Classical Myths IESMolí de la Vila de Capellades
Norma Jorba

UNIT 3 - LESSON 7

Archaeology of Troy

2 hours

Aims

  1. To the archaeological site of Troy
  2. To reconstruct the ancient Troy
  3. To make a summary of unit 3

Objectives

TEACHING OBJECTIVES

LEARNING OUTCOMES

Content

  • To show the 9 archaeological layers of Hisarlik hill and its chronology
  • To present the archaeologicalcampaigns at Troy after Schliemann’s work
  • To present recent discoveries at the archaeological site ofTroy

Cognition

  • To recall previous knowledge
  • To promote interpretation of archaeological layers at Hisarlik hill
  • To provide a time line of Troy and foster its interpretation
  • To synthesise visual material (archaeological plan, photo, reconstruction drawing) withchronological and archaeological data
  • To synthesise visual material (reconstruction drawings) withwritten information

Communication

  • To enhance reading and listening skills
  • To enhance the language for justifying statements

Culture

  • To increase students awareness that archaeolgy is a work in progress

Content

Learners will be able to:

  • know the historical periods of Troy
  • know the cronology of excavations at Troy
  • know some details about recent and current archaological work at Troy

Cognition

Learners will be able to:

  • apply previous knowledge
  • interpret the elevation of Hisarlik hill and relate it to a time line
  • make deductions about the archaeology of Troy using chronological data
  • relate the ruins shown on a photo ofTroy and the constructions depicted in an archaeological plan
  • identify on a reconstruction drawing ofTroy VI – VII the constructions shown in an archaeological plan where all layers are depicted
  • interpret reconstruction drawings using written information

Communication

Learners will be able to:

  • understand oral input
  • justify their deductions

Culture

Learners will be able to:

  • justify the need for continuing exacations at Troy

Activities (Teacher's notes)

1. Step 1: Colour each layer of the archaeological section of Hisarlik hill provided in the handout in a different colour.

Step 2: Colour the verticaldateline withthe colours you used in the archaeological section.

Step 3: answer the questions using the archaeololgical section and the verticaldateline of Troy as well.

2. Step 1: Students look at the plan projected and –on their handout- they colour the remains of each layer using the same colours as in exercice 1. They colour the legend as well.

Step 2: Students look at the plan projected and write on their map the correct number for each one in order to identify the parts of the city of Troy which are listed on the handouts.

Step 3: Students identify at least four remains on the aerial view of Troy archaeological site provided in the handout using the plan they have completed.

3. Compare the view with the city plan for layers VI and VII from the previous exercice and identify six of its external parts.

4. Listen to the the report (fragment of Troy. Myth or Reality?) about excavations at Troy and fill in the gaps in the chart and in the text.

5. Step 1:Complete a text about recent discoveries in Troy archaeological site.

Step 2: Compare two reconstruction drawings of Troy and decide which one would illustrate better the previous text. Identify on it the upper citadel and the lower town.

6. Write a short text comparing the myth of the Trojan War and the historical evidence using the sentence starters provided.

Materials

  • Handouts for the students
  • Power Point with the archaeological section of Hisarlik hill and with the archaeological plan depicting the remains of different layers.
  • Fragment from 8’00’’ to 8’51’’ of Troy. Myth or Reality? (2004). Eagle media. Producciones JRB[DVD]

Assessment

The teacher assesses the use of previous knowledge in the activities and the work done during the session.