Laboratory School for the Academically Gifted

The Power of the Warrior Within

Language Arts and Social Studies Curriculum, 2008-2009

Developed by:

Shelly R. B. Montanez

Concept:

Power

Rationalization:

The ways gifted education students respond to learning in a regular education classroom may not meet their specific learning and affective needs. Some means to meet the needs of gifted students are differentiating instruction and creating peer interactions while surveying history’s warriors and their civilizations through literature. The following curriculum is intended to provide in-depth study of Greek, Celtic, Roman, Viking, Mongols, Japanese, Knight, and Aztec cultures through creative and critical thinking, with the guidance of the teacher as a facilitator. With the aid of a safe, comfortable, and organized learning environment, students will set personal goals, reflect on their learning experiences, and accept their strengths and those of their peers. Formative assessments exist throughout the curriculum as students begin to understand the importance of their transformation into peoples of the past. The analytical skills students will develop through a variety of activities will ultimately enable every child to experience past civilizations, their surrounding cultures, the power of the warrior throughout history, and even the power to overcome obstacles in their own lives.

Topics:

Ø Latin Language (Reading Approach), Vocabulary, and Etymology

Ø Greek, Celtic, Roman, Viking, Mongolian, Japanese, Knight, and Aztec Mythology and Religion

Ø Greek, Celtic, Roman, Viking, Mongolian, Japanese, Knight, and Aztec Life and Culture

Ø Authentic Literature from respective cultures

Grade Level/Subject/Intended Population:

Fifth Grade Gifted Students living in Chesapeake, Virginia, from a variety of socio-economic backgrounds.

Objectives/Outcomes:

Ø TSW increase their oral, aural, and written vocabularies.

Ø TSW accurately read classical Latin.

Ø TSW translate Latin into English.

Ø TSW investigate the influence of Latin vocabulary upon the English language.

Ø TSW generate English derivatives based upon Latin vocabulary families.

Ø TSW demonstrate understanding of Latin–based derivatives through independent and group hands-on applications.

Ø TSW compare and contrast Latin and English language concepts.

Ø TSW investigate and demonstrate connections between selected portions of literature from each of the targeted cultures and other cultures.

Ø TSW research utilization and applications of the targeted cultures’ literature in their own culture (literature, music, art, movies, advertising, etc.) and independently and cooperatively present through a variety of media.

Ø TSW research, analyze, and interpret primary and secondary information sources to increase understanding.

Ø TSW synthesize their acquired knowledge of the daily life, warfare, and religion into multimedia presentations on specific cultures.

Key Generalizations:

Ø Power enables us or others to overcome.

Ø Power is the ability to influence.

Ø Power evolves from knowledge.

Ø Power may be used or abused.

Ø Power may take many forms.

Essential Questions:

Ø How has the Latin language influenced the English language?

Ø What innate characteristics of man are evident in the targeted cultures?

Ø What motivates humans to become warriors, overcome, and acquire power? Why do people fight? What causes wars?

Ø How has the literature of the targeted cultures influenced and shaped modern civilization?

Ø How has the power of the targeted cultures influenced and shaped modern civilization?

Essential Understandings:

Ø Sixty percent of the English language is Latin-based.

Ø Innate human nature throughout history and diverse cultures has remained universal.

Ø The influence of the targeted cultures’ daily life, warfare, literature, and religion is evident in modern society.

Essential Activities/Processes:

Latin Language, Vocabulary, and Etymology

Ø Repeat Latin passages after teacher’s model.

Ø Read Latin phrases aloud as a group and independently.

Ø Translate Latin phrases into English as a group and independently.

Ø Cross reference Latin vocabulary and English derivatives using dictionaries.

Ø Utilize English derivatives in multi-venued presentations independently and collaboratively.

Targeted Cultures’Religion/Beliefs

Ø Research and familiarize self with basic religion of each culture, using books and electronic information sources.

Ø Demonstrate comprehension of the selected literature from each civilization through individually chosen methods that reflect a variety of learning styles.

Ø Analyze and interpret art, music, literature, movies, advertising, etc. to determine the influence of the targeted cultures’ religions on modern civilization.

Targeted Cultures’ Daily Life and Warfare

Ø Explore/investigate the military structure of each civilization through research and hands-on activities.

Ø Explore/investigate the differences in reasons for aggressive behavior of each civilization through research and hands-on activities.

Ø Compare and contrast the characteristics of each culture and link them to modern correlations.

Ø Explore/investigate/demonstrate practices and products of the targeted cultures as evidenced in our culminating project.

Ø Research ancient geography of each civilization through hands-on activities.

Ø Demonstrate a transfer of understanding the power of ancient warriors to the understanding the power of contemporary literal and figurative warriors.

Essential Skills:

Ø Motivation to work independently

Ø Collaborating and cooperating with a partner or in a group to accomplish a common goal

Ø Independent and partner research utilizing a variety of sources

Ø Independent and partner activities

Ø Independent and partner products

Ø Learning activities and centers based upon Howard Gardner’s Multiple Intelligences (MI) theory

Ø Effective verbal and written communication

Ø Meaningful contribution to class discussions

Ø Creative problem-solving

Ø Risk-taking

Ø Using good listening skills

Ø Evaluating decisions

Ø Writing effectively

Ø Editing appropriately

Differentiation Strategies:

Ø Content – Activities and research span various levels of complexity and students’ learning styles and interests.

Ø Process – Activities and research utilize a variety of strategies and media.

Ø Product – Products vary according to the MI theory (journaling, writing, oral presentations, building, drawing, acting, composing music, artwork, etc.).

Approximate Time Span:

This curriculum consists of 36 hours of instructional time, broken into three hour blocks, one day per week, for the duration of a nine week session.

Assessment:

Ø Teacher observation of frequency and quality of student participation in class activities and discussions

Ø Student performance and products assessed by students (group and self) and teacher based upon rubrics

Ø Student performance and products self-assessed by reflective writing

Ø Daily discussions with opportunities for questions and answers

Ø Student products demonstrating reflective thinking, understanding of essential knowledge, and creativity

Ø Teacher and student rubrics defining tasks for culminating project

Resources:

Ø Internet Web sites

Ø Centers

Ø Music clips

Ø Film and video clips

Ø Artwork

Ø Books and literature selections

Bibliography for Selected Literature

1. Bini, Renata (2000) . A World Treasury of Myths, Legends, and Folktales. New York, NY: Harry N. Abrams.

The Death of Balder pp.32-35 The Plumed Serpent pp. 96-99

The Sword in the Stone pp.46-49 How the People Got Corn pp.100-101

Izanagi and Izanani pp.64-67

2. Despain, Pleasant (1990) . Twenty-Two Splendid Tales to Tell From Around the World, Volume 1. Seattle, WA: Merrill Court Press.

The Golden Pitcher pp.56-59

3. Despain, Pleasant (1990). Twenty-Two Splendid Tales to Tell From Around the World, Volume 2. Seattle, WA: Merrill Court Press.

The Burning of the Rice Fields pp.72-75

4. Great Books Foundation, The (1992). Junior Great Books, Series 4, First Semester. Chicago, IL: Author.

The Enchanted Sticks pp.106-117

5. Marcatante, John (1990). Tales From World Epics. New York, NY: Amsco School Publications.

The Wrath of Achilles pp.11-27 The Daring Voyage of Aeneas pp.39-53

Beowulf and the Creatures From the Burning Lake pp.80-89

The Lady Knight and the Face in the Mysterious Mirror pp.123-137

Chuko Liang and the Hundred Thousand Arrows pp. 174-180

The Strange Weapons of Chuko Liang pp.181-188

6. Mayer, Marianna (1999). Women Warriors. New York, NY: Morrow Junior Books.

Hiera pp.27-30 Gwendolen pp.43-50

Scathach pp.31-36 Boadicea pp.51-54

Morrigan pp.39-42 Yakami pp.61-64

7. Penguin Books (1978). Fairy Tales From Many Lands. New York, NY: Author.

Jack the Giant Killer pp.1-14 LLudd and LLevelys pp.28-33

The Battle of the Birds pp.15-27 Guleesh pp.34-51

8. Pilling, Ann (1993). Realms of Gold Myths and Legends From Around the World. New York, NY: Kingfisher Books.

The Death of Balder pp.28-36 The Unicorn pp.51-56

Bedd Gelert pp.43-46 The Giants Who Couldn’t Swim pp.77-84

9. Reton, Walker (1989). Favorite Tales From Many Lands. New York, NY: Grosset and Dunlop.

Lazy Jack pp.52-57 The Boy Who Made A Snake pp.81-87

10. University Society, The (1979). Folk and Fairy Tales, The Bookshelf for Boys and Girls, Volume 3. Midland Park: Author.

Sigfried pp.72-75 Hashnu the Stonecutter pp.315-317

My Lord Bag of Rice pp.318-322

11. University Society, The (1979). Favorite Stories and Songs, The Bookshelf for Boys and Girls, Volume 4. Midland Park: Author.

Alexander and the Horse Bucephalus pp.4-5 Androcles and the Lion pp.8-9

The Sword of Damocles pp.16-17 Horatius at the Bridge pp.18-19

The Wanderings of Odysseus pp.39-56

Each week students will explore the targeted culture(s) through the following components:

The Second and Third nine week sessions will have nine weeks of instruction and will insert a week of study on Genghis Khan and the Mongols after Japan.