere.
3. Describe and compare population settlement patterns during different periods and in different regions of the Eastern Hemisphere (e.g., river civilizations, etc.).
4. Analyze the physical characteristics of places in the Eastern Hemisphere.
8. Identify the primary geographic causes for world trade.
9. Measure distances on a variety of maps.
10. Interpret special purpose maps (e.g., climate, vegetation, population, historical, etc.).
11. Analyze information using social studies tools (e.g. graphs, maps, charts, tables, political cartoons, etc.).
3. Analyze civic life, politics, and government. (C, H)
   
   1. Describe the essential characteristics of and need for government as found in the countries of the Eastern Hemisphere (e.g., monarchy, dictatorship, republic, dynasty, etc.).
   3. Assess the interactions of nations over time in the Eastern Hemisphere (e.g., political conflicts, commerce, transportation, immigration, etc.).

Eighth Grade

2. Analyze the development of the foundations of American democracy. (C, H)
1. Using primary and secondary sources, compare and contrast the major documents that laid the foundation for democracy (e.g., Declaration of Independence, Articles of Confederation, the United States Constitution, etc.).
4. Analyze spatial and ecological relationships between, people, places, and environments using social studies tools (e.g., timelines, maps, globes, primary and secondary resources, charts, political cartoons, graphs, a compass, technology, etc.). (C, H, G, E)
2. Trace the exploration and expansion from the Old World to the New World.

4. Measure distances on maps and globes.
5. Interpret special purpose maps (e.g., historical, population, etc.).
6. Analyze statistical information using social studies tools (e.g. charts or graphs on crop production, etc.).

National Educational Technology Standards (NETS):

3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)
4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)
5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3,6)
6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)
7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)
8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)

TerraNova:

26 Geographic Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of the world's people, places, and environments, and their interactions over time.

Construct answers, use geographic tools, and create solutions or products using inquiry skills and knowledge related to geographic perspectives.

27 Historical and Cultural Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of time, continuity, and societal change throughout history.

Demonstrate an understanding of concepts and process skills related to the study of the contributions, influences, and interactions of various cultures.

Construct answers and create solutions or products using inquiry skills and knowledge related to historical and cultural perspectives.

Link and Feedback to Author(s):

Veronica Helms, , Winona Jurnior High School, Winona, MS
veronicahelms@hotmail.com