Articles
School Library Media Activities Monthly/Volume XXIV, Number 2/2007
Greek Mythology Who's Who
by Jodi Rzeszotarski
Library Media Skills Objectives:
From Content Standards:
The student will select and evaluate appropriateness of information from a variety of sources.
The student will integrate search strategies within the electronic resources that target retrieval for specific information needs.
The student will review plagiarism and ways to avoid it.
Curriculum (subject area) Objectives:
From Content Standards:
The student will write an informational report, including research that provide a clear and accurate perspective on the topic.
The student will identify appropriate sources and gather relevant information from multiple sources.
The student will deliver an informational presentation.
Grade Level: 9
Resources:
Books
Ardagh, Philip. Ancient Greek Myths and Legends. Worldbook, 2002.
Barthell, Edward. Gods and Goddesses of Ancient Greece. University of Miami Press, 1971. The Chiron Dictionary of Greek and Roman Mythology. Chiron, 1994.
Coulter, Charles Russell. Encyclopedia of Ancient Deities. McFarland, 2000.
Daly, Kathleen. Greek and Roman Mythology A toZ: A Young Reader's Companion. Facts on File, 2003.
Glick, Andrew. A Comprehensive Dictionary of Gods, Goddesses, Demigods and Other Subjects in Greek and Roman Mythology. Edwin Mellen Press, 2004.
Houle, Michelle M. Gods and Goddesses in Greek Mythology. Enslow, 2001.
January, Brendan. Amazing Mythology. Wiley, 2000.
Mall, Wendy. Gods and Goddesses. Lucent, 2002.
Spies, Karen Bornemann. Heroes in Greek Mythology. Enslow, 2001.
Wolf, Richard. Pocket Dictionary of Greek and Roman Gods and Goddesses. Getty, 2003.
Greek Mythology Websites
There are many websites related to Greek gods and goddesses. Several useful examples are listed below. The sites are hyperlinked if using the online version of this lesson.
Ancient Greece. http://www.ancientgreece.com/ (General information) Classical Myth. Department of Greek and Roman Studies, University of Victoria. http://web.uvic.ca/grs/bowman/myth/ (Images and text)
Encyclopedia Mythica. http://www.pantheon.org/areas/mythology/europe/greek/articles.html (God and goddess encyclopedia)
Google Image Search. http://www.google.com/imghp?hl=en&tab=wi&q=
Greek Mythology. http://messagenet.com/ myths/ and http://messagenet.com/myths/bios/ (Bios and myths)
Greek Mythology. http://www.desy.de/gna/interpedia/greek_myth/greek_ myth.html also
Mythography. http://www.loggia.com/ myth/gods.html (Bios, myths and representation in art)
Mythweb. http://www.mythweb.com/ (Gods and heroes encyclopedia)
The Theoi Project: Guide to Greek Mythology. http://www.theoi.com/ (Geneology)
Winged Sandals, The Greek Mythology Website. Australian Broadcasting Corporation, University of Melbourne. http://www.wingedsandals.com/ (Interactive site)
Women in Greek Myths. http://www.paleothea.com/
Research Process Website Oregon School Library Information System. http://www.oslis.org/secondary/ (MLA citation maker)Instructional Roles:
The teacher introduces the activity in the classroom and provides information on Greek civilization. The project is the prelude to reading The Odyssey. The project is assigned and the requirements, time schedule, and matrix are reviewed. Topics (gods/goddesses) are assigned by the classroom teacher.
The library media specialist introduces the activity in the classroom and provides library media center, how to evaluate good websites, and discusses plagiarism.
Activity and Procedures for Completion:
Students arrive in the library media center on the third day of the assignment. During the first two days, the classroom teacher has introduced the topic of Ancient Greece and reviewed the project requirements, time schedule, note taking procedures, and matrix while in the classroom. Students have each been assigned a god or goddess to research using the resources in the library media center and online. The following procedures constitute those activities taking place in the library media center with the library media specialist.
Day 1
Step A. Discuss with students what they consider to be plagiarism. Have students discuss various definitions that are shared. Have students move to the computers and go to the following website:
The Owl at Purdue University
Writing Lab.
http://owl.english.purdue.edu/handouts/research/r_plagiar.html
Have students review the information on the site. After ten minutes, review with students the answers to the eight situations identifed. Have students make a list of five actions they can take to ensure they will not have any plagiarized material in this project. The answers should be placed on the "Be an Original" bookmark (view PDF). Answers should include: cite source of artwork they are to include in their project; write source on note cards as they take notes; use quotation marks in their notes; include the list of .ve sources for veri.cation of common knowledge; and mark an "S" for summary on note cards.
Step B. Show students a variety of resources including a dictionary, thesaurus, almanac, etc. Have students give their opinions on whether the resources will help them research their project. Discuss with students that the selection of "useful" resources will cut down on the time spent researching. Direct students to the books on reserve (from resource list) and review table of contents, glossary, and index as ways to help identify useful resources. Direct students to the list of online resources provided (from resource list). Give each student two copies of the handout "Website Checklist" (see figure 1) on evaluating good websites. Choose one website from the list and use the handout to evaluate the website together. Direct students to use the other handout to help evaluate one line resource they use during their research.
Figure 1: Website Checklist
Day 2
Step A. Direct students to the following website: IPS Internet Public Library. http://www.ipl.org/div/websearching/ As a group read several of the reviews and elicit from students how this information can help with their search/research.
Step B. Distribute a copy of the handout "Greek Mythology Who's Who Matrix" (see figure 2) to grade the "library" portion of the project. Discuss with students how their English teacher will be grading a portion of their project while you will grade those portions specific to research and resources. Review the matrix with students.
Figure 2: Greek Mythology Who's Who Matrix
Step C. Students begin research in the library media center. The classroom teacher and library media specialist are available to assist.
Day 3
Students work independently on research in the library media center.
Day 4
Students complete research and begin working on creative project. This is the last formal work session for students in the library media center. Students may come to the library media center during study halls or before or after school to complete projects.
Assessment or Evaluation:
The classroom teacher will evaluate student projects based on curriculum objectives stated at the beginning of this article. The library media specialist will evaluate student projects based on library media skills objectives.
Matrices will be used in the evaluation process. Collaborating on evaluation gives equal emphasis to the whole process, not just the final project.
Follow-Up:
Students will be asked to give suggestions for "Next Time" to address any problems with the process.