Rediscovering Ancient Myths with "Narcissus and Echo" Teaching Resource and Educational Digital Download

In Greek mythology's vast and enthralling realm, two tragic characters stand out, captivating the hearts of students and teachers alike: Narcissus and Echo. These emblematic figures, embodying love, beauty, and vanity, have permeated our culture and language, leaving indelible imprints. To immerse ourselves and our students in their dramatic tale, I have created an educational resource, a comprehensive teaching kit that explores their narrative in engaging and thought-provoking ways.

This resource is not just a static, lifeless document. It is an interactive, vibrant educational tool designed to spark interest and facilitate discussion. With a target audience of middle and high school students, the kit is available as a PDF, Google Slides, and as an Easel Activity and Assessment (exclusive to TpT), offering multiple avenues for engagement.

Educational Digital Downloads Like This One are Available from Stones of Erasmus. 

Feature-Rich Learning Experience

The resource features a meticulously curated three-day lesson calendar with helpful teacher's notes. An intuitive anchor chart detailing key characters and places provides learners with context and geographical understanding of where these tragic Greek youths lived. A map activity brings this historical context to life, setting the stage for the narratives of Narcissus and Echo.

For the heart of the lesson, there are two-story versions of the Narcissus and Echo myth, each provided with a student-friendly reading protocol. The narratives, followed by a 9-count question bank, aid comprehension and promote discussion. A custom note-taking template ensures students actively engage with the material.

To further enrich the lesson, Frayer Model Vocabulary Cards are included. This innovative technique encourages students to explore vocabulary visually, diving deeper into the terms and contextual entries that fit the story.

Active Understanding and Summative Assessment

The learning process doesn't stop there. Half-sheet exit tickets offer a quick way to gauge student understanding at the end of the lesson. Simultaneously, a writing activity serving as a summative assessment challenges students to write a detailed five-paragraph essay exploring the characters of Echo and Narcissus.

A further reading list, often mistaken as merely a bibliography, provides a wealth of additional resources for those wanting to delve deeper into the myth. Whether for additional assignments or individual exploration, these resources facilitate a more profound understanding and engagement with the tragic tale of Echo and Narcissus.

Teachers will appreciate the included answer keys for all student-facing documents. These keys guide students on what to expect in their written and oral responses.

Integrating the Old with the New

This resource, created with high school students in mind, is an excellent addition to any English Language Arts Mythology unit. It encourages students to discuss beauty, vanity, unrequited love, anthropomorphic personification, and more.

Moreover, this resource can easily be paired with a larger unit on Ovid's Metamorphoses, Percy Jackson and the Lightning Thief, Robert Graves's Greek Myths, or Edith Hamilton's Mythology. It supplements a unit on Graeco-Roman Mythology, offering links to full-text primary resources online.

To explore more myths and legends, check out similar resources on the stories of Cupid and Psyche, Zeus and Metis & The Birth of Athena, Apollo and Daphne, and many more lessons included in the Middle and High School Mythology Series.

A Gift of Knowledge

Lastly, I'd like to thank the New York Public Library Digital Collections. They have made a wealth of public domain material available to the public, a generous gift to educators and learners alike.

Discover a new world of ancient tales with this resource, and join me on a journey through the enthralling stories that have shaped human culture and thought. Embark on the path of knowledge at Stones of Erasmus, © 2023 stonesoferasmus.com.

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Creation Myths of Ancient India: World Mythology Series for the Middle and High School Humanities Classroom

Teaching creation myths from ancient India can be an exciting way to engage middle and high school students in the Humanities or English Language Arts classroom. It provides an opportunity to explore different cultures, beliefs, and worldviews. In this post, we will delve into the significance of creation myths and explore some examples of creation myths from ancient India.

I discuss how to teach creation myths from ancient India to middle and high school students in a Humanities or English Language Arts classroom.

From the soaring Himalayas to the tropical coastline,
the Indian subcontinent's diverse geography
has shaped India's rich and complex history.

Creation myths are an integral part of human history and culture. They are stories that explain how the world came into being and how humans, gods, and other beings came to exist. Ancient India is rich in mythology and has a plethora of creation myths that provide a unique perspective on the universe's origin.

What is a Creation Myth?

A creation myth is a traditional story that explains how the universe, Earth, and all living things came into existence. These myths are often considered sacred and passed down through generations. Creation myths vary across cultures, but they all share a common thread: they attempt to answer fundamental questions about the nature of existence and our place in the world.

Creation Myths from Ancient India

India has a rich and diverse tradition of creation myths. These myths are drawn from Hinduism, Buddhism, Jainism, and other religions that originated in India. Here are a few examples of creation myths from ancient India:

The Rig Veda Creation Myth: This is one of the oldest creation myths in India, dating back to around 1500 BCE. It tells the story of the god Prajapati, who creates the world by sacrificing himself.

The Puranas Creation Myth: The Puranas are a collection of ancient Hindu texts that describe the creation of the universe. They tell the story of the god Brahma, who creates the world by meditating on the lotus flower that grows from the navel of the god Vishnu.

The Buddhist Creation Myth: In Buddhist mythology, the universe goes through

Ancient India boasts a host of creation myth traditions.

cycles of creation and destruction. The creation of the universe is said to begin when the Buddha Amitabha creates a pure land, a perfect world where beings can attain enlightenment.

The Jain Creation Myth: In Jainism, the universe is eternal and has no beginning or end. However, it constantly changes, and beings are reborn in different forms. The universe is divided into six realms, including the human realm, the animal realm, and the realm of the gods.

Teaching Creation Myths from Ancient India

Teaching creation myths from ancient India can be a fun and interactive experience for students. Here are a few tips for incorporating these myths into your Humanities or English Language Arts curriculum:

1. Provide Context: Before diving into the creation myths, provide students with some background on ancient India, its religions, and its culture. This will help students understand the significance of these myths and appreciate their cultural and historical context.
2. Engage in Close Reading: Read the creation myths with your students and encourage them to analyze the language, themes, and symbols used in the text. This can be a great way to build critical thinking and analysis skills.
3. Compare and Contrast: Compare and contrast the creation myths from ancient India with creation myths from other cultures. This can help students see the similarities and differences between different worldviews and gain a broader perspective on human history and culture.
4. Explore Art and Literature: Creation myths from ancient India have inspired a wealth of art and literature. Encourage students to explore visual art, literature, and music that are inspired by these myths. This can be a great way to connect with the myths on a deeper level and explore their cultural significance.

Conclusion

Teaching creation myths from ancient India can be an enriching and enlightening experience for middle and high school students. It provides an opportunity to explore different cultures, beliefs, and worldviews and to build critical thinking and analysis skills. 

Feel free to check out my TpT store, where you can purchase my unique lesson plan on teaching creation myths from ancient India!

I sell a ton of Humanities-based educational digital downloads on my TpT store and on Made by Teachers. Check 'em out!

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Fall Teaching Diary: After a Quarter of the Year Teaching (On the Hinge of the Covid-19 Pandemic)

I am a high school English teacher. But, in this post, I don't talk at all about teaching. But if you want to check out my store on Teachers Pay Teachers — it's lit! I took a selfie while waiting for a burger at the Five Guys on Fifty-Something street in Manhattan. Then I went to see a French film at the Museum of Modern Art — L'amour Fou, directed by Jacques Rivette. I knew nothing of the movie, except that it was an artifact of the Nouveau Vague — and its running time was well-over four hours. The movie's images and set-up captivated my imagination. I only once became anxious about sitting in the theater for that long. The movie is about the break-up of a theater director guy and his girlfriend, an actor (performed by by Jean-Pierre Kalfon and Bulle Ogier). The film cuts between life in their Parisian apartment, scenes from rehearsal of the play Andromaque, and a documentary film crew filming the director's rehearsals. Lots of talking. And improvisation. So it feels natural. Something that a long-run movie does for the viewer. And the scene where the couple has a Dionysian tear-up of their apartment was fantastic. And then the moments when the guy was a total masculine unsympathetic man — I didn't care for that much. The focus on the female character was my go-to source of enjoyment. Hooray! I watched that long French movie. And then I went home and became anxious because I was looking to move to a new place. I move on December First, and I have no idea where I will end up or with who. Long story short — I decided (and my current roommate) agreed that our time was up. We divorced. Amicably. Kind of like in the French movie — except my roommate is not my lover. *Laughing out loud* I plan to move to another place in the neighborhood — in Jackson Heights, Queens. I like the environs even though it is a tad boring. So wish me luck and let me know in the comments if you have ever seen a French film that you liked and why.

Film Still from Jacques Rivette's 4-hour long film L'amour Fou

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Teaching Eleven and Twelve Year Olds How to Conduct Online Research is Fun

Working Every Day With Kids

I'm a teacher. I don't have a classroom of seventy kids. My largest class has twenty-three students. I work at a small school. There is a lot of interaction between teachers and students and I'm often in the middle of things every day. Because of my schedule, I get to teach several different subjects to different age groups. I teach two different groups of Sixth graders once a week. We've had this schedule since September. 

Teaching Kids How to Research Online

I teach a class called Research. We do activities in the computer lab. I make them create customized Google Maps. We use Google Earth. For one lesson the kids created their own Encyclopedia Britannica online account. I teach them how to find good resources online. I make them take notes on Google Docs. I talk about Internet safety. Sometimes we play silly HTML games online. It's an easy class to teach because we’re doing stuff I like. Give me an encyclopedia or an atlas and I'm lost in it for hours. I'll forget to eat or take a shower. So I'm in my element twice a week on Mondays and Wednesdays. It's the closest I get to feeling like a librarian. Also, I get a kick out doing Internet-related stuff with kids. It's interesting finding out how much they know. Eleven and Twelve-year-olds are also really hilarious and curious. 

Creating Surveys to Teach Qualitative and Quantitative Questioning

Leveraging my students' insatiable curiosity, I made them create their own Google Forms. We did a unit on qualitative and quantitative questions. How many hours do you spend online? That's a quantitative question. How do you feel about going to the dentist? That’s a qualitative question. And I talked about the differences between open and close-ended questions. Using those two concepts we created surveys. A large percentage of the kids wrote survey questions about video gaming habits. Elliot wrote a survey collecting information about eating-out habits. And another kid named Amber wrote a survey that used Google Form’s redirect feature to make the survey different based on answers respondents gave to questions. It was the first time I had ever made kids make their own Google Form. So I was happy. Sending out the Forms to others took some work, though. Kids had fun emailing the persistent link to friends, teachers, and family - but, to be honest, the kids who had their parents post the link to other adults via social media garnered the most results. I was impressed that one savvy researcher amassed 70+ results. Most of us managed only to get twenty. But the goal of the lesson was in designing and creating the survey - not in its popularity. So I praised kids’ design efforts over popularity. 

Creating Google Forms With Students

If you want to do a similar lesson with kids keep these things in mind:

• The first question should be required:
• Set the Google Form to not collect respondents’ emails. And disable required Google login to take the survey.
• Turn off quiz mode. There are no right or wrong answers.
• Make a snazzy visual header.
• Brainstorm lots of ideas. Look up and model good examples.
• A survey on BBQ versus Hot Pot is a better survey than just FOOD.
• Use lots of relevant images!!!! 
• Divide your survey into sections.
• Use the grid question type in Google Forms.
• Make your kids use all the question-types.
• There is a difference between a checklist question and a multiple-choice question.
• Make your kids create at least one linear scale question.
• Don't make all questions open-ended.
• Have kids explain their questions. Not everyone understands what Fortnite and dap mean.

Other Things to Consider: 

Explain to your students that they're conducting research using qualitative and quantitative data and exploring general interests and preferences. They're not collecting personal information. Don't collect first and last names, addresses, emails, or birthdates with month, day, and year. 

If your school is not set up to use Google Apps don't worry. If kids are thirteen and older they can create their own Google accounts. If kids are under thirteen, they'll need parental permission to make a Google Account for kids. 

Proofread your kids’ work before allowing them to send it out to the world. Once you decide a survey meets your standards make the student draft a Researcher’s Letter and save it to Google Docs. That way they can be like real data scientists. 

An Example of Student Work

Dear Friends, Etc.,
I’ve created a qualitative and quantitative survey to represent students in Middle School and their favorite things (this survey only applies to students in 4th, 5th and 6th grade.). I’m conducting this research for a school project. I am not collecting personal information. Thank you for taking this survey!

Best Regards, Lilly Here is the URL:  https://forms.gle/43JVcWDe3rjPn9666

What Has Been Your Experience Teaching Kids Online Research Skills?
Thank you for reading my blog. I write a lot of stuff about different topics; so, I hope you enjoyed this one about using Google Apps in the classroom. Let me know in the comments if you've ever experimented with Google Forms in a classroom setting.

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