In Greece - Developing Topics: Using Differentiating Instructional Methods

EDU 5515 C07 A & B & EDU 4710 C02

By Rhonda K. Winegarner
June 25, 2014


Ancient Lessons for Modern Youth
The Greeks conquered their conqueror with the strength of their spirit.
- Giota Mantziou (1)

Common Core and Vermont State Standards

CCSS.ELS-Literacy.W.9-10.2 Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
CCSS.ELS-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences
or events using effective technique, well-chosen details, and well-structured event
sequences.
VTSS Personal Development Standard 3.7 Students make informed decisions.

Background Information

Upon returning from the fieldwork portion of this course, I was continually asked How was
Greece? My response was then, and still is, Transformational. I was awed by the vast
and diverse knowledge base of each of our tour guides and their eloquence in conveying
and embodying the paradigm that Greeks live their history, conscious of their own identities
in every action they take. From my experiences at Delphi, Olympia, and Epidaurus,
especially as framed in the words of our indomitable guides, I gained greater insight into
strength of character, personal ownership of all choices, and an understanding that it is the
questions we ask, and therefore the answers we receive, that ultimately shape our
outcomes in life.
The response to sharing this perspective with students and colleagues has been amazingly
positive. The results in helping students become more self-aware and socially competent
has confirmed my choice for this final project: lessons connecting stories and philosophies
of Ancient Greece with socio-emotional education centering on self-awareness and self-
management.
In working with teens, as I do in my role as a school counselor at Brattleboro Union High
School in Brattleboro, VT, it is not uncommon for students to deny or mitigate personal
responsibility for their parts in situations that result in less than ideal consequences. There
can many reasons for this denial, not all of which are as conscience or deliberately deceitful
as may be presumed. In an illuminating February, 18, 2013 article siting Carol Tavris and
Elliot Aronsons book Mistakes Were Made (But Not By Me): Why We Justify Foolish Beliefs,
Bad Decisions and Hurtful Acts, Brett and Kate McKay delineate major constructs involved in
crafting alternate realities that protect self-concept and preserve psyche in negative
situations. (2) In a follow up article published on February 19, 2013, (3) the McKays stress,
Striving to take responsibility for your life and ownership of your mistakes is incredibly
worthwhile for many reasons. Doing so:
o Allows you to make better decisions.
o Keeps little problems from turning into big ones.
o Allows you to learn from your mistakes.
o Engenders the respect of others.
o Strengthens relationships.

The effectiveness of socio-emotional education within traditional academic settings has also
been shown to improve student performance and school climate, reduce behavioral
referrals, and increase standardized test scores. (4) Additionally,

teachers across America understand that social and emotional learning (SEL)
is critical to student success in school, work, and life. Social and emotional learning
involves the processes of developing competencies, including self-awareness,
self-management, social awareness, relationship skills, and responsible decision-
making. Educators know these skills are teachable; want schools to give far more
priority to integrating such development into the curriculum, instruction, and school
culture; and believe state student learning standards should reflect this priority.
Teachers also want such development to be available for all students. The voices
of teachers on SEL are more important than ever, when expectations for classroom
effectiveness are higher, the U.S. educational advantage worldwide is slipping, and a
skills gap is threatening American economic growth. (5)

The majority of the inspiration for this work, and the sources on which it is based comes
directly from notes I took and materials I collected during our field work in Greece. The
first lesson is predominately based on the words of our guide at Delphi, Penny Kolomvotsou.
When Bill Holiday, our course instructor, emphasized his belief that she had studied
philosophy, Penny responded, It is the Greek spirit in me. When I asked for her business
card at the end of our tour, I was surprised to see that she indeed did not have the
philosophy degree, but not at all surprised to see that she has both a B.A. and M.A. in
Museum Studies and is a licensed guide in German and English.
Purpose

The stated purpose of this lesson plan is two-fold. First, it is intended to be used for
character development lessons that can be incorporated by teachers into any middle or high
school classroom and by middle and high school counselors into school socio-emotional
programming, as well as within individual and group counseling sessions.
Secondly, this lesson plan is designed to provide opportunities for students to investigate
Greek history, philosophies and stories centering on personal choice as a determinant of
future, and to give students opportunities for written and oral self-reflection regarding the
choices that have contributed to their present personal achievements. Upon reflection,
students will be asked to analyze their past actions and evaluate the consequences of their
decisions.
Materials

1. Excerpts from Odyssey Adventures in Archaeology: Delphi the Oracle of Apollo
Teacher Handout (6)
2. Pamphlet from Delphi Archeaological Site in Delphi, Greece (Teacher's collection) (7)
3. Delphi Monuments and Museum (Teacher's book collection) (8)
4. Greek Mythology: Cosmogony Gods Heroes & Worship The Trojan War The Odyssey
(Teacher's book collection) (9)
5. Photo images on file with the teacher.
6. Audio Clip of Penny Kolomvotsou at Oracle of Delphi Archeaological Site, Greece.
Section 7 (10)
7. Plot summary of The Illiad and character analysis of Achilles Teacher Handout (11)

Concepts

1. To explore the history and legends of The Oracle of Delphi.
2. To understand, through the exploration of written and oral Greek history and myths,
the concept of fate vs. personal action in determining ones future.
3. To explore and interpret quotes from ancient Greek Philosophers

Lessons

To do this we will do each of the following:

A. Conduct a read around of the Excerpts from Odyssey Adventures in Archaeology:
Delphi the Oracle of Apollo classroom handout.

B. As a class, listen to section seven of the audio clip of Penny Kolomvotsou to hear the
words of a professional Greek guide. Listen as she describes the true nature of the
oracle, the importance of choices and the wisdom behind vague answers.

C. Keeping Ms. Kolomvotsous challenge in mind, read pages 206 through 220 in Greek
Mythology: Cosmogony Gods Heroes & Worship - The Trojan War - The Odyssey to
familiarize yourself with the story and characteristics of Odysseus.

D. Again, keeping Ms. Kolomvotsous challenge in mind, read the class handout entitled
The Illiad and Achilles to familiarize yourself with the characteristics and actions of
Achilles. (Note: We will read the poem summaries for the purposes of this lesson, but it is highly
recommended that you read Homers full accounts of each epic, at your first chance to do so.)

E. Engage in a classroom discussion/debate answering the following questions.
a. What actions did Odysseus take that led to the events that unfolded for him and
his fellow shipmates? What emotions do you think led Odysseus to make the
chooses he did?
b. What actions did Achilles take and what emotions do you believe were the
source of those actions?
c. How do the two characters compare to each other?
d. What actions or emotions caused them, or those with them, the most harm?
e. Do you think they were justified in their actions?
f. What might each character have done differently to change his fate?

E.1 During your discussion, have two classmates record student responses in a
fashion that is visible for the entire class. You may use poster paper or classroom
technology. One classmates will capture answers about Achilles, the other about
Odysseus.

F. Analyze one of the following quotes and write an explanation of what you think the
quote means? Be sure to write your organized thoughts clearly, conveying ideas you
derived from class readings and discussion. (Bonus points can be earned for a well
written response to each quote.)

Your character is your fate. Heraclitus, Greek Philosopher (12)

The first and greatest victory is to conquer yourself; to be
Conquered by yourself is of all things most shameful and vile.
Plato, Greek Philosopher (13)


G. In your journal, write a narrative about a real life experience in which the choices you
made determined your fate. Reflect on your choices and the consequences that
ensued from making those choices. Would you change the decision(s) you made or
the actions you took? If yes, how do you think those changes would have altered your
outcome? Be sure to use well-selected details and well-structured event sequences in
your narrative.


Assessment Tool(s)

Summative assessment #1: Rubric scoring of student written quote analysis.
Summative assessment #2: Rubric scoring of student written personal experience
narrative.
Summative assessment #3: Review of self-stated advancement in student decision
making considerations.




Sources
(1) Field tour in Athens, Greece Giota Mantziou, April 2014
(2) http://www.artofmanliness.com/2013/02/18/owning-up-to-mistakes/
(3) http://www.artofmanliness.com/2013/02/19/how-to-own-up-to-mistakes/
(4) http://schoolcounselor.metapress.com/content/rx6g3g7141w2310q/fulltext.pdf
(5) http://www.civicenterprises.net/MediaLibrary/Docs/CASEL-Report-low-res-FINAL.pdf
(6) http://www.odysseyadventures.ca/index.htm
(7) Delphi; United National Educational, Scientific and Cultural Organization, 2012
(8) Delphi Monuments and Museum; Petsas, Photios; Krene Editions, Athens 2013
(9) Greek Mythology: Cosmogony Gods Heroes & Worship The Trojan War The Odyssey, Spathari,
Elizabeth; Papadimas Ekdotiki; Non Stop Printing LTD.; 2013
(10) https://archive.org/details/Delphi02; Kolomvotsou, Penny; Recorded by Holiday, Bill; April,
2014
(11) http://www.sparknotes.com/lit/iliad/summary.html Note: Please accept my apologies for
using summaries of this epic piece of literature.
(12) National Public Radio VPR Writers Almanac broadcast
(13) http://www.brainyquote.com/quotes/quotes/p/plato108514.html