Mysteries in Ancient HistoryTroy: Was there a Horse?

Team members names/partners: ______Date: ______

NPA Language Arts, 6th Grade Writing and Social Studies assignment

Standard: Explain how language, literature, the arts, architecture, artifacts, traditions, beliefs, values and behaviors contribute to the development and transmission of culture. (NCSS)

Objective: Students will hear Homer’s story, analyze an ancient piece of artwork, and read about archaeological findings and then write their own lay showing whether or not there was a Trojan horse.

The Activity Day 1

  • Read aloud a play on the events that took place on Homer’s Troy (Attention Grabber page 33)
  • 12 volunteers are to read the play out

Reflect on what you think happens next in the story to yourself, by answering the following questions in complete sentences:

  1. Do you think this play could be based on a true story? ______
  2. For what reason do you think this could be true? ______
  3. For what reason do you think this is not a true story?______
  4. What advice do you give the Trojans regarding the horse?______
  5. What do you think the Trojans will do with the horse?______Then on page 34, the rest of the Story write the rest of the play to show what happens next. You will have 10 to 15 minutes to complete the play with your own version, though this is intended to be a creative thinking task-points will be deducted for being silly (serious responses only, please).

In a small group share the script you have composed, consider the possible clues and how it could “play out”, share your script (with choreography) and act it out with peers.

After everyone has finished sharing their plays, students will find out the next part II of the actual play.

Mysteries in Ancient HistoryTroy: Was there a Horse?

Team members names/partners: ______Date: ______

NPA Language Arts, 6th Grade Writing and Social Studies assignment

Standard: Explain how language, literature, the arts, architecture, artifacts, traditions, beliefs, values and behaviors contribute to the development and transmission of culture. (NCSS)

Objective: Students will hear Homer’s story, analyze an ancient piece of artwork, and read about archaeological findings and then write their own lay showing whether or not there was a Trojan horse.

The Activity Day 2

  • Read aloud The Conclusion of “Laocoon’s Hunch” (pages 35-36)
  • 12 volunteers are to read the play out (students read the same parts as they did the day before)

Reflect on how this ending is different than the ending that you wrote the day before:______This story comes from two very famous poems, called The Iliad and The Odyssey, written by a man named Homer. Some archaeologists think that what Homer wrote was actual history. It is your job to solve the mystery of the possibility of the Trojan horse.

Then on page 37, the Graphic Organizer, you will be keeping track of the debate and clues, keep this handy for the remainder of the week to record information that will help you decide whether there really was a Trojan horse.

The Activity Day 3

In your small groups read the Background Information (pages 38-40). Closely read the Background Information (pages 38-40), make sure to annotate, use SQ3R and Cornell notes.

On your Graphic Organizer (page 37) note information that you believe will help you prove or disprove the reality of the Trojan horse.

At this time you may add additional information to your graphic organizer to help differentiate the information (fact from fiction). Answer the following questions, then come up with 3 of your own questions you would like to ask to during Seminar next week on Day 5 of our simulation, be sure to record all of the information you will use to defend your statement in the argument page (on the back side of the Trojan Horse).

  1. If there was a war between the Greeks and Trojans, what was the reason for their fighting? Was there one 10 year war, or were there many smaller wars? ______
  2. The word Ahhiyawans is similar to the name Achaeans. Homer used that name in his poems. Is it possible that the Hittites recorded information about the Greeks? Why or Why not?______
  3. Since Homer appears to be very accurate in his description of Troy and the surrounding areas in his two poems, should everything in Homer’s poems be taken literally (as fact that it happened), or was he merely telling a history in the form of a poem so that the generations to come would know what happened at Troy? ______

Write down three of your own questions you would like to ask during Seminar, include interesting things that you want to know more about as well as questions that will help to support whether or not you think there was an actual wooden Trojan Horse.

1) ______

2)

______

3)______

Keep track of these questions and the graphic organizer, you will need them for Day 4 and Day 5.

Mysteries in Ancient HistoryTroy: Was there a Horse?

Team members names/partners: ______Date: ______

NPA Language Arts, 6th Grade Writing and Social Studies assignment

Standard: Explain how language, literature, the arts, architecture, artifacts, traditions, beliefs, values and behaviors contribute to the development and transmission of culture. (NCSS)

Objective: Students will hear Homer’s story, analyze an ancient piece of artwork, and read about archaeological findings and then write their own lay showing whether or not there was a Trojan horse.

The Activity Day 4

In your small group read Finding Troy (page 41). This page will help you understand where Troy was located in ancient times. Consult the maps and globes to fill in the information.

Now read the copy of “Did the Trojan Horse Exist?” (page 42). This activity sheet has an ancient drawing of a battering ram. Read the directions and students will analyze the picture in their small group. What do you think about the battering ram and the horse in Homer’s poem? Record your information on the graphic organizer.

The Activity Day 5

In your small group it is time to make your decision about the Trojan horse. You must be able to defend your claims with evidence (facts from your reading and observations of maps and artifacts). Referring back to your Graphic Organizer for help, and using the “The True Story of Troy” (page 43), read the directions out loud together and write out your play. Time permitting, we will present them.

Works Cited:

Conklin, Wendy. Mysteries In History. Westminster, CA: Teacher Created Resources, 2005. Print.