Ancient World, Modern Times

Have you ever taught a unit that you wanted to do over again-either because you bombed at it or because it was so engaging? Well I’m closing the year on a high because this unit went so much better than expected.

Our central idea was: Ancient civilizations have influenced many things in our modern world.

The art teacher and I decided to use the Greek civilization as our model for an influential civilization. The history of us provided the fodder for our discussions and then we began to talk about the Greek philosophers as we began tuning into and engaging into our unit. The students were intrigued by Socrates, mostly because he drank poison. These lively stories cultivated a keen interest in crafting questions that “hurt our brains” to think about, as we explored metacognition.  

As we delved into aspect of the Greek civilization, I decided that I would focus on reading content of our unit on myths and legends, Greek and Latin roots in our English words, while developing their listing and speaking skills. I provided a variety of media sources other than books, and decided to introduce them to podcasts to add a twist to the listening skills. Listen Current  was a great resource and provided listening guides for their podcasts which was very ELL friendly and helped us to tackle challenging vocabulary terms.

I asked them what ancient cultures they were curious about and explained that we would do podcasts, in which they interview each other about their civilizations.They were so excited, which genuinely surprised me. It was hilarious to see them craft questions for these interviews that were meant to “hurt each other’s brains”, going deeper than their typical questions.  We used the app Spreaker Studio to create very simple podcasts.

The podcasts took longer than I expected, as they needed more guidance with writing scripts and all those tricky questions made it a bit of a challenge to find research materials that were at their reading levels. However, it created a need to find multiple sources of information and it was a true RE-SEARCH unit, in which they had to keep reading, watching videos and keep looking for information on the internet.  They would stop and discuss their civilizations naturally and made a lot of great connections. The students researched the Aztecs, Chinese, Egyptians, Incas, Mesopotamians, Mayans, Norse, Romans and Nubians.

My co-teaching partner and I had talked about having the kids put together a “museum of ancient history” as summative task, but the podcast ended up taking up more time than we expected and instead we had them decide to take something that we take for granted in our modern world and trace it back to its ancient roots. Students chose topics that resulted from some things that they learned about from these podcasts–from armor to lipstick, from books to medicine. It was a rich variety of topics. The kids made “fortune tellers” that described the why and how of this invention, and then they shared them, taking turns with each other.

 

 

 

 

Although I would do things a bit differently if taught again, it is a good feeling to know that our students can appreciate the drive, creativity and curiosity of ancient people. I was generally concerned if this was too heavy of a history unit, but the curiosity and motivation sustained itself.

 

 

 

Have you ever taught a unit that you thought would be awful and turned out great OR vice-ver
sa, you thought it was going to be wonderful and turned flat? I wonder what makes students’ so committed to their research on topics.