Part of the Florida Geographic Alliance's collection of lesson plans.

THE SEVEN WONDERS OF THE ANCIENT WORLD

CINDY EHRHARDT

Time: 5 periods

Geographic Theme

Location, Place, Region, Movement, Human-Environment

Purpose

Prior to studying Ancient Civilizations, this introduction to the Seven Wonders of the Ancient World will bring children's interest to that region. Throughout the discussion and exploration the children will become familiar with the ancient cultures and physical nature of the area.

Objectives

• Day 1: Understand that there once existed what were called "The Seven Wonders of the Ancient World."
• Appreciate literature about real things.
• Day 2: Become familiar with several Gods and Goddesses of the ancient civilizations.
• Learn vocabulary pertinent to Ancient Civilizations and Gods and Goddesses.
• Day 3: Use map symbols to locate these "Wonders."
• See geographic relationship between these "Wonders."
• Day 4: Locate "Wonders" on a large wall map of the world.
• See the relationship to the ancient civilizations we study.
• Day 5: Plot "Wonders" on a time line.

Materials

• Literature and picture books
• maps and globes
• overheads
• Frank Schaffer reproducible masters 37-41 from "Seven Wonders of the Ancient World" masters

Procedures

DAY 1

1. Read "The Bridge" by Shel Silverstein, p. 169, and discuss this as a relationship to geographic thinking.
2. Tell the children we will learn about something called "Seven Wonders of the Ancient World." Show pictures of these "Wonders" from the 1988 World Book pages 323-325. Brainstorm (on the overhead) what we know and don't know about these "Wonders" and their regions. This will be saved and referred to throughout our study.
3. Distribute a list (teacher prepared previously and listed below) of vocabulary words from our brainstorming. Tell them to inquire around to family and friends for more information. We will discuss their findings tomorrow.
   • statue
   • lighthouse
   • Zeus
   • Colossus*
   • Rhodes
   • Greece
   • tomb
   • garden
   • mausoleum*
   • Halicarnassus*
   • earthquake
   • pyramid
   • Babylon
   • temple
   • marble
   • goddess
   • Artemis*
   • Nebuchadnezzar*
   • burial
   • Egypt

DAY 2

1. Discuss their findings from the wordlist. Compare information and discuss for accuracy.
2. Read info about "Wonders" from Archaeology by Alison Taurel (p.8-19). Refer to the map of principal archaeological sites (p.20-21).
3. Read and discuss 2 books; The Maid of Artemis and Greek Gods and Heroes.

DAY 3

1. Organize into cooperative groups of 4. Give out jobs (reader, recorder, materials manager, checker). Explain today's activity using the Schaffer materials.

   a. Get dittos 37 and 38 from the table one at a time. Materials person be sure to fold under the answers.

   b. Complete the first sheet together which the checker will check while the materials person picks up the next ditto.

2. Upon completion, go over the materials together and discuss any questions the children might have. Be sure to relate to previous findings and regions.
3. Read from the Gods and Goddesses book - allow children to choose story.

DAY 4

1. Get into the same groups as yesterday. Have students work on sheet #39. (Remind checker to turn under the answers. Also, be sure to review the previously learned concept of map symbols.)
2. After the groups have completed and checked their sheets, we will locate the region and "Wonders" on our large world wall map. We will also use a transparency.
3. While the teacher reads another "story," the children will be allowed to draw their favorite "Wonder."

DAY 5

1. Review placement of the "Wonders."
2. Refer to our previously learned concept of a time line.
3. Work with the whole class on Schaffer ditto #40.
4. Tell students we will be studying several ancient civilizations starting with Egypt, home of the first "Wonder" as we learned from our time line.
5. As a culminating activity for this unit, we will brainstorm about people we feel are "Wonder"ful and why or what makes them so. They will then create a "You're a Wonder" Greeting Card for this person (mom, dad, friend, teacher) while the teacher reads Zekmet-The Stone Carver- A Tale of Ancient Egypt.

Evaluation

Students will draw at least 5 of the "Wonders" from a list on the board. Each drawing will be properly labeled. Extra credit will be given if all 7 are done correctly.

Extensions

• Locate where their "Wonderful" people live.
• Research other "Wonders" - either natural or man-made.
• Make a timeline of their own life or series of events of their own choice.
• Continue reading literature that highlights this region.
• Do an archaeological dig activity using a chocolate chip cookie and toothpicks. Use toothpicks to safely "unearth" the chips - whole. Graph. Eat the "remains"!

Literature Resources

• Greek Gods and Heroes by Alice Low. "The Gods and Goddesses of Mt. Olympus", p.11-21. Zeus and the Creation of Mankind", p.22-26.
• Zekmet - the Stone Carver - A Tale of Ancient Egypt, by Mary Stolz.
• The Arrows and the Lamp. The Story of Psyche. Retold by Margaret Hodges.
• The Maid of Artemis, by Olivia Coolidge.
• The Golden Goblet, by Eloise McGraw.
• Ancient Times - Historical Facts, by Amanda O'Neill.
• Archaeology. Translated by Alison Taurel.
• World Book, "Seven Wonders of the Ancient World," p. 323-325, 1988 edition.

Part of the Florida Geographic Alliance's collection of lesson plans.