Justin Swisher
Tools for Visualizing Information
Professor Eric Mountain
December 2014
General Information
 Project Purpose: To provide students the resources
necessary to research, describe, and create myth
 Audience: Sixth Grade Basic Skills
 Time Frame: Two weeks (10 class periods)
General Information (continued)
 New Jersey State Standards Addressed:
6.2.8.D.3.d - Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent
world legacies.
6.2.8.D.3.f - Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical
6.2.8.D.2.a - Analyze the impact of religion on daily life, government, and culture in various ancient river valley
6.2.8.D.4.b - Analyze how religion both unified and divided people.
8.1.8.A.3 - Create a multimedia presentation using sounds and images
 Core Content Standards Addressed:
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies
(e.g., how a bill becomes law, how interest rates are raised or lowered).
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively,
CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g.,
loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same
CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the
grades 6–8 text complexity band independently and proficiently.
Brain Based Concepts
Sharing thoughts out loud
Explaining / defending opinions
Presenting myths and technology projects
Describing why early Greeks used stories, rather than science, to
understand the world.
Not applicable.
Not applicable.
Identifying Ancient Greece on a map
Explaining why Greeks created myths to try and understand the world
Comparing modern tactics to explain the unknown with those of
Ancient Greeks
Brain Based Concepts
Mind Styles
- Each lesson builds upon the previous one
- Assessment activities are very structured and clear
- Very little down time
- Discussion around the morality of Greek Gods' behavior
- Hands-on nature of an online assignment
- Delving into theories of how Greeks understood the world
- Stories are independent learning opportunities
- Discussion around the morality of Greek Gods' behavior
Scaffolding Knowledge
- Define relevant key terms
- Describe characteristics and traits of Greek gods
- Recall settings in a story
- Explain how Greeks used religion to explain natural phenomenons
- Relate the way that Greeks viewed the unknown to the way that people in
modern society view the unknown
- Demonstrate understanding of myths through comprehension activities
- Produce a media presentation displaying a visual aid to go along with a
- Investigate how gods, like humans, were imperfect
- Compare the traits of mortals with those of immortals
- Describe a "tragic hero"
- Discuss why Greek gods interacted with humans the way they did
- Decide whether gods had justified reason to be cruel to humans
- Compose a personal, modern interpretation of a myth
- Create a media presentation displaying visual aid to go along with a myth
Check Points
Activity 1: What is a Myth / Persephone & Demeter / Quiz
Activity 2: Using Myths to Understand the World /
Beginning of the World / World Chart
Activity 3: Role of the Greek Gods / Gods Chart /
Mythological Glossary / Flow Chart
Activity 4: Pandora’s Box / Comprehension Quiz
Activity 5: Writing a Myth / Pre-Writing Questions / PreWriting Forum / Rough Draft Submission
Works Cited
 Felder, Richard M., and Barbara A. Soloman. Learning Styles and Strategies. Rep.
North Carolina State University, n.d. Web. 11
 Oct. 2013.
 Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York:
Basic Books.
 Gregorc, A. Ph.D. (1985). Style Delineator. Columbia CT: Gregorc Associates, Inc.
 It's Greek to Me: Greek Mythology. N.p.: Mensa Education & Research Foundation,
2010. PDF.
 Moncrieffe, Karen. Understanding Myths and Legends. Bedfordshire, UK: Brilliant
Publications, 2012. Print.
 Smith, Charles R., and P. Craig. Russell. The Mighty 12: Superheroes of Greek Myth.
New York: Little, Brown, 2008. Print.
 Sousa, D. (2006). How The Brain Learns. 3rd Edition. California: Corwin Press, Inc.
 Worth-Baker, Marcia. Greek Mythology: Activities. New York: Scholastic, 2005. Print.

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