Kids loves memes. So do adults. They are so much fun to share on our social media pages and adapt for out own learning. I recently integrated memes in to my instruction on Ancient Rome. I have attached the lesson plan below, as well as some examples from my students. Even when you don't have access to technology you can always engage the students by talking about their favorite memes, sites, and more.
SWBAT evaluate the legacy of Greece on Rome and distinguish among those ideas passed on that survived, were altered, or remained in Greece.
SWBAT identify the impact cultural ideas like art and entertainment have on the structure of society, specifically social hierarchy and government.
Learning Activities or Instructional Strategies
Do Now: Students will look at popular images of memes from the internet. They will be asked to identify what they are and what they mean by matching the images with their title/meaning. After matching, students will discuss why so many people recognize these images and what made them so successful. Instructor will record characteristics of a successful meme on the board. Activities: 1. Roman Copycat: Using their notes from Roamin' Around Rome, students will work in groups to create a list of ways Greeks/Etruscans influences like in Rome. They should list the specific detail and then the part of the civ wheel that bit of information matches up with. Students are encouraged to be creative and thorough. Instructor will circulate the room to assist and provide more details, as needed.
2. Why borrow?: With their lists of "stolen" ideas students will work as a group to create one characteristic of "stolen" ideas. Students will discuss how Rome borrowed, used, and altered ideas from other cultures to generate a characteristic for ideas worth stealing. Students will write their characteristic on a sentence strip. Characteristics will then be displayed on the board. 3. Meme Generation: Armed with two lists (what helps a meme spread and the characteristics of ideas worth stealing) students will generate an original meme. They may use a template from the images provided by instructor, or create their own. The meme should reflect an understanding of Rome, and may use any details. Students will be assessed on their memes connection to Rome, to a specific detail, and its general visual impact. Memes may be created on Google Drawing, or other program. Closing: Gallery Walk. Students will have the chance to travel around the room and view each others memes. As they exit the room they will leave a sticker on a chart to vote for the student with the best meme. Assessments Roman Copycat chart, notes, and discussion Original Meme
Standards
1. 6.2D Grade 8 CPI 3.C Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, India, and China over time. 2. 06-08.RST.08 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text
SWBAT identify the impact cultural ideas like art and entertainment have on the structure of society, specifically social hierarchy and government.
Learning Activities or Instructional Strategies
Do Now: Students will look at popular images of memes from the internet. They will be asked to identify what they are and what they mean by matching the images with their title/meaning. After matching, students will discuss why so many people recognize these images and what made them so successful. Instructor will record characteristics of a successful meme on the board. Activities: 1. Roman Copycat: Using their notes from Roamin' Around Rome, students will work in groups to create a list of ways Greeks/Etruscans influences like in Rome. They should list the specific detail and then the part of the civ wheel that bit of information matches up with. Students are encouraged to be creative and thorough. Instructor will circulate the room to assist and provide more details, as needed.
2. Why borrow?: With their lists of "stolen" ideas students will work as a group to create one characteristic of "stolen" ideas. Students will discuss how Rome borrowed, used, and altered ideas from other cultures to generate a characteristic for ideas worth stealing. Students will write their characteristic on a sentence strip. Characteristics will then be displayed on the board. 3. Meme Generation: Armed with two lists (what helps a meme spread and the characteristics of ideas worth stealing) students will generate an original meme. They may use a template from the images provided by instructor, or create their own. The meme should reflect an understanding of Rome, and may use any details. Students will be assessed on their memes connection to Rome, to a specific detail, and its general visual impact. Memes may be created on Google Drawing, or other program. Closing: Gallery Walk. Students will have the chance to travel around the room and view each others memes. As they exit the room they will leave a sticker on a chart to vote for the student with the best meme. Assessments Roman Copycat chart, notes, and discussion Original Meme
Standards
1. 6.2D Grade 8 CPI 3.C Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, India, and China over time. 2. 06-08.RST.08 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text