Unit of Practice: Hercules

Grade/Course: Latin
Teacher: Donna Brookman
School: Parkway South High (MO)

Invitation (the hook)

What motivates the teacher to present this learning unit?

Students will become involved in the culture of the ancient Greeks and
Romans as they watch the Disney film Hercules and compare the modern film
treatment to the real myth by using a Venn diagram.

What will cause students to be invited to want to learn?

Students will want to learn more about the basis in mythology used for the
Disney animated version of the story to make a comparison. Students will be
able to organize their thoughts more easily using a graphic organizer. They will
be able to show how much they have learned and how critically they are
thinking in a clear and visual manner with the Venn diagram and a short
concluding essay analyzing the possible motives of the film makers.

Standards (purposes/objectives)

What standards, purposes, objectives does the unit/lesson address?

The objective is to encourage curiosity, a growth in knowledge and a sense of
relevance about the language and culture of the ancient world to todays world.
It will also involve critical thinking in evaluating the similarities and differences
between the two versions of the Hercules legend and possible motives for the
modern version.

How does the lesson/unit address the district, state, or national standards/objectives?
This unit meets the following National Foreign Language Standards:
Cultural Practices
identify the role of customs and institutions within the larger target
culture

Cultural Products
identify objects and symbols which represent the culture on a daily
basis
recognize major contributions to todays world
recognize major scientific and historical influences
recognize expressive forms from various literary genres and the fine
arts

Connections with Other Disciplines

identify commonalities between target culture and other disciplines
 Connections with Other Perspectives
acquire information through the reading of Latin and the study of
ancient culture

Personal Enrichment within Communities

use knowledge of Latin culture in a world of diverse cultures

Tools (resources)

What materials will be provided or needed to support the unit/lesson?

Students will need a version of the ancient myth, handouts on the Hercules
legend, a list of references to consult for further information on the legend, a
blank Venn diagram.

What hardware, software, books, resource people, equipmentwill be used so students can
complete this activity?
Students will need an introductory session about the real Hercules. This can
be part of a larger unit on mythology or a self-contained unit. They will also
need to now where other reference sources are available to allow them to pursue
the legend/film in greater detail. In the classroom display equipment (a
computer linked to an LCD panel or projector or a hookup to a TV or a video
presentation stand) would be helpful during the introductory session(s). A VCR
and large screen TV will be necessary during the screening of sections of the film.

Situations (logistics)

How are time, place, and space used in the unit/lesson to support learning activities?
As currently practiced, students will need parts of one or two class sessions for
preliminary introduction of the legend in the classroom. This time will be spent
examining the legend. The depth of the study will be determined by the age
range of the class. After the initial introductory sessions, the class will watch the
film in short segments, taking notes as they watch for the similarities and
differences they see, and begin thinking about possible motivation for changes in
the film version. This can be done over a period of time, which will allow other
regular activities to continue in the balance of class time.

What is the physical site and what are the conditions under which a unit/lesson will take place?
This activity will be done in the classroom, unless a research activity is
incorporated which would involve a visit to the school library and/or computer
lab.
Interactions/Relationships (groupings, climate, culture)

What is the role of the teacher? the students?

The teacher will explain the desired outcome of the project, show a Venn
diagram and provide some suggested print and electronic resource listings for
further study. Students will use knowledge of legend to watch careful and
critically as the Disney tale unfolds and to prepare for an analysis of the
similarities and differences.

What kinds of interactions/relationships are needed for the unit/lesson?

Students should be encouraged to ask questions as the legend is presented and
as the film is viewed, but also encouraged to explore ideas on their own,
allowing for creativity and personalization in solving the problems presented.

Are students to work in pairs, in groups? Is the climate open, investigative?

Students will create their final diagram and essay individually, but will discuss
their results in small groups and then with the class at large.

Tasks (activities)

What will the students be doing in the unit/lesson?

Students are to demonstrate their ability to analyze and synthesize the
relationship between an ancient legend and its use in a modern story-telling
using a graphic organizer as a tool.

Note: Students really seem to enjoy doing this unit. Latin students often feel that the
other languages have fun animated films. This gives them a feeling of equality
with other language students, while asking them to do some serious thinking
about myths and their audiences. It also makes them feel that the ancient world
still directly influences our own times.

Some Suggested Resources

Edgar, Frank . Greek and Roman Mythology. Mark Twain Media

Suggested for grades 5-8+

The Perseus website has a very good section on Hercules.