This study was conducted at an important chronological turning point with regard to the structure of the Greek community and Greek supplementary schools in the UK. This paper, following a mixed-methods methodology, aims to examine whether pedagogic practices and norms of the past that took place in Greek supplementary schools continue to exist…

Research has demonstrated the benefits of using historical empathy in history classrooms to encourage historical inquiry and understanding. This article chronicles the experiences of one middle school teacher as she integrates an updated theoretical and practical model of historical empathy into an existing instructional unit on Ancient Athens to…

A unit of study on Ancient Greece is a part of the fourth grade social studies curriculum at Belmont Day School. The students spend 10 weeks exploring Greek history and mythology. This article discusses a new project that the authors conducted, wherein one of them was going to Greece on a study tour, while the other one stays in Belmont Day…

The "New Humanities" has called for new ways of engaging with Humanities texts; the European Science Foundation is just one major research funder to demand that the Humanities contribute to interdisciplinary collaborations. Meanwhile, traditionally trained disciplinary academics have resisted bringing traditional texts into…

Most of the history of Europe before the birth of Christ is the history of the Greeks and Italians. This primer presents Greek history from prehistoric times to Alexander's empire. The following chapters are presented: (1) The Beginnings of the Greeks; (2) Peloponnesus down to B.C. 500--Colonies; (3) Attica to B.C. 500; (4) The Ionic Revolt and…

Jacques Cousteau describes the Cousteau Society's current archeological exploration of Greek waters where they are looking for the remains of lost civilizations. (Author/RM)

This exercise, which can be used with secondary students, illustrates the influence of the Greek language on the English language. Students study some Greek words which appear in the Greek version of the Hippocratic Oath and try to figure out English words that contain the Greek words in some way. (Author/RM)

This article identifies print, non-print, and human sources and resources useful to elementary and secondary teachers of ancient Greek history. A rationale for teaching Greek history is also included. (Author/RM)

Offers a project developed as an outgrowth of sixth-grade students' study of ancient Greece in history, English, drama, and art classes. Explains that the students created sculptures inspired by Greek sculpture that represented student perceptions of the activities and emotions found in the Ulysses myth. (CMK)

A world history course is molded around broad instructional goals in which citizenship education can and should be included. Learning activities dealing with ancient Greece illustrate teaching strategies which can be used in high school world history courses to foster citizenship knowledge, skills, and attitudes. (RM)

Describes a college introductory history seminar designed to provide a practical introduction to history through a study of Socrates. Stressed using primary sources, putting events in historical context, evaluating modern scholarship, and writing historical narrative. (CK)

The author critically examines the most significant interpretations and reinterpretations of ancient Greek history of interest to secondary teachers. Discussed are the history of Mycenaeans, Athenians, and Persians, military history, Alexander, and the role of the centuries 800 B.C.-500 B.C. in preparing for classical times. (Author/RM)

Defends the value and relevance of the study of ancient history and classics in history curricula. The unique homogeneity of the classical period contributes to its instructional manageability. A year-long, secondary-level course on fifth-century Greece and Rome is described to illustrate effective approaches to teaching ancient history. (AM)

This paper summarizes the present state of teaching Ancient History in British schools and sees it as fragmented and incomplete. A macrostructure for study of 16 major interpretive themes is suggested, to be supplemented by theme, and area studies and various specialized approaches. (CHK)

There are many lessons one can derive from the study of the ancient Greeks. This article describes those aspects of the Greek character, life, and achievements which have the most meaning for educators, and especially for social studies educators. (Author/RM)