The Arts, Culture and History of Ancient Greece, A 20-day Multidisciplinary Unit with Lessons Designed for Maryland Middle Schools…adaptable to any grade level, anywhere!

Welcome!

For those of you who know nothing about our efforts, the following paragraphs are included here to provide you with a small but important synopsis of the collaboration between the Center for Renaissance & Baroque Studies at the University of Maryland and the Maryland State Department of Education. Welcome to Crossing Borders/Breaking Boundaries: The Arts of Ancient Greece! - A Multidisciplinary Summer Institute for Maryland Middle and High School Educators…that is dedicated to providing invigorating instructional opportunities for Maryland school teachers and students. Conducting its second class, July 8 through the 15^th, 2002, the institute has maintained its emphasis on enriching the classroom experiences of both groups by continuing to create a lasting and supportive community of educators who share a passion for the arts and a vision of interdisciplinary teaching and learning that supports and ensures the highest expectations for fulfillment of Maryland’s Essential Learner Outcomes.

This vision, the practice of arts integration, was first presented by the University of Maryland during the summer of 2000 as Crossing Borders/Breaking Boundaries: Africa & Its Influence, Jazz & America, and Considering the Postmodern* and then again this year as The Arts of Ancient Greece. This progressive movement has continued to gain momentum among educators and its strength is presented in the recently published compendium, Critical Links: Learning and Student Academic and Social Development** (funded by the National Endowment for the Arts and the U.S. Department of Education), which offers compelling proof that studying the arts can help students to learn better, and in ways what are only available to them through these disciplines.

* http://www.inform.umd.edu/crossingborders

** http://www.aep-arts.org

The Arts, Culture and History of Ancient Greece, A 20-day Multidisciplinary Unit with Lessons Designed for Maryland Middle Schools.

Contributors: Language Arts - Becky Antoniak

Social Studies - to come

Mathematics - to come

Science - to come

Special Education - to come

Electives/Specials

Art - Monica Cerkez

Technology Education - Kevin Miller

Foreign Language - to come

Physical Education - to come

Unit Course: I.S.600 Integrated Studies,

Grade Level: Grade 06 Length: 20 Days (60 minute periods)

Management: Critical Questions for Multidisciplinary Success.

Truth be told…success in any cooperative endeavor demands answers from every participant to the following:

(1) "Who will lead?" (2) "Who will follow?" (3) "Who will get out of the way?" This decision-making process is absolutely critical to the successful management of a multidisciplinary unit of lesson plans no matter how small or large the concept…except, the three questions must be asked of the essential curriculum required for any given class level and each discipline serving that level before recruiting the teacher/participants.

Let’s ask those questions again, this way: (1) "Which discipline can provide the Essential Curriculum Standards and Indicators that can lead the suggested Multidisciplinary Unit Plan and Lessons concept?" (2) "Which disciplines can and will support the Unit Plan concept with portions of their Essential Curriculum Standards and Indicators?"

(3) "Which disciplines will graciously decline to participate until another time?"

Ms. Antoniak, Ms. Cerkez and Mr. Miller had it easier than most as a team! They all have middle school teaching experience and discovered that within the Technology Education Essential Curriculum for 6^th grade there was a natural multidisciplinary Course that could provide the answer to question #1: I.S.600 Integrated Studies and developed the Infoquest Time Capsule (Disc) concept to envelop all the other disciplines.

For the 7^th grade, Creative Arts could lead, or Social Studies in the 8^th grade. What about High School? Look to any of the Humanities courses, Language Arts, Art History or a studio course based on ceramics. How about theater arts? The list goes on! It only takes a commitment to the concept that one Essential Curriculum with its Standards and Indicators should lead, providing an umbrella as a Unit Plan where all the other disciplines can contribute their best supporting lessons. That’s the trick! Find the Essential Curriculum that will carry the multidisciplinary concept and you are on your way!

Essential Curriculum (Standards and Indicators):

I.S.600 Integrated Studies

• Make natural, normal and appropriate connections across curricular areas.
• Access and comprehend information through a variety of sources.
• Work cooperatively with others.
• Identify and complete steps necessary for successful research projects.
• Interpret and explain information in a format meaningful to others.
• Gather information, think critically and solve problems.

IS.600.10 Apply study skills to enhance success and productivity

IS.600.10.02 Compare and apply time management strategies

IS.600.10.03 Utilize Organization skills

IS.600.10.05 Develop/practice skills in listening and following directions

IS.600.20.01 Compare a variety of sources for content and structure

IS.600.20.03 Identify relevant points in a text

IS.600.20.04 Summarize text

IS.600.20.05 Use text support to justify opinions and conclusions

IS.600.30 Discover and explore selected topics using the research process

IS.600.30.01 Choose a research topic

IS.600.30.02 Develop a research plan

IS.600.30.03 Locate information to investigate a topic

IS.600.30.04 Organize research

IS.600.30.05 Present research

IS.600.30.06 Evaluate research process

Infoquest Time Capsule (Disc)

Unit Abstract /Goal: (INFOQUEST) Students will "recreate" a time capsule (disc) from the

Golden Age of Ancient Greece by comparing and contrasting a variety of

sources (multidisciplinary lesson plans) covering: art, theater, music,

dance, athletics, language arts, mathematics, Social Studies, Science

(ceramics, sculpture, drawing/painting, drama, dance/music, olympics,

democracy, government, citizenship, religion, myth, fables, history, life

studies, vocabulary, etc.).

Key/Focusing (INFOQUEST) "How do I find, define, refine and recreate information Question: during a research project?"

Lesson Type: (INFOQUEST) Performance-based

Action Plan INFOQUEST TIME CAPSULE (CD-R Disc)

Introduction: Recently, a construction crew digging the foundation for a new wing of

a popular hotel in Athens, Greece, found an amazing discovery!

It has become the job for your team to investigate your capsule, inventory

the contents, describe and recreate the missing items and present your

team’s completely restored time capsule!

The Task: Your Archaeology Team is required to recreate the contents of a

damaged Time Capsule. The damaged capsule (disc) will contain 6-8

items (multidisciplinary lesson outcomes) and a timeline/history. Each

team member will be responsible for adding/recreating information

provided by all the other team members and adding 2 new items (Mask?

Personal Fable?) with a written description of the item that includes the

reasons why they are good examples from the Ancient Greek World.

Extra Credit: You and/or your team will receive extra credit by creating an item

The Resources: Archaeology Teams will have an opportunity to collect data from each

of the following sources to recreate their damaged Time Capsule:

1. Encyclopedias; (2) Text books; (3) Reference books;
4. Periodicals; (5) Computer software; (6) School network; (7) Internet

Sources: Teams will be using hardware, software, citations, etc. as resources

Field Trip: It may be possible to arrange a field trip to a museum of natural and/or

world history and an art museum if the time can be added to the 20-days

already allocated.

The Process: (1) You will be grouped into an Archaeology Team of 3-4 students.

1. Your team will be given a TIME CAPSULE (in the form of a CD-R

Disc) for your team to study. It will be damaged, but recoverable!

1. Your team will use each of the resources noted to collect facts

and data from the other disciplines’ lessons for your "recreation"

of the TIME CAPSULE. Personal records will be kept in a hard

copy format on a hand-out.

4. Some of the disciplines that will be covered include: Art, Theater/

Evaluation: Your individual work will be graded using the following rubric:

4 HONORED ARCHAEOLOGIST

You will soon be working for the Smithsonian, Dr. Jones!

1. You contributed at least 5 accurate items to the timeline.
2. You made 2 items that reveal careful thought and work for the Time Capsule as additions.
3. You have a written paragraph for a least 5-6 sentences for each item.
4. You present your two additional items in a clear loud voice to

3 ASSISTANT ARCHAEOLOGIST

You have come a long way…no Indiana Jones, but you have

gained the respect of your colleagues.

1. You contributed at least 4 accurate items to the timeline.
2. You made 2 items that reveal some thought and work for the

Time Capsule as additions.

3. You have written at least 4 sentences for each item.
4. You present your 2 items in a moderate voice and use some

2 ARCHAEOLOGIST

You have started near the bottom…keep digging!

1. You have contributed at least 3 items to the timeline.

(2) You made 1 item for the time capsule that reveals some

thought and work.

3. You have written a paragraph of at least 3 sentences for each item.

1 DITCHDIGGER

You have a lot to learn about life anywhere on planet earth.

Get busy!

1. You contributed 2 or fewer items to the timeline.
2. You made 1 item for the time capsule that reveals little thought or work.
3. You have written 2 sentences or less about your items for the time capsule.
4. You do not participate in the presentation or make it difficult to

Handouts: Unit - Notes and Sources Hardcopy Form

Unit - Resources/Sources Biblio Form

Unit - Rubric (Evaluation) Form

Unit - Other "stuff" as it occurs to me!

Teacher Lessons: Note: The Technology Education teacher must have copies for all the

lessons that contribute to the multidisciplinary Unit…in order to

create the damaged time capsule (discs), etc., and then to evaluate

and monitor the recreation of the time capsules. Coordination of

the Lesson Plans within the Unit is the responsibility of the Tech

Ed Teach while the execution belongs to the individual discipline

teachers with their own evaluation process.

Lesson Plan - Technology Education

The CDR APPLICATIONS Lesson Plan is embedded within the

INFOQUEST Unit Plan as a specific Technology Education lesson.

Lesson Course: TE.Com.Communication Techniques,

Technology education, Maryland Essential Curriculum

Grade Level: Grade 7* Length: 3 days (60 minute periods)**

*(Adaptation of Essential Curriculum across middle school grade levels

**Embedded within the 20-day Unit Plan time periods, not additional time.

  Essential Curriculum (Standards and Indicators):

TE.Com.Communication Techniques

• Demonstrate knowledge of the relationships of technical achievements and their impact on the environment, the advancement of science, the individual, and society
• Demonstrate the ability to solve problems with technology using systems approach, higher order thinking skills, individual and collaborative ingenuity and a variety of resources including information, tools and materials.
• Demonstrate the safe, effective and creative use of resources - including computer software/hardware, tools and materials - in performing technological processes
• Develop technological literacy

TE.COM.20 Participate as a member of a communications design team

TE.COM.20.01 Defend a position in a communication/teaching team

TE.COM.20.02 Graphically present a message

TE.COM.20.03 Audio/visually present a message

TE.COM.20.04 Utilize a variety of computer and software to produce a

presentation

TE.COM.30 Identify a significant innovation in the area of communication

TE.COM.30.01 Apply problem-solving skills to improve upon an existing

communication technology

TE.COM.50 Create an information report for an identified audience

TE.COM.50.01 Collect facts from a variety of sources

TE.COM.50.02 Record sources of information

TE.COM.50.03 Organize information

TE.COM.50.04 Conduct an interview of two persons - Ancient Greek/

Contemporary - who have a direct connection to the topic

TE.COM.50.06 Evaluate a variety of informative presentations for

content, delivery, use of media and overall effectiveness of the pre-

sentation as it relates to the audience.

Lesson Abstract/Goal: (CDR APPLICATIONS) Students will explore the various applications of

CD-R/CD-W technology. Students will "recreate" a TIME CAPSULE

(CDR DISC) using word processing, visual (scanned images and

digitized photography), audio (voiceovers, music, interviews) and

possibly video (MPEGs).

Key/Focusing (CDR APPLICATIONS) "We all are familiar with saving to the hard drive,

Question: or a floppy or zip disc. What if we used the capability of CDR to save at

the very least, but also to develop a creative presentation method for

fun, information and learning?"

Lesson Type: (CDR APPLICATIONS) Performance-based

Action Plan CDR APPLICATIONS

Introduction: Please review the Action Plan for the Unit Plan, INFOQUEST.

The Task: (1) Conduct engagement Q/A session

1. Provide students with a CDR/CDW vocabulary Chart Handout for note taking during the demonstration processes.
1. Review software capabilities available throughout the school for

word processing.

2. Demonstrate and question the various formats available.
3. discuss and demo each of the format processes.
4. Provide students with a CD Planner Handout
5. Have students enter all their hard copy notes and check periodically
8. Demonstrate process for the creation of an audio CDR.
1. Demonstrate process for the Creation of a video MPEG.
2. Demonstrate the scanning capability of the Labs and the software

for management of the images

3. Demonstrate the compilation save procedure
4. Have students reflect on the process after their CDR is recreated
5. What are the advantages/disadvantages of using CDR/CDW tech

The Resources: (1) CDR or CDRW drives, installed

1. CDR Discs…one per team
1. CDR Discs…one backup per team
2. Additional discs will be needed because of the size of the grade
3. CDR/CDW Vocabulary List (handout) NOTE: This list can be on the

network so students can add to the file and take notes on the pro-

cess.

6. CD Recreation Planner Charts (handout)

The Process: (to Come)

Evaluation: (to Come)

4 Fireball

3 Ember

2 Match

1 Spark

Handouts: (to come)

Teacher Lesson: (to come)

Lesson Plan - Technology Education

The PILLARS OF CHARACTER Lesson Plan is embedded within the INFOQUEST Unit Plan as a specific Technology Education lesson.

Lesson Level: FS.600 Grade Life Skills,

Technology Education, Maryland Essential Curriculum

Grade Level: Grade 06

Time Length: Used as warm ups throughout the 20-day Unit

Essential Curriculum (Standards and Indicators)

FS.600 Grade Life Skills

• Demonstrate an understanding of the relationships among individuals, family and society in Ancient Greece in order to make decisions, which are in the best interest of self/family
• Demonstrate knowledge and skills regarding resource management; individual, and family development; nutrition and food; etc. in Ancient Greece to make decisions, which enhance the quality of life for individuals and families
• Solve practical problems found in Ancient Greece using critical and creative thinking to achieve individual, family and societal goals
• Demonstrate knowledge of diverse populations in the world of the Ancient Greeks in order to be sensitive to interactions with others
• Apply concepts and skills from language arts, mathematics, science, social studies, and other curriculum to solve practical problems in order to empower individuals, strengthen families and enable communities both in Ancient Greece and in the contemporary.

FS.600.10 Develop and use appropriate coping behaviors to deal with demands

of daily living (Ancient Greece/Contemporary)

FS.600.10.04 Develop and use decision-making skills

FS.600.40 Apply knowledge and skills related Art/theater art/music/dance to enhance

the well being of individuals and family

FS.600.40.01 Construct a (See Art Lesson Plan)

THE PILLARS OF CHARACTER

Lesson Abstract/Goal: (PILLARS OF CHARACTER) Students will explore, define and apply the

principles of Character Counts! during their investigation of the principles

of Ancient Greek culture and our own.

Key/Focusing (PILLARS OF CHARACTER) "Through the use of myths, fables, history,

dance, theater, art…what positive traits of character can we identify in

Ancient Greek culture as being the same in our culture?"

Lesson Types: (PILLARS OF CHARACTER) Mastery

NOTE: Action Plan to come. Based upon the Josephson Institute booklet "Making Ethical Decisions." The Six Pillars of Character are: (1) Trustworthness, (2) Respect, (3) Responsibility, (4) Fairness, (5) Caring, (6) Citizenship.

1. Trustworthiness Be honest * Don’t deceive, cheat or steal * Be reliable – do what you way

you’ll do * Have the courage to do the right thing * Build a good reputation

* Be loyal – stand by your family, friends, and country

2. Respect Treat others with respect; follow the Golden Rule * Be tolerant of

differences * Use good manners, not bad language * Be considerate of

the feelings of others * Don’t threaten, hit or hurt anyone * Deal peacefully

with anger, insults and disagreements

1. Responsibility Do what you are supposed to do * Persevere: keep on trying! * Always do

your best * Use self-control * Be Self-disciplined * Think before you act –

consider the consequences * Be accountable for your choices

2. Fairness Play by the rules * Take turns and share * Be open-minded; listen to

others * Don’t take advantage of others * Don’t blame others carelessly

3. Caring Be kind * Be Compassionate and show you care * Express gratitude *

Forgive others * Help People in need

6. Citizenship Do your share to make your school and community better * Cooperate

Stay informed; vote * Be a good neighbor * Obey laws and rules *

Respect authority * Protect the environment

Will be based upon the Parthenon, at Athens.

We welcome your comments and suggestions
The Center for Renaissance & Baroque Studies
0139 Taliaferro Hall
The University of Maryland
College Park, Maryland 20742
301-405-6830

Last updated August 1, 2002.