Lesson Overview:

This lesson is designed to help students shape a frame of reference for examining specific areas of ancient Greek influence on Western thought and culture. The lesson addresses some general questions about the shaping of culture and reacquaints students with the range and some specifics of the enormously rich heritage of ancient Greece.

Length of Lesson:

Four 45-minute periods

Instructional Objectives:

Students will:

• recognize diverse forces that help shape and/or change cultural fabric,patterns, and tone.
• collect specific data on a range of ancient Greek names, places, and concepts that are deeply embedded in modern Western culture.
• examine and demonstrate a grasp of a range of root sources in ancient Greek culture develop a creative response that reflects understanding of ancient Greek sources researched.

Instructional Plan:

Activity A

Introduce the word "ethos." Share a dictionary definition, for instance: "the spirit of a people, a civilization or a system as expressed in its culture, institutions, ways of thought, philosophy and religion," and/or "the distinguishing character or tone of a group."

Ask students to define some specific ways the cultural "spirit," "character," or "tone" of a people, civilization, or system might be revealed. (Some possible responses include: prevailing behavioral patterns; rituals; design of government - strict control or individual freedom; nature of leadership; class structure or lack thereof; attitude toward education; fashions; concept of luxury; patterns in use of leisure time; interior design; technology; architecture, both design and materials used in construction; food; what is most valued; nature of indigenous fine and performing arts and crafts; materials used in arts and crafts; themes and forms of literature.)

Initiate an open class discussion of the following question:

What forces, in your perception, help shape and sustain cultural attitudes, habits, values, institutional designs, concepts of morality, roles, and rituals? (Some possible responses include: ethnic bonds; religion; school; laws; nature of court system; formal documents such as a constitution; war; family outlook and practices; visual art; the oral tradition of storytelling; myths; legends; dance; enduring works of literature.)

If time allows, consider assigning students to read a brief excerpt from Stuart Chase’s essay, "The Culture Concept," in which he defines "rings" of influence that shape individual cultural outlooks. Ask students to develop a brief written statement of what areas in their experience have had the most influence in shaping their personal cultural outlook. Ask for volunteers to share their statements.

Activity B

Introduce the words "syncretism" and "syncretize". Share a dictionary definition, for instance:

"The reconciliation or union of conflicting beliefs or tenets."
"To fuse or harmonize conflicting principles and/or practices (for instance, rituals, forms of faith; fusion of languages)."
"The process of growth through the coalescence of different beliefs, attitudes, and practices."

Ask students to draw from their knowledge of history to identify examples of how such fusion changed or reshaped the "ethos" of a culture. (Some possible responses include: strong infusion of Greek culture into Roman culture; fusion of Christianity/Paganism; fusion of Christian/Anglo-Saxon culture; impact of the Crusades; French influence in England after the Battle of Hastings, 1066 A.D.; American culture (E Pluribus Unum).

As appropriate to the grade level, ask students to give examples of specific cultural realignments brought about through the infusion of a conflicting ideology or the cultural impact of conquering or being conquered.

Explain that ancient Greek culture, as we know it, grew out of such a synthesis process, made cohesive in our perception of it through the written manuscripts, the architectural wonders, the sculptures, and the rich, provocative discoveries of artifacts uncovered in generations of archeological digs.

(Note: Students in Advanced Latin or Ancient Civilization classes may want to pursue, in some depth, the development of a cohesive Ancient Greek culture from many diverse cultures: Minoan, Mycenaean influences, Dorian, Ionian, Aeolian influences, Persian, Egyptian influences, interaction of City-States, the impact of "conquered" Greece on Rome, etc. (Some possible answers, depending on grade level and previous work in ancient Greek sources, include: the incredible range and intellectual richness of Greek philosophical thought recorded in writing; the compelling narratives of Greek myths; the aesthetic beauty of the architecture, vases, coins, and sculpture; the draw of formal patterns and imaginative and universal themes of Ancient Greek literature; the haunting themes and forms of the three great Tragedians; Homer’s written narratives culled from oral tradition that read like history and speak to man’s desire to learn about the past.)

This discussion could be revisited—or introduced in a subsequent lesson.

Activity C

Share the following assertion with students:

Although segments of Western culture have been modified through such forces as syncretism and many surface aspects have changed throughout historical time, the incredibly wide and deep roots of Ancient Greece still prevail as a key foundation and bulwark of modern Western thought and culture.

Explain to students that the primary mission in the following activities is to broaden and deepen their understanding of the far-reaching influence ofancient Greece on modern Western thought and culture by examining some of the powerful sources that have strongly embedded this Ancient Greek influence. Note that students will work as "research scholars," in essence as "detectives" searching for "clues" to uncover specific evidence of the nature and scope of this influence.

In this "research scholar" role, students will be searching for specific evidence of ancient Greek influence on such areas of modern life as: concepts of government and law; postures on such issues as morality, metaphysics, behavioral models, and social patterns; theories of logic, science, medicine, math, education; the nature and value of sports; patterns of rhetoric, of the heroic and the well-lived life; inspirational designs in architecture and the arts, a rich heritage of formal literature; music theory and musical instruments; inspiration for dance; and the origin and nature of the compelling narratives and provocative images of myths and legends threaded throughout all genres of modern arts expression.

Assignment 1

This exercise is designed to acquaint –or reacquaint–students with the range and some specifics of the enormously rich heritage of ancient Greece. The scope and depth of probing the suggested references can be governed by students’ grade level and previous work in the sources. This lesson assumes that students will have had some immersion (ideally, considerable immersion) in many of the following references.

Parcel out the names on the following reference list to students. Explain that each student has the responsibility of developing a brief, but clearly stated written identification of each name on his or her segment of the lists and that this information is to be shared in large group format. Consider announcing that an identification quiz on the lists will follow the sharing of information.

(Note: The "quiz" could be traditional or could be set up as a "game show" quiz (particularly for 9th grade). The "game" could be in large group format or in divided groups. A "scorekeeper" could be assigned in each of the groups. The group that got the most "right" answers in a first quick try at identifying the names would win the "trophy.")

Assignment 2

This activity is designed to acquaint or reacquaint students with a few key historical events, cultural patterns, locations, and references that will be used in subsequent lessons.

Divide the class into collaborative groups of three. Assign each group one of the suggested topics from the research topics handout. Clarify that each group has the responsibility of:

• researching the topic in both print and Web media,
• collecting a good range of specific information,
• organizing the information into sub-topics. (Consider suggesting that students divide out the responsibility for the sub-topics.)
• preparing a written analysis of the topic,
• incorporating the sub-topics into the analysis,
• giving a brief oral class presentation, and
• preparing some sort of graphic display (poster board display, drawing) that helps to illuminate the points made in the oral presentation.)

Suggestions for Culminating Activities:

1. Assign students to develop a creative writing response (poem, vignette of prose, short story, vignette of dialogue) based on the following guidelines:

• select a source(s) from the lists of Deities and/or Heroes and "Celebrated Greeks" in Assignment 1.
• make a brief preliminary sketch of an event, a personality trait, an anecdote, or an imaginative situation in which your chosen source(s) is the centerpiece.
• use this sketch as the springboard for developing your creative writing response in the genre of your choice. For example:
  • an interior monologue—in poem or prose genre—in which Atlas laments his plight of having the burden of supporting the sky on his head and hands or the world on his back
  • an angry argument between Hera and Zeus initiated by her jealous fit over Zeus’ latest "conquest"
  • a festival scene, celebrating Dionysus, developed from the point of view of an objective observer, or with dialogue of participants in the festival
  • the examining of an abstract subject such as: Truth, Friendship, Beauty, etc. crafted in the pattern of a Socratic dialogue (This would require student to research an excerpt from Plato that contained an example of Socrates’ pattern of inquiry - but such research is a manageable task.)
  • a prose vignette, poem, or dialogue that captures Socrates’ thinking and/or conversation with friends the evening in which he drinks the hemlock
  • a conversation between Aristotle and Plato on the nature of the Universe
  • an Ode in tribute to Apollo, Poseidon, Athena, Hercales, or Epicurus
  • an anecdotal account of your personal encounter with one of the gods - perhaps an "intervention" in a "dilemma" you are caught up in
• Consider assembling the ancient Greece creative writing manuscripts into a "publication." Encourage students interested in art to contribute sketches that complement and/or illuminate the theme or narrative.
• Students interested in music composition might consider developing a music score (to be included in the “publication”) that could serve as background music for one or more of the manuscripts. A score adaptable for a flute would be a particularly enriching contribution.
• A cover design "contest" could add some fun to the enterprise.

2. A second option for a creative writing response could build off of Assignment 2 in Activity C. Again giving students a choice of genre in which to develop a response, the centerpiece of their development could be drawn from the assigned topics and sub-topics. For example:

• a "travelogue" type account, rich in specific detail, of a visit to the Parthenon. This could be an imaginary visit, or the account of an actual visit a student might have made to Greece
• an interior monologue revealing the inner emotions or thoughts of one of the key figures involved in the events of the Trojan War: for instance, Achilles, Helen of Troy, Agamemnon, Hector, Paris, Priam
• a hypothetical visit to the Oracle at Delphi, chronicling the reason the "visitor" is seeking a prophecy and the emotional context of the "visitor" when he/she receives the prophecy
• a specific description of walking through the "stacks" of the great library in Alexandria before it burned (what kind of reading material would one have found, the nature of the architecture, etc.); or a subjective account of the trauma felt at the loss as the library is burning
• a spoof of a dialogue between a "humanist" of Athens and a military figure” of Sparta
• description of a battleground scene in the Peloponnesian War
• description of a classroom scene (physical environment; personalities of a few of the students, etc.) in which Plato is explaining his concept of two worlds—the "ideal" and the "real" worlds , based on excerpts from Plato’s Phaedo (Note: this would involve some extra research if the student has not encountered the theory before, but it would be time well spent as a base for other areas of study such as Puritanism, Romanticism.)
• an incident where the Fates seem to have intervened in your personal life
• a personal account of having bonded with one of the Muses through dance, music, etc.
• an account of your personal struggle (or that of a hypothetical or political figure) between your "Apollonian" side and your "Dionysian" side. (Consider reminding students that the themes and narratives of much of the world’s greatest literature grow out this struggle.)
• the inner thoughts of an athlete preparing for the games at one of the Panhellenic festivals
• an observer’s first person account of some aspect of the pentathlon contest at the ancient Olympic games

(Note: Some of the above suggestions could be the conceptual framework for a TV documentary.)

Assessment:

Students should demonstrate:

• substantive contributions to class discussion, reflecting serious dedication in follow-through of assignments
• range and depth of analysis in content of oral presentation
• quality of organization, rhetorical skill, and poise in oral presentation
• quality of creative thinking and evidence of serious effort in creative writing response
• serious and productive engagement in all class activities, including listening, note-taking, sharing, and required formal responses
• evidence of serious and cooperative participation in research and collaborative assignments (A student-generated peer evaluation rubric for small group collaborative assignments perhaps could be helpful.)

Sources:

Print:

• Gordon, Edward J. et al, ed. Understanding Literature. Boston: Ginn and Company, 1967
• Grosvenor, Melville Bell, editor-in-chief, and National Geographic Society Book Service staff. Greece and Rome: Builders of Our World. Washington, D. C.: National Geographic Society, 1971
• Hale, William Harlan, author and editor-in chief, and American Heritage staff, eds . The Horizon Book of Ancient Greece. New York: American Heritage Publishing Co, Bonanza Books, 1984
• Hamilton, Edith, ed. The Collected Dialogues of Plato. Princeton, NJ: Princeton University Press, 1961.
• Lawall, Sarah, and Mack, Maynard et al. eds. The Norton Anthology of World Literature, Second Edition: New York: W.W. Norton & Company, 2002
• Lombardo, Stanley, ed. The Essential Homer. Indianapolis/Cambridge: Hackett Publishing Company, Inc. 2000

Authors:

• Jayne Karsten, English, Grades 9-12
  The Key School
  Annapolis, MD US