|
Pre-Reading
Activities
On each of their four
visits to these ancient worlds, Jack and Annie are surprised
to find similarities as well as many differences among these
lands. Based on other stories you've read or movies you've seen,
what do you know about Ancient Egypt, Greece, Rome, and China?
What similarities and/or differences might you expect among
them in such areas as clothing, homes, markets, sports, beliefs,
and writing systems? Would you expect similarities to exist
between these ancient times and our own? If so, give examples.
Classroom
Connections
Activities
for use with
Ancient
Rome and Pompeii:
A
Nonfiction Companion to Vacation Under the Volcano
Agree to Disagree
- Social Studies
- Language
Arts
In the Roman Republic
, the people elected two consuls who had to agree on everything. Have
readers make a list of topics on which there can be agreement
and disagreement, such as favorite foods, books, television
shows, or sports. Have them interview one another to determine
whether they agree or disagree on the topics. Discuss the
difficulty of coming to an agreement, and how this might make
it difficult to govern.
Students can mount
a campaign to get others to agree with their opinion on a topic
they are passionate about. Encourage them to make posters, flyers,
or write a short speech that could persuade others to agree
with their opinion.
Roman Gifts
- Social Studies
- Language Arts
Many modern conveniences such as roads, baths, and numerals
are a result of what the Romans developed. Have students identify
a gift from the Romans and wrap a picture or facsimile of the
gift in a package. Put the gifts on a table and have students
randomly select a Roman gift and write a thank-you note, explaining
how that gift is used today and why it is so useful.
Roman Hall of Fame/Roman Hall of Shame
- Social Studies
- Language Arts
As with any group,
there were famous Romans, some for the good they did and some
for their evil deeds. Have students “become” one of the Roman
gods, goddesses, or human beings and give a biographical talk
including their name, special achievements, how their acts helped
or hurt others, and how they should be remembered. After hearing
each speech, have the class vote the Roman into either the Hall
of Fame or the Hall of Shame.
Can You Dig It?
Much
of the information about Pompeii comes from archeological digs.
Set up a simulated dig featuring artifacts from the classroom.
Collect small items and parts of items that represent classroom
activities—e.g., a section of a pencil, a small eraser, a paperclip,
a part of a crayon, a marker top, etc. Fill a large box with
dirt and place the objects at various depths and areas/spaces
within the dirt.
Let students sift through
the dirt using spoons, flour sifters, etc. to find the objects
in the dirt. Remind them to be very careful about what they
find, so as not to destroy the item. They then write a description
for each of the items found for a museum display of classroom
artifacts. If you set up several digs, collect materials from
other sites (kitchen, playground, etc.), and challenge readers
to identify the site and what happens at that location.
Printable
Activities
 Click
here: Latin
Isn’t Dead Activity Sheet
After students complete
the activity sheet share the words that students identify from
the Latin root, and discuss which ones actually incorporate
the original Latin root meaning. Challenge students to write
a note using these Latin words, and others can translate the
note into English.
Guide prepared
by Dr. Peggy A. Sharp, a national children's literature consultant.
Activities
for use with
Vacation
Under the Volcano
Make a Volcano
Curriculum Tie-Ins:
- Earth Science
- Geography
- History
Jack and Annie are
fortunate to escape with their lives when Mt. Vesuvius erupts.
Ask students to locate Mt. Vesuvius and other volcanoes such
as Mt. Fujiyama and Mt. St. Etna on the map. Note dates on which
these volcanoes erupted and the consequences that followed.
Then, with a few simple materials, your students can make an
"active volcano" of their own.
- Place a well-washed gallon milk container in the middle
of a flat surface covered with plastic or newspaper.
- Dump ½ a large bag of potting soil around the container.
Begin shaping the volcano by adding small amounts of water
to the soil. Keep adding soil as needed to cover the container
up to the neck where the lid will eventually be screwed on.
- Pour 1 cup of concentrated dishwashing liquid, 1½
cups of water, 1 full bottle of red food coloring and three-quarters
box baking soda. Screw the lid onto the container. Not too
tightly!
- After a few minutes, unscrew lid and pour in ¾ large
bottle of vinegar, and then stand back!
Printable Activities
Click
here: Greek
and Roman Gods Matching Game.
Answer Key for the Greek and Roman
Gods Matching Game
1. Jupiter
2. Neptune
3. Minerva
4. Venus
5. Mars
6. Cupid
7. Mercury
8. Diana
9. Saturn
10. Ceres
Teaching
ideas by Rosemary B. Stimola, Ph.D., professor of children's
literature at City University of New York, and educational and
editorial consultant to publishers of children's books.
Activities
for use with
Ancient Greece and the Olympics:
A
Nonfiction Companion to Hour of the Olympics
Getting Started
Ask students what their
favorite games are on the playground, in the gym, and at home.
Do they like to play games alone? With one other person? With
groups or teams? Discuss the meaning of competition.
What kinds of competition do they participate in at home, in
school, or in their community? How do they feel when they win?
When they lose?
Using a show of hands,
ask how many students have heard of or watched the Olympics,
an international competition involving many different sports.
Show students pictures of different summer and winter Olympic
sports. Which events are their favorites? Who are some of their
favorite Olympic athletes?
Using a map or a globe,
locate Greece and explain that our modern Olympics started with
the ancient Greeks almost 3000 years ago as a festival to honor
the Greek God, Zeus. Create a time line showing the geographic
location of the winter and summer Olympic Games for the last
five years. Note where and when the next games will be held.
Explain that students are about to learn a great deal more about
these games and the culture of the people who started them in
this guide.
It’s Greek
to Me!
The names of many
of our geometric shapes have Greek origins. Polygons (Poly =
many; gonia = angles) are closed figures that have several lines
and angles. The first part, or prefix , in the names
of these shapes tells how many sides and angles that shape has.
For example:
Tri angle
= 3
Quadri lateral
= 4
Penta gon
= 5
Hexa gon
= 6
Hepta gon
= 7
Octa gon
= 8
Draw each of these
geometric shapes on the blackboard or on individual handouts.
Ask students to count the sides and angles in each and see if
they can label each polygon correctly.
A Tale of
Two Cities
Locate the city-states
of Athens and Sparta on a map of Greece , identifying different
physical features of their locations. List aspects of language,
culture, and customs common to both.
Point out that democracy,
the form of government we have in our United States , originated
in Athens . Write a definition of democracy on the
blackboard. Compare the ancient Athenian democracy with our
modern democracy in America . Discuss if it is possible for
a society to be democratic when all citizens do not enjoy equal
rights.
Point out that totalitarianism,
a form of government practiced in countries of our modern world
(e.g., North Korea ), originated in Sparta . Write a definition
of totalitarianism on the blackboard. Using a Venn
diagram, illustrate the similarities and differences between
life in Athens and life in Sparta .
Under which form of
government would students prefer to live? Why?
MTHing in
Action
- Language
Arts
- History
- Art
The stories of King
Midas or Jason and the Golden Fleece are as popular
today as they were thousands of years ago. Divide your students
into small groups, assigning a popular myth from Greek folklore
to each. Prepare a question sheet highlighting main ideas and
significant plot events to guide reading and discussion. Encourage
students to offer their opinions about what happens and why
in their story.
Have each group prepare
a script for a Reader’s Theater performance of their myth for
the class. Note that even though all actors in the Greek theater
were men, both boys and girls in their groups will be assigned
a role in the cast or chorus for their play. Props, masks and
costumes, based on their specific story, may add to the festivities.
Arrange classroom seats in a large circle or semi-circle with
a center stage area to create the feeling of an open air Greek
theater.
The Nature
of Heroism
- Research
- Language
Arts
- Social Studies
Tales from the ancient
Greeks generally connect heroism with physical strength and
courage in confronting great dangers. Modern society, however,
has recognized new kinds of heroes and different types of heroism.
Civil Rights leader Martin Luther King, Jr., actor Christopher
Reeve, and astronaut Neil Armstrong have all been called heroes.
What qualities do they possess? Who else, in our modern world,
might be viewed as heroes in light of their spirit and contributions
to contemporary life? Have students choose and research a person
they believe to be a hero of our times and write a profile explaining
what this person has done to deserve this status in his/her
eyes.
Let the Games
Begin!
Allow students to
experience the satisfaction of competition and good sportsmanship
in their own Class Olympics. Create a flag displaying a symbol
for your Olympic competition. Select events to be included.
Make it fun! You might have three-legged races, sack races,
Frisbee throws, egg-relays or even a game of Greek Hoops, just
to name a few. Have students design medals with poster board
and paint them gold, silver, and bronze to recognize winners
in each event. Choose up teams, review game rules for each event
and let the games begin!
Printable
Activities
Click
here: Carry the Torch Activity Sheet
Rosemary B. Stimola,
Ph.D. teaches Children’s Literature at Hostos Community College/City
University of New York and serves as educational and editorial
consultant to publishers of children’s books.
Activities
for use with
Hour
of the Olympics
No Women Allowed
Curriculum Tie-Ins:
Annie is more than
a little annoyed to learn that the identity of the author behind
the story they seek must be listed as "anonymous" to hide the
fact she was a woman.
- Discuss other ways in which women were kept separate from
the world of men in ancient Greece. How was freedom for "citizens"
interpreted in this time and place? What were Plato's opinions
on the subject?
- Ask students to write a letter to Plato expressing their
feelings on the discrimination shown women in his time. Have
them list contributions women have made in different realms
of society throughout modern history.
Teaching ideas by Rosemary B. Stimola, Ph.D., professor of
children's literature at City University of New York, and educational
and editorial consultant to publishers of children's books.
Activities
for use with
Day
of the Dragon King
Chinese
Clay Play
Curriculum Tie-Ins:
Jack and Annie are
amazed to find 7,000 life-size clay figures of soldiers in the
Dragon King's burial tomb, each with a different face.
Based on the descriptions
provided in the story, involve students in a Chinese Burial
Tomb class project in which each fashions an army figure from
self-hardening clay. Feature details may be added with Popsicle
sticks, forks, toothpicks, etc. Dried figures may then be painted
and assembled in a display.
Teaching ideas
by Rosemary B. Stimola, Ph.D., professor of children's literature
at City University of New York, and educational and editorial
consultant to publishers of children's books.
Activities
for use with
Mummies
and Pyramids:
A
Nonfiction Companion to Mummies in the
Morning
On the Nile!
On a map locate Africa, Egypt, the Nile River, the Sahara Desert,
and the Mediterranean Sea. Explain to students that the Nile
River is the longest river in the world and flows through the
middle of Egypt. Brainstorm activities that would take place
along the river, such as boating, hunting, fishing, washing
clothes, etc. Why was the Nile River so important to the Egyptians?
Why was mud the greatest gift? Look at pictures of this area
today and compare it to ancient Egypt. What are the similarities
and differences?
Animal Kingdom
Have students study the chapter break "The Animals of Ancient
Egypt" on pages 38 - 39. Break the class into small groups to
research one of the particular animals listed. Allow each group
to present what they learned about their animal. Instruct each
group to develop questions that they give answers to in their
report. After the completion of the reports, play a review game
with the questions.
Pyramid Power!
Build a pyramid from either shoeboxes or tissue boxes. Divide
the class into groups and have each group measure the height
of one student from that group. Then estimate the number of
boxes it will take to build a pyramid the height of that student.
Allow students to problem solve and to work cooperatively to
piece the boxes together and to record their success and failures.
Each group should record the time they start and end. When finished,
have students check their estimation. Then have them calculate
the weight of their pyramid.
As a follow-up activity, have students compare the dimensions,
weight, and number of stones to that of a real pyramid. What
tools were used to cut and move the heavy stones? Who built
them?
Who Let the
Gods Out?
- Social Studies
- Language Arts
Egyptians worshipped gods and goddesses that were half human
and half animal. These animal-like qualities signified the duties
that they performed. Have students create their own gods/goddesses
by drawing the head or cutting out pictures of animal heads
and attaching them to drawn pictures or actual photographs of
themselves. Then have students name their god/goddess and write
a poem or description of the characteristics and duties performed
by their newly created god/goddess.
The Farmer
on the Nile
The Egyptians were great farmers and relied very heavily on
the flood cycle of the Nile. Hold a discussion about the importance
of flooding, planting and harvest. Address the question on page
18, "Why was the Black Land so good for farming?" Have students
research what items the Egyptians would have planted and harvested,
and then ask them to illustrate the cycle of their farm year.
Discuss what type of climate and soil is needed to grow various
crops. Decide as a class what would be a good choice of plant
to grow in the classroom and then begin your very own harvest.
Keep science journals to track the growth of each plant.
Human Chariots
Chariots were a main form of transportation in ancient Egypt.
Have a day outdoors and hold human chariot races. Two students
are needed for each race. One child places his hands flat on
the ground and the second child grabs the others' legs. All
human chariots begin at the starting line and race to one end.
Then they switch positiona and head toward the finish line.
The first human chariot across wins.
Download printable
activities for Mummies and Pyramids :
Scribe
for 'Hier'
Recipe
for Papyrus
Gods
and Goddesses Match Game
Answer
Key
Teaching ideas
provided by Jamay Johnson, second grade teacher, and Melinda
Murphy, media specialist, Reed Elementary School, Cypress Fairbranks
Independent School District, Houston, Texas.
Activities
for use with
Mummies
in the Morning
Mummified
Fruits
Curriculum Tie-Ins:
Even though Annie
is grossed out, Jack is not alone in his fascination with mummies
and the process of mummification. Explain the role of a natural
salt, natron, in the desiccation of mummies. Help students experience,
first hand, the drying power of different salt compounds by
conducting the following experiment:
- Divide a fruit such as an apple, a pear, or a peach into
quarters.
- Weigh each quarter; place each into a plastic cup labeled
with its weight.
- Pour ½ cup baking soda into the first cup; ½
cup Epsom salts into the second; and ½ cup table salt
into the third, making sure each fruit wedge is completely
covered; leave the fourth cup as is for a "control."
- Put the uncovered cups in a location out of direct sunlight
for a week.
- Remove each from its cup, brush off as much salt as possible
(do not rinse!) and reweigh.
- Compare starting weights with those recorded a week later.
Calculate the percentage of weight lost in each case.
- Ask students which salt compound seemed to work best. What
information does the "control" fruit provide? How
might results change if salt compounds were mixed?
Printable Activities
Click
here: Mummies
in the Morning Crossword
Answer Key for Mummies in the Morning Crossword:
Across
3. oxen
5. hieroglyphs
7. robbers
9. mirage
Down
1. sarcophagus
2. scepter
4. pyramid
6. spells
8. boat
9. mummy
Teaching ideas
by Rosemary B. Stimola, Ph.D., professor of children's literature
at City University of New York, and educational and editorial
consultant to publishers of children's books.
* All activities
require Adobe
Acrobat |
