Exploring an ancient text and learning about Self-sacrifice and Heroism

(students’ age, learning level, background, disabilities)

Students 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 discourse
• identify 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).

Skills

Students should:

• cultivate their critical thinking and creativity (comparison, synthesis, and presentation of information)
• develop social skills

E-self- management

Emotional leadership/e-mediacy

PI1. Emphasizing strengths (Lean on your strengths and have a positive mindset): Self-paced learning, Active Learning

After 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. 

https://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 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.

 (Description, duration, worksheets….)

Discussion: Introduction

Focus on the Communicative (epitaph speech) and Historical (Corinthian War) context of the text.

Keywords: Epitaph speech, Rhetoric, Self-sacrifice, Homeland, Honour, Virtue, posterity

Guiding 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?

Worksheets

Group A

1. 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=2
4. Respond to the following question by composing a short paragraph in modern Greek: “Who does the orator consider happy?”.

Group B

1. 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)

1. Compare, edit and finalize your translation https://www.greek-language.gr/greekLang/ancient_greek/tools/corpora/anthology/content.html?t=322&m=2
2.  Respond to the following question by composing a short paragraph in Modern  Greek “What is the result of self-sacrifice in war?

Group C

1.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=2

4. 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 D

1.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=2

4. 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 Discussion

Indicative questions

• Do 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?

Homework

Create 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.