A
Temple Fit for a God(dess!) Aim:
To work in groups to apply students' knowledge of Greek architecture
towards building a temple for a Greek God or Goddess of their
choice.
Objectives:
Students will be able to work in groups to draw both a birds'
eye and front view of a Greek temple for the God or Goddess
of their choice. They will use the D'Aulaire's
Book of Greek Myths to choose their God or Goddess.
Vocabulary Concepts:
Acropolis, Pericles, Parthenon, Columns (Dorian, Ionic and
Classic)
Procedures:
Students will take notes on Pericles' reconstruction of Athens,
the Acropolis, and the Parthenon and understand the importance
to the Ancient Greeks of creating temples worthy of their
Gods.
Activities:
Students will split up into groups, choose their God or Goddess
from the D'Aulaires. book and read
the myth about their chosen God or Goddess. Each group will
then create a plan for their temple on 81/2 x 11 white paper.
They will create a bird's eye view of the temple, a front
view of the temple and a list of the features the temple possesses
that would be pleasing to their God(dess). They will be prepared
to explain why these features were included. After their blueprints
are made, the groups will create a final version on larger
white or beige construction paper.
Extension/Follow-up:
The students will present their completed temples the next
day in class, pointing out features and explaining the reasons
they chose them. They must also give background information
on their chosen God or Goddess and then illustrate how their
temple is specifically designed to meet the needs and desires
of that God or Goddess.
Homework:
Use any resource (e.g., library, internet, dictionary, encyclopedia)
to look up "Hippocrates." Try to answer the Who What Where
When Why and How questions about this man. His life and importance
will be explored in class as a follow-up.
Evaluation:
Student groups will present their finished temples to the
class. Class will evaluate each presentation according to
a rubric.
Standards Addressed:
This lesson conforms to NYC Social Studies Scope and Sequence
regarding the study of the culture of Ancient Civilizations.
It also meets National NCSS themes such as People, Places
and Ideas.
- Civilizations and cultures of the Eastern Hemisphere (China,
India, Greece, and Rome) are explored through the arts and
sciences, key documents, and other important artifacts.
- The civilizations and cultures of the Eastern Hemisphere
have contributed important ideas, traditions, religions,
and other beliefs to the history of humankind.
- Social studies teachers should possess the knowledge,
capabilities, and dispositions to organize and provide instruction
at the appropriate school level for the study of culture
and cultural diversity.
- Social studies teachers should possess the knowledge,
capabilities, and dispositions to organize and provide instruction
at the appropriate school level for the study of interactions
among Individuals, Groups, and Institutions.
Students:
This lesson was presented to a gifted class, but I believe
any 6th grade SS teacher could use it during their study of
the Ancient Greeks.
Overall Value:
This lesson was successful because it requires the students
to consider themselves artists even if they might not normally
do so. Also, each child has input and an active role in creating
the project.
Teacher Tips:
Make sure you have students who will work together well in
the same group. |
Created
by:
Ryan Michele Healey
Location: MS 51
Grade: 6th Grade
Subject: Social Studies
Subject Area 2: Arts, Design, Planning and Orchestration.
Ryan Michele Healey teaches
sixth grade ELA and SS at M.S 51 in Park Slope. She is also
a NYC Teaching Fellow and Pace University graduate student.
If you have any questions regarding
this activity, please e-mail Ryan Michele Healey at: raingrapes@aol.com
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