Explore Six Ancient Greek Archaeological Sites

Grades: 6-8Daily time allocation: 50 minutesNumber of days: 10 days  

CCSS

CCSS.ELA-Literacy.RH.6-8.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.SL.7.4Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.SL.7.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Background

There are a number of historically important sites in Greece. Archaeological sites like the Parthenon, Delphi, Olympia, Theater of Epidaurus, Mycenae, and Temple of Poseidon. The Parthenon Temple is the main building on the Acropolis and constitutes an architectural splendor from ancient times. Delphi was the most important oracle of ancient Greece. Numerous monuments have been excavated in Delphi since its discovery in 1893. Olympia was the place where the ancient Olympic Games were held in the 7th century B.C.E. The Gamers were organized to honor the father of all gods, Zeus. The ancient Theatre of Epidaurus constructed in the 4th century B.C.E. survives today and is famous for its amazing acoustics. The site of Mycenae is considered to be one of the oldest ancient sites in Greece and witness to the development of the Mycenaean civilization. The Temple of Poseidon, a grand temple erected in honor of Poseidon, god of the sea, stands on very sacred ground. The “sanctuary of Sounion” is first mentioned in the Odyssey, as the place where Menelaus stopped during his return from Troy to bury his helmsman.

Purpose

The purpose of this unit is to create an opportunity for students to research and present information. The unit is created to be multidisciplinary weaving many fields of study together. The idea behind having students participate in different roles is for them to experience the many elements that are a part of each archaeological site. By having pairs or individuals be the experts in only one element it will require students to communicate their research in a comprehensive and articulate manner to the class. The capstone activity is for students to select one of the six sites studied and create an informative brochure which includes all the elements reported on that site while also being visually appealing. The brochure’s target audience is the middle and high school students.

Materials

1. Handouts: project roles, oral presentation rubric, websites to begin research, brochure project instructions for students, and brochure rubric.

2. Recognizable images of each of the six ancient archaeological sites.

3. Ability to project and use of the Internet is essential for this project as is individual student access to computers with Internet and Microsoft Publisher.  

4. Book: Hadziaslani C., A Greek Temple Athens, Greece: Ministry of Culture, 2002. Print.

Concepts

1. To use technology as a resource to explore, gather, synthesize, and report out information about ancient Greek archaeological sites.

2. To demonstrate an understanding that there are a multitude of components that exist within one location. These components include art, mathematics, history, geography, and literature.  

Lessons

A. To introduce the archeological sites of Greece using short YouTube videos. These videos have no narration.

1. Ancient Greece Archaeological siteshttps://www.youtube.com/watch?v=OswNh8d-lC0

Acropolis of Athens in Greece

https://www.youtube.com/watch?annotation_id=channel%3A518369e3-0-2d9f-98e1-47d7bd75e4e&feature=iv&src_vid=OswNh8d-lC0&v=AQ5ZCJMDONk

2. Have a discussion with students about the videos. If you wish to provide students with a visual there is an attached word document with images of the six archaeological sites.  

3. Explain to students the purpose of the unit. Students will be virtually exploring six archaeological sites in Greece; Parthenon, Delphi, Olympia, Epidaurus, Mycenae, and Temple of Poseidon. For each site students will be assigned a role to research different elements: architecture, art, geography, history, and literature. Students will present their findings to the class. Students will develop an understanding of the numerous elements of each site ranging from the art that once adorned the sites to the mathematical components that were elemental in the construction of the site.     B. Introduce the project and determine ahead of time how research roles are going to be assigned. There are five roles for each site and six archaeological sites. If you do not have a class of thirty students some may have to double up on sites and roles or you may find another configuration such as doing one site at a time fits your needs better. Distribute the roles sheet and explain that there are many elements that each archaeological site encompasses.

1. As a class discuss the roles and the purpose of researching and being the “expert” on the subject. Stress to the students one of the standards is determining the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

C. Show the students the presentation and brochure rubric so they know the requirements of the project. The website handout should also be passed out at this time.

1. Review citation of information; the website handout has a brief overview of MLA formatting from OWL Purdue.

2. Once roles are assigned and students are working, assist as needed.  

D. Students will research their archeological site using their role to structure their search. Once the information is found students need to prepare to share their knowledge orally and visually with the class.

1. Students should prepare an outline of what they are going to say and should practice with a partner or by themselves before presenting in front of the class.

D. Oral Presentations.

1. All students who researched the same archaeological site should present together. It might make sense to start in Athens and then make a clockwise or counter clockwise loop.

2. During the presentations students should take notes, as the notes will be needed to create their brochures. Depending on your students it may be necessary to review note taking.  For informal assessment purposes students should have one page (at least) for each archaeological site; that you collect.

E. Using notes gathered from the oral presentations students need to produce a brochure on a site of their choice.

1. Pass out student brochure instructions and review the rubric to ensure students understand expectations.   

2. Microsoft Publisher has great brochure templates. Before the class starts working independently provide a quick tour of the designs, colors and backgrounds.

3. While students are working assist as needed.

4. Once the student turns in a printed copy of the brochure the student must complete an individual reflection, which is part of the brochure grade.

Individual Reflection Prompt:1.     What were your frustrations with the project and what would you change about it?2.     What are some examples of real world skills you have gained from this assignment?If this project was done with a partner, please evaluate your partner and their contributions (on a separate piece of paper). Specifically, the letter grade you feel they have earned, and support your reasoning in at least one detailed paragraph using examples to support your choice of grade. (Your evaluation of your partner will not be shared with any other students.)

F. Display colored brochures for students to browse. Invite other classes to learn about the wonders of Ancient Greek Archaeological sites still visited today.

Extension

Have students design the front a postcard from pictures found on the Internet. Then students should write a postcard to a friend as if they had just visited one of the Ancient Greek Archaeological sites.

Assessment Tool(s)

1. Teacher observations, questioning, and examination of student notes.

2. Presentation Rubric

3. Brochure Rubric; with Individual Reflection