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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | ARGYRIOU, ANTIOPI | - |
| dc.date.accessioned | 2023-02-02T15:18:37Z | - |
| dc.date.available | 2023-02-02T15:18:37Z | - |
| dc.date.issued | 2023 | - |
| dc.identifier.uri | http://repository.include-erasmus.eu/jspui/handle/7112/170 | - |
| dc.description | The present educational scenario brings together Literature with Political and Cultural History. Starting from an excerpt of the poem Childe Harold’s Pilgrimage, written by Lord Byron, the famous 19th c. British Romantic poet and Philhellene, it links the literary context of the poem – with many references to the Romantic view of ancient Greece and to the contemporary early 19th c. Greek War of Independence - with the acquisition of the Parthenon Marbles by Lord Elgin, British Ambassador to the Ottoman Empire and the scorn of Lord Byron to Lord Elgin for his treacherous act. During the three teaching periods, the students are encouraged to become active participants of research activities (mainly in groups) in class, in order to investigate: a) the literary and political figure of Lord Byron, b) the historical context of the poem, and c) the implications of this poem – and other parallel poems – for the issue of the Parthenon Marbles that are until now exhibited in the British Museum, but are requested to return to the Acropolis Museum in Athens. | en_US |
| dc.language | en | en_US |
| dc.title | LORD BYRON AND THE PARTHENON MARBLES | en_US |
| dc.type | image | en_US |
| dc.type | text | en_US |
| dc.type | educational scenario - lesson plan | en_US |
| dc.type | video | en_US |
| dc.type | open activity | en_US |
| dc.type | audio | en_US |
| dc.type | map | en_US |
| dc.type | website | en_US |
| dc.type | reference | en_US |
| dc.type | glossary | en_US |
| dc.type | timeline | en_US |
| dc.type | project | en_US |
| dc.type | tool | en_US |
| dc.keyword | Lord Byron, Philhellenism, Romanticism, The Parthenon, Cultural Heritage, European cultural identity | en_US |
| dc.age | 14 | en_US |
| dc.keywordsPerFile | P1S18Y2.docx | en_US |
| dc.school | 1o peiramatiko gymnasio Athinas | en_US |
| dc.module | LITERATURE | en_US |
| dc.unit | GRADE C, Unit 3: Modern Greek Enlightenment | en_US |
| dc.englishLevel | B1 | en_US |
| dc.requirements | SCHOOL IT LAB | en_US |
| dc.duration | 3 | en_US |
| dc.keycompetences | Detailed Competences::8. Cultural awareness and expression Competence | en_US |
| dc.learningOutcome | By the end of this course, students should be able to: 1. Connect to and contribute with their world 2. Become confident and involved learners 3. Become effective communicators 4. Think critically about the past and build their historical and cultural awareness 5. Share their ideas and arguments with respect to diversity 6. Become active citizens 7. Enjoy the aesthetic pleasure of reading poetry 8. Engage themselves in research, in order to gain knowledge, formulate their views and test their arguments on issues of cultural awareness and policy within a constructive dialogue with their peers. | en_US |
| dc.transversalSkill | Creativity and Innovation | en_US |
| dc.transversalSkill | Collaboration and Communication | en_US |
| dc.transversalSkill | Autonomous learning | en_US |
| dc.europeanity | The educational scenario promotes European and world cultural awareness in an open and inclusive way. It engages students in research about issues of cultural diplomacy (the return of the Parthenon Marbles to Athens) taking as a starting point Lord Byron's poem, Childe Harold's Pilgrimage, i.e. 19th c. British Romantic Literature. Thus, it motivates students to think and investigate various aspects of European literature (also, through comparison between English and Greek poetry), European History, and Cultural Heritage, with a view to helping them form and express their own views and opinions about contemporary issues. | en_US |
| dc.isced | ISCED2 | en_US |
| Appears in Collections: | OLA | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Scenario Script Template.docx | Scenario Script Template (Lord Byron and the Parthenon Marbles). Short description of the scenario, Teaching periods and Activities, Suggestions for future development and expansion, Differentiation. | 1.71 MB | Microsoft Word XML | View/Open |
| WORKSHEET 1A.docx | The biographers (Byron's life) | 224.05 kB | Microsoft Word XML | View/Open |
| WORKSHEET 1B.docx | The cartographers (Byron's travels) | 167.31 kB | Microsoft Word XML | View/Open |
| WORKSHEET 1C.docx | The historians (Byron's philhellenism) | 88.08 kB | Microsoft Word XML | View/Open |
| WORKSHEET 2A.docx | Lord Byron, a Romantic poet | 137.84 kB | Microsoft Word XML | View/Open |
| WORKSHEET 2B.docx | Childe Harold's Pilgrimage and Greekness | 302.6 kB | Microsoft Word XML | View/Open |
| WORKSHEET 2C.docx | Athens and Britain in the time of Lord Byron | 271.06 kB | Microsoft Word XML | View/Open |
| WORKSHEET 3.docx | Lord Byron's The Curse of Minerva and Kiki Dimoula's The British Museum (The Elgin Marbles) | 15.96 kB | Microsoft Word XML | View/Open |
| WORKSHEET 3A.docx | Who is Lord Elgin? | 74.42 kB | Microsoft Word XML | View/Open |
| WORKSHEET 3B.docx | What did Lord Elgin do to the Acropolis temples, when and how? | 164.91 kB | Microsoft Word XML | View/Open |
| WORKSHEET 3C.docx | How did the Greek sculpture end up in the British Museum? | 240.37 kB | Microsoft Word XML | View/Open |
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