Students, through group activities, “discover” the meaning of the text and translate it using the linguistic, and interpretive comments of the book, as well as a digital dictionary. With critical thinking and a creative attitude, invited to analyze the syntactic and conceptual relationships underlying the text and compare their translations. They also take an in-depth approach to the content and ideas of the text. Through this process, they can approach the text as a living resource for connecting the past with the present.
| Title | Exploring an ancient text and learning about Self-sacrifice and Heroism |
| Creator | Dimitra Dimitrakopoulou |
| Main Idea / Description | Students, through group activities, “discover” the meaning of the text and translate it using the linguistic, and interpretive comments of the book, as well as a digital dictionary. With critical thinking and a creative attitude, invited to analyze the syntactic and conceptual relationships underlying the text and compare their translations. They also take an in-depth approach to the content and ideas of the text. Through this process, they can approach the text as a living resource for connecting the past with the present. |
| Target Group(students’ age, learning level, background, disabilities) | Students aged 14-16 years old |
| Curriculum & Learning Subjects | Computer Science, Ancient Greek |
| Competencies | KnowledgeStudents are expected to: specify the type and purpose of the text relate the literary genre of the text to its author and the period in which it was written/reported.identify the linguistic means used by the orator and evaluate their contribution to the effectiveness of the discourseidentify the syntactic and contextual relationships in the text (Translation of the text in Modern Greek)perceive the significance that the ancient Greeks attributed to self-sacrifice for the sake of the homeland and investigate any similar contemporary perceptions (timelessness of the concept of heroism and sacrifice).SkillsStudents should:cultivate their critical thinking and creativity (comparison, synthesis, and presentation of information)develop social skills |
| Teachers’ Wellness Competencies | Emotional e-awarenessE-self- managementEmotional leadership/e-mediacy |
| Learning Scenario Framework | |
| Pedagogical Method | Project-based and collaborative learningPI1. Emphasizing strengths (Lean on your strengths and have a positive mindset): Self-paced learning, Active LearningAfter identifying students’ strengths (e.g., linguistic, historical analysis, creative skills), assign specific roles. For instance, one student can lead linguistic translation, while others focus on contextual historical analysis.PI4. Relationships support (Support and work well with others)Teachers focus on emotional awareness, helping students manage their emotions and maintain healthy relationships in group work.PI6. Encouraging engagement (Have a voice and be active):Students use an online dictionary and the online anthology corpora to translate the text. Integrating technology allows students to access a broader range of resources and enhances engagement. |
| Software & Materials | Computers or tablets with internet accesshttps://www.greek-language.gr/digitalResources/ancient_greek/tools/liddel-scott/search.html?lq=https://www.greek-language.gr/greekLang/ancient_greek/tools/corpora/anthology/content.html?t=322&m=2 |
| Evaluation Tools | Evaluation through group activities: Students participate in group activities where they “discover” the meaning of the text and formulate the translation, analyze syntactic and conceptual connections, and approach the content of the text. Assessment here can be based on participation, cooperation quality, and correct text analysis.Evaluation through worksheets: Each group has its worksheet, in which students are asked to list words, translate the text into Modern Greek, and answer questions about the text. The assessment is based on the accuracy of the answers.Evaluation through class discussion: Through class discussions and student participation in the dialogue, the teacher can assess whether students have understood the text and its content. |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets….) | Description: Students explore an ancient text, an epitaph speech, using linguistic and interpretive tools, including a digital dictionary. A key focus of the scenario is discussing the linguistic means employed by the orator, and analyzing how these contribute to the effectiveness of the discourse. Students are guided to translate the texts into modern Greek and critically examine the syntactic and conceptual relationships. They edit and finalize their translations by comparing the ones proposed by the teacher. Themes like self-sacrifice, heroism, and their timeless relevance are explored. The activities also foster creativity, critical thinking, and social skills through project-based learning, class discussions, and creative tasks, all while reflecting on the connection between historical and contemporary perceptions of heroism.Discussion: IntroductionFocus on the Communicative (epitaph speech) and Historical (Corinthian War) context of the text.Keywords: Epitaph speech, Rhetoric, Self-sacrifice, Homeland, Honour, Virtue, posterityGuiding questions:What was the epitaph speech?On what occasions do you think it was recited in ancient Greece?Why do you think the Athenians gave epitaph speeches after battles? What role did this speech have for the city and its citizens?What do you know about Lysias and rhetoric?WorksheetsGroup AList the words in the text found in Modern Greek.Translate the above extract from the text into Modern Greek using the linguistic comments of the book, the dictionary of Ancient Greek and identifying the main terms of each sentence. (https://www.greeklanguage.gr/digitalResources/ancient_greek/tools/liddel-scott/index.html)Compare, edit, and finalize your translation https://www.greek-language.gr/greekLang/ancient_greek/tools/corpora/anthology/content.html?t=322&m=2Respond to the following question by composing a short paragraph in modern Greek: “Who does the orator consider happy?”.Group B1. List the words in the text found in Modern Greek.2. Translate the above extract from the text into Modern Greek using the linguistic comments of the book, the dictionary of Ancient Greek, and identifying the main terms of each sentence. (https://www.greeklanguage.gr/digitalResources/ancient_greek/tools/liddel-scott/index.html)Compare, edit and finalize your translation https://www.greek-language.gr/greekLang/ancient_greek/tools/corpora/anthology/content.html?t=322&m=2 Respond to the following question by composing a short paragraph in Modern Greek “What is the result of self-sacrifice in war?Group C1.List the words in the text found in Modern Greek.2.Translate the above extract from the text into Modern Greek using the linguistic comments of the book, the dictionary of Ancient Greek, and identifying the main terms of each sentence. (https://www.greeklanguage.gr/digitalResources/ancient_greek/tools/liddel-scott/index.html)3.Compare, edit and finalize your translation https://www.greek-language.gr/greekLang/ancient_greek/tools/corpora/anthology/content.html?t=322&m=24. Respond to the following question by composing a short paragraph in Modern Greek: “In what way did the state honor those who sacrificed their lives in the war?”Group D1.List the words in the text found in Modern Greek.2.Translate into Modern Greek the above extract from the text using the linguistic comments of the section, the dictionary of Ancient Greek and identifying the main terms of each sentence. (https://www.greeklanguage.gr/digitalResources/ancient_greek/tools/liddel-scott/index.html)3. Compare, edit and finalize your translation https://www.greek-language.gr/greekLang/ancient_greek/tools/corpora/anthology/content.html?t=322&m=24. Respond to the following question by composing a short paragraph in Modern Greek: “What does the orator think of those who sacrifice their lives for their country?”Class DiscussionIndicative questionsDo you think that the concept of philanthropy remains the same today as it was in antiquity?What differences do you identify in the concept of philopatry in ancient Greece and today?Do you think that the values expressed through the Epitaph speech apply to modern society?Who is considered a hero today?Are those who sacrificed themselves for their country honored in our days? In what way?HomeworkCreate a sketch or a poster representing the concept of philopatry, either from ancient times or from today. Include a sentence or short text that summarizes your message.Ιnstructions:Drawing: Students can design and color their posters with traditional materials (pencils, paints, markers), thus expressing their creativity.Use of AI tools: Alternatively, students can use AI tools to create images, such as “DALLE”. They will describe what they want depicted on the poster and the tool will create an image according to their descriptions. |