QUESTION: Ancient Greece Project Help

[Ben Sperry]

I have been given an ancient world history class to teach this year.  It is a 9th grade class.  We are beginning to discuss Greece.  I would like to do some sort of project for this unit, perhaps in the area of Olympics, but I'm having trouble coming up with anything of value.  Does anyone have any suggestions?

[Mary Fisher]

In the past when I've taught a unit of work on Ancient Greece, I've covered all the basics first and then given my class the opportunity to do some research on an area which interests them the most. to prevent plagiarism I have a process they need to follow in doing their research. after chosing a topic they need to formulate three essential questions that they can research- we discuss how to do this in class so that their questions aren't yes/no questions. then they research and I make them use a minimum of two books and one website ( they cannot use only the web) Their research notes are done on a Data chart ( that i got from someone else in the past) essentially they use a source and write down 6 key points and then they have to develop their own paragraphs. This is submitted with their final product. I find giving the students a chance to research something they are interested in is the better option. I will have look for my Data chart and upload it later- I'm not sure it is computer formatted.

[Ryan Goble]

Hi Ben,

I wouldn't get hung up on one project option. I would work really hard to create an interesting differentiated learning experience with a lot of options/choice - see this to guide you. Here is a copy of a simple list of choices for a Holocaust project that my wife and often use with Maus:

Choose one of the following projects to show your knowledge and understanding of the book Maus by Art Spiegelman.

1. Compare Vladek’s story, in Maus, to other events from the Holocaust in a 3 page paper. Be sure to cite three sources of information. You may only use 1 internet source. You must attach a photocopy of each of your sources. You must exhibit a strong understanding of Maus and the events of the Holocaust.

2. Research Art Spiegelman’s life and relate your findings to the events in Maus in a 3 page paper or a 5 minute film biography. You must include three sources of information. You should photocopy them and hand them in with your paper or film. You may not use more than 1 source from the internet. If you need ideas or assistance please see me!

3. Judge the impact of comics in literature. More specifically, evaluate the impact of Maus on the literary world. Justify your responses and thoughts with proof from various articles and criticism on comics, art and literature. Attach the photocopied articles to your 3 page paper. You may not use more than 1 internet source. If you need ideas or assistance please come and see me!

4. Create an underground newspaper that could have been written by, for and about the prisoners of Auschwitz. Use at least 35 vocabulary words from your chapter questions to create news articles, editorials, cartoons and advertisements that demonstrate your understanding of Maus the graphic novel, the historical event and the vocabulary. This should be typed in article format and you should include illustrations. Remember to highlight your vocabulary words. If you would like assistance or ideas please come and see me!

5. Research another Holocaust survivor story. Demonstrate and illustrate your understanding of the new short story as well as your understanding of Art Spiegelman’s use of comics (to relay a story) by creating a comic book for the new story. Your comic book should retell the whole story through Spiegelman’s literary and artistic principles. This project should be 3-5 pages in length. Remember to attach a photocopy of the original story. If you would like assistance or ideas please see me!

6. Create a “one better” project. You may develop a project that you feel is relevant to you but also demonstrates your understanding of Maus. You must supply me with a project proposal, which includes your objectives, at least 5 days before the project is due. Upon the acceptance of your proposal you must create a rubric for your project that will highlight the purpose of your project as well as demonstrate your knowledge and understanding of Maus. Please see me with questions and ideas!

Also consider making them do something that brings parents into the classroom - what if students designed a an "interactive museum exhibit"? Or the entire class did a Google Lit/History Trip - just some ideas to get you started.

Hope these help!

Ry:)

[Lisa Fink]

Here at ReadWriteThink.org, we have an online tool his which provides students with background on the hero's journey and gives them a chance to explore several of the journey's key elements. Students can use the tool to record examples from a hero's journey they have read or viewed or to plan out a hero's journey of their own. Here's a link to the tool and a page that shows some related lesson plans: http://www.readwritethink.org/classroom-resources/student-interacti.... Good luck!

[Jeff Brain]

One of the ways to approach this, particularly since you are looking at competition, is through game design. Can students create a board, or computer game that replicates an aspect of Greek culture?

Another quick option is have students play the free online game, Grepolis, and from there one can get a lot of discussion/project opportunities.

[jan chernin]

I'm a media specialist so I see only a portion of what the World History teacher does in her Greek unit. I work on a cool myth project with the kids. They pick a greek myth of their choice, then analyize it using Joeseph Campbells four points of what makes a myth. They have also been learning about art and architechure of the period, so the students have learned about red figure, black figure pottery. They take the myth and illustrate a scene in one of those two styles. Some years the teacher works with the art teacher to actually paint a pot, some years she just gives them a picture of an urn.Also, the teacher uses a great article from an old issue of Smithsonian(June 1984) "The First Olympics: competing for the greater glory of Zeus." It's a great article about the day to day activites surrounding the Olympics Especially interesting is the section about the slaves and what they had to do as well as the section about what happened to the losers. Thre was bribing, boasting etc. So some of the scandals that plague current athletes are not new. Some interesting discussions.

[Kelly Farrow]

Someone may have already shared this w/ you, but the New York PL's AMAZING VoiceThread resources about ancient cultures are... well, AMAZING!!! Take a peek at the ones that mention ancient monuments, etc. (I learned about these resources right here on this Ning.)

http://bit.ly/cLQKfi