vs. Modern-Day
vs. Modern-Day
Olympics
by Monica Hallam and Stephanie Walters
| Introduction | Task | Process | Resources | Evaluation | Conclusion |
After watching the 2004 Olympic games held in Athens, Greece, you enter
your "Magic Treehouse" and read a story about the first Olympics in ancient
Greece. Magically, you are transported back in time to the year 1896 A.D.!
You hear the cheers of hundreds of fans, then suddenly notice you are at the
starting line, ready to compete in the decathalon!
In order to travel forward in time, you must identify and report on the similarities and differences between the ancient and modern Olympics. You must create two travel brochures--one advertising the ancient Olympics and the other for the modern Olympics. Presentations will be made during which you will try to convince Olympic judges to travel across time with you.
Task
You will work in groups of four, with each team member becoming an expert on a specific topic regarding both modern and ancient games. You will create two travel brochures and present them to Olympic judges (teacher and students).
1. Research the following topics for both modern and ancient games:
Greek Culture
Olympic Events & Prizes
Religion/Mythology
Government & Effects of War
2. Record your findings in a graphic organizer.
3. Create two travel brochures: one on ancient and one on the modern Olympics. Your travel brochures will have the following components:
Create your brochures using Microsoft Word or Microsoft Publisher or other available publishing program. Don't have it on your computer? Go to openoffice.org
Section 1: Title, Travel Agents names’, and Drawing of the Olympic games in Athens.
Section 2: Description of Culture and People
Section 3: Religion/ Mythology
Section 4: Government
Section 5: Olympic Events
Section 6: Travel Accommodations
4. You will present your research and brochures to the judges (teacher and students).
Webster's Dictionary
|
CATEGORY
|
4
|
3
|
2
|
1
|
|
Graphics/Pictures
|
Graphics go well with
the text and there is a good mix of text and graphics.
|
Graphics go well with
the text, but there are so many that they distract from the text.
|
Graphics go well with
the text, but there are too few and the brochure seems "text-heavy".
|
Graphics do not go
with the accompanying text or appear to be randomly chosen.
|
|
Writing -
Organization
|
Each section in the
brochure has a clear beginning, middle, and end.
|
Almost all sections of
the brochure have a clear beginning, middle and end.
|
Most sections of the
brochure have a clear beginning, middle and end.
|
Less than half of the
sections of the brochure have a clear beginning, middle and end.
|
|
Knowledge Gained
|
All students in the
group can accurately answer all questions related to facts in the brochure
and to technical processes used to create the brochure.
|
All students in the
group can accurately answer most questions related to facts in the brochure
and to technical processes used to create the brochure.
|
Most students in the
group can accurately answer most questions related to facts in the brochure
and to technical processes used to create the brochure.
|
Several students in
the group appear to have little knowledge about the facts or technical
processes used in the brochure.
|
|
Content - Accuracy
|
All facts in the
brochure are accurate.
|
99-90% of the facts in
the brochure are accurate.
|
89-80% of the facts in
the brochure are accurate.
|
Fewer than 80% of the
facts in the brochure are accurate.
|
|
Attractiveness &
Organization
|
The brochure has
exceptionally attractive formatting and well-organized information.
|
The brochure has
attractive formatting and well-organized information.
|
The brochure has
well-organized information.
|
The brochure's
formatting and organization of material are confusing to the reader.
|
The Closing Ceremony is about to begin! Olympic teams will present their brochures to the judges for the final competition. Gold, silver and bronze medals will be awarded along with a laurel wreath crown.
