Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Transcription

1 Title: Ancient Greek and Roman Religion and Mythology Lesson Author: Mallary Orrison, Caitlyn Bishop, Erin Curtis Key Words: religion, mythology, Greece, Rome, culture, polytheism Grade Level: 10 Time Allotted: 90 minutes Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Ancient Greek and Roman cultures were essential for shaping the cultures of many other nations not only during their most powerful periods, but also in the centuries after their decline. Their unique mythology and culture has had a major impact on current civilizations through art, architecture, and entertainment to name a few. This is important for students to know because Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards This lesson would fit into a World History class during sections on Classical civilizations, world religions, and world cultures. This lesson would occur during the Classical civilizations unit where India, China, the Mediterranean, and the Middle East are discussed. This particular lesson would be in the Mediterranean section, after students had prior class periods to learn about other aspects of Mediterranean life and culture during this era. Key Concept(s) include definition: Religion set of beliefs concerning the cause, nature, and purpose of the universe, especially when considered as the creation of a superhuman agency or agencies Mythology a set of stories, traditions, or beliefs associated with a particular group or the history of an event, arising naturally or deliberately fostered Culture quality in a person or society that arises from a concern for what is regarded as excellent in arts, letters, manners, scholarly pursuits, etc. Polytheism doctrine of or belief in more than one god or in many gods 1

2 NCSS Standard(s) SOL Information *As written in the Virginia SOL Curriculum Framework for the grade level NCSS Theme (s) with indicators: Theme I Teachers should plan, provide, and assess experiences that provide for the study of culture and cultural diversity Indicators: Guide learners as they predict how data and experiences may be interpreted by people from diverse cultural perspectives and frames of references Encourage learners to compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental and social change Guide learners as they construct reasoned judgments about specific cultural responses to persistent human issues Have learners explain and apply ideas, theories, and modes of inquiry drawn from anthropology and sociology in the examination of persistent issues and social problem SWBAT: Identify differences and similarities between Ancient Greek and Ancient Roman religion and mythology as well as how it impacted their culture. SOL* : World History and Geography to 1500 AD (CE) WHI.5b, WHI.6b Essential Knowledge Essential Skills (minimum for SOL Resource Guide) (minimum for SOL Resource Guide) Greek mythology was based on a Identify, analyze, and interpret polytheistic religion that was primary and secondary sources to integral to culture, politics, and art make generalizations about events in ancient Greece and life in world history (WHI.1a) Roman mythology, like Greek Analyze the impact of economic mythology, was based upon a forces, including taxation, polytheistic religion that was government spending, trade, integral to culture, politics, and art resources, and monetary systems on events (WHI.1f) Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH LESSON- Visible in lesson procedure and materials. How did Greek and Roman cultures impact later civilizations? How did Greek and Roman cultural impacts compare to impacts from China, India, and other classical civilizations? The day s big question: How were Greece and Rome s religions/mythologies similar and how were they different? 2

3 Lesson Objective(s): clearly emerges from big question and rationale and standards and will align with your assessment in Procedure and Process Obj. 1 : SWBAT identify Greek and Roman gods/goddesses and their attributes Obj. 2 : SWBAT compare and contrast the attributes of the Greek and Roman deities Obj. 3 : SWBAT identify how Greek and Roman mythology impacted later cultures and civilizations Assessment Tool(s) to be used- Everything above- goes to what you want them to know/understand do- So what assessments are you going to use to help you manage and monitor that they have got it-informal and formal make one over-riding assessment connect to your closure. Assessment 1. Opinionaire/discussion Assessment 2. Formal Write up after Lecture 3

4 Materials: Historical Source(s): List here and include copies in materials section below Additional Materials/Resources: List here and include copies in materials section- textbooks etc page numbers, websites etc Opinionaire (Material A) Learning Cubes (Material B) Prezi presentation (see link)! 4

5 Procedure/Process: 1) JUST DO IT! The Hook : A high-interest activity that introduces new content with connections to students prior knowledge. Between 1-5 minutes. You could also introduce the days guiding question- could help with assessment of student needs Opinionaire Time Allotted: 5-10 Minutes Directions: 1. Fill out the provided opinionaire about Greek and Roman mythology and culture Assessment: Informal discussion in class Transition: Now that we ve briefly reviewed the information from the past couple classes, let s dive right into our last section of Classical Civilizations: Greek and Roman mythology and culture 2) Instructional sequence: Obj # See above. Processing Activity and Procedure include directions, question frames, assignment details, to be given to students (these should all be made into explicit materials (e.g. see material A) Do you have opportunities for direct/guided instruction and independent practice/engagement when appropriate and time estimates Check for Evidence of Understanding -Either Formal or Informal e.g. assessments- question frames, quiz, choice activities, discussion with frame and your THAT s A WRAP. (Checks Essential Knowledge and Skills should be in line with assessment tools above) Just do it. Opinionaire Time Allotted: 5-10 Minutes Directions: 1. Fill out the provided opinionaire about Greek and Roman culture Assessment: Informal discussion Transition: Objective # 1-4 Now that we ve briefly reviewed the information from the past couple classes, let s dive right into our last section of Classical Civilizations: Greek and Roman mythology and culture Lecture Greek and Roman Mythology Time Allotted: 70 minutes Formal Assessment: Writing Assignment 1. Using information learned from past lessons about Greek and Roman mythology and culture, students will write a letter to Zeus applying for a seat in Olympus. 5

6 Transition: Wrap it Up Now that you ve turned in your assignments, let s play a quick review game to reinforce today s lesson Learning Cube Review Time Allotted: minutes Directions: 1. With provided learning cubes, roll the cube 2. Describe the characteristics of the god/goddess the cube lands on, have other group members verify information 3) Closure- THAT S A WRAP that goes to opening question- and also in part to assessment tools at least one key assessment tool. (Do you need a rubric) Learning Cube Review: 1. Break into small groups, no more than four people per group 2. With provided learning cubes, roll the cube 3. Describe one characteristic of the god/goddess the cube lands on; have other group members verify information 4. Continue with all members of the group for the allotted time Modifications/Accommodations for Diverse Learners: Include reference and acknowledgement of IEP plans for specific students- that is easy. Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including attention to student groupings, use of time and materials, variance in whole class and small group instruction, varied task complexity. Can you delineate key instructional strategies and scaffolds that are effective for responding to student needs? Do you provide rubrics to explain what good work looks like? Do you provide room for direct instruction/guided instruction (including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and Tomlinson and McTighe). According to IEP plans, allow students to either work with an aide if available or work in pairs or small groups. Our Just Do It! gauges the student interest level and prepares them for that day s lesson. If students are not comfortable working individually or if time does not allow for individual work on the worksheet, students may work in pairs or small groups. Teacher will explain written assignment instructions and expectations before the assignment. The written portion is completely individually, allowing for independent practice. 6

7 Materials (one resource per page- so it becomes a teacher or student handout, or overhead directions or ppt presentation. Include photocopies if need be. Can you provide elements of choices in materials or enrichment or support/anchor materials for different students?. 7