The Standards

Social Science Standards a. Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate out literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables. b. Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.

c. Describe the enduring contributions of important Greek figures in the arts and sciences.

The Project

Project Title and Overview: Isn’t It Ionic? Students represent the equivalent of a Greek architectural firm that is pitching the design of a new building (temple, public space, theater, etc.) to a committee of Greek citizens during the Golden Age, perhaps during the reign of Pericles. The students must provide drawings of the new structure, explain the architectural elements and design of the building, and explain which Gods will be propitiated and why. A budget, appropriate for the day, and a labor plan could/should be included, along with a map that shows where the building will be located in Athens. Major Student Work: . Oral presentation of building design . Blueprints/maps of building(s) . Models (CAD, virtual or scale) . Spreadsheet of budget costs (in drachmas, talents, etc.) Driving Questions Options

1. What are the design features of classic Greek architecture and why do they continue to appear in modern American architecture? 2. How are the values of classic Greek culture expressed in architecture from the Age of Pericles? 3. Why did the ancient Greeks build so many temples?

Analysis Prompts

Refining Question 1: Can my students read and comprehend the driving question? Refining Question 2: Is the driving question open-ended or can it be answered with a “yes” or “no?” Refining Question 3: Does the driving question allow me to create a local context for the topic(s) under study? Refining Question 4: Does the driving question offer opportunities for students to express voice and choice while demonstrating understanding of key standards/content? Refining Question 5: Does the driving question ask students to engage in an inquiry that is both rigorous and relevant? Refining Question 6: Does the driving question allow me to design both individual and collaborative tasks that require higher-level thinking skills?

Final Task: Refine, improve, rewrite or create an original driving question that is appropriate for the standards under study and the work required of the students.