| Hellenistic Greece: Art and History |
| Brainy Bits | |
| Bloom's Taxonomy | |
| Remembering | Introduction to Greece through the website provides general information that students will need to recall. |
| Understanding | As students do individual research using the links provided they demonstrate their ability to make sense of the material as they formulate possible topics for the research proposal. |
| Applying | During directed whole and small group discussions students will apply their new knowledge to themes and areas of interest. They will make connections among geography, history and the development of art, and the past, present and future. |
| Analyzing | In small groups and individually students will analyze and narrow down topics for the projects. Students will also analyze their classmates papers on the blog site and critique presentations. |
| Evaluating | Students will evaluate their information notes as they determine what information should be incorporated in their individual projects, their group projects and the class papers and presentations. |
| Creating | Students will create papers and work cooperatively on PowerPoint presentations. |
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Souza's Sense and Meaning |
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| Sense will be created through the use of
this website and the requirements of the project. The students
knowledge of historical time periods, geography and development of
culture will be expanded. The website provides a framework and
structure for investigation and the students can understand the
concepts on the basis of the experiences they have visiting the past
through maps, text, and museums. Meaning will develop as students become involved in the "environment" of Hellenistic Greece. Comparisons to present issues of war and land ownership, historical events, geography and use of natural resources, development of culture in response to people and events will become relevant to students. The structure and design of the website itself through the choice of color, graphics, text and links will aid in creating sense and meaning for the students. |
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Gardener's Multiple Intelligences |
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| Verbal/Linguistic | Discuss the website following the introduction, topics and issues during small groups, on blogs, in proposals and papers, presentation and critiques |
| Visual/Spatial | Virtual tours of museums, observe works of art, maps, graphics of websites |
| Musical/Rhythmic | Download podcasts |
| Intrapersonal | Reflect on research topics of interest, personal choice of themes, responses to art, |
| Interpersonal | Listen to other team members ideas and research information. Consider other points of view |
| Naturalistic | Recognize human impact on the environment, structure and order of history. |
| Existential | Project themselves into a future based on what was learned through studying the past. Understand possible consequences based on choices made today or in the near future. |
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Gregorc's Learning Styles |
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| Concrete Sequential | Structured internet research links, gathering facts and information, structuring information for papers and presentations, individual research and decisions based on logic and cause and effect. |
| Abstract Sequential | Internet research provides mentally stimulating, ordered environment, presenting conclusions and defending positions during discussion. Consideration of the abstract world of the future. |
| Concrete Random | Website and project provide a variety of experiences: reading, observing, researching, listening, creating. Exploring the past and possible outcomes for the future which may directly affect their life. The practical process of writing the paper and creating a PowerPoint. |
| Abstract Random | Imaginative and emotional focus on life in another time period, engagement with another culture, use of a variety of resources, group work and presentation to a small group and whole class. |