Greek God & Goddess Yearbook Assessment
Imagine that you are the yearbook editor for the school for gods on Mount Olympus.
Each of the Twelve Olympians (Zeus, Hera, Poseidon, Demeter, Athena, Apollo,
Artemis, Ares, Aphrodite, Hephaestus, Hermes, and Hestia) + Hades and Hercules
needs their own page for the yearbook.
You will be assigned a god or goddess and will be allowed to trade once with a
classmate. Mr. Pentzak will provide you with an electronic template that you must
use to complete your assignment.
Create or find pictures that you feel best represent your Olympian (Think about the
character’s nickname, attributes, and stories. You can base your choice on many
things. For example, Apollo is known as the god of sun, so an image of a tan, blonde
surfer could work. However, Apollo is also known for his love of music, so an image
of a talented musician would work as well. Do not use a “traditional”
representation of them (i.e. you googled ‘statue of Zeus’ and used the first result).
Your yearbook page should be written from your god or goddess’ perspective and
should reflect their characteristics. A list of reputable and age appropriate web
resources will be posted on Mr. Pentzak’s website. Print resources will be available
in class. Your project is due on Monday, March 30th or Tuesday March 31st
depending on when your class meets. These must be printed out with citations and
free from spelling and grammar errors to receive full credit.
For your Olympian, your yearbook page must include the following:
 His or her official name
 Nicknames (what the are the god of… & Roman Equivalent)
 Best Friend(s)
 Relevant clubs or activities they could have participated in (ex: Apollo could
have been in Jazz Band or Chorus)
 Favorite Places to hang out (relevant to their myths ex: Ares would hang out
at the gym)
 Four non-traditional representations of themselves or the other gods they
were associated with
 A relevant superlative (voted most likely to…)
 One paragraph written from their perspective. This paragraph will explain
why they are famous (a retelling of one of their myths) or how they would
see themselves as a high school senior
 You must cite all your sources (minimum three) in proper MLA format and
use reputable sources (Wikipedia will be okay this time) on the back or on a
separate sheet of paper attached.
You will be assessed on two Individuals & Societies criterion, B: Investigating and D:
Thinking Critically (see website for full rubrics)
Achievement Level
0
1-2
3-4
5-6
7-8
Criterion B: Investigating
The student does not reach a
standard described by any of
the descriptors below
The student:
i. identifies a research question
ii. follows an action plan in a
limited way to explore a
research question
iii. collects and records
information, to a limited
extent
iv. with guidance, reflects on
the research process and
results, to a limited extent.
The student:
i. describes the choice of a
research question
ii. partially follows an action
plan to explore a research
question
iii. uses a method or methods
to collect and record some
relevant information
iv. with guidance, reflects on
the research process and
results with some depth.
The student:
i. describes the choice of a
research question in detail
ii. mostly follows an action
plan to explore a research
question
iii. uses method(s) to collect
and record often relevant
information
iv. reflects on the research
process and results.
The student:
i. explains the choice of a
research question
ii. effectively follows an action
plan to explore a research
question
iii. uses methods to collect and
record consistently relevant
information
iv. thoroughly reflects on the
research process and results.
Criterion D: Thinking Critically
The student does not reach a
standard described by any of
the descriptors below
The student:
i. identifies the main points of
ideas, events, visual
representation or arguments to
a limited extent
ii. uses information to give
limited opinions
iii. identifies the origin and
purpose of limited
sources/data
iv. identifies some different
views.
The student:
i. identifies some main points of
ideas, events, visual
representation or arguments
ii. uses information to give
adequate opinions
iii. identifies the origin and
purpose of sources/data
iv. identifies some different
views and suggests some of
their implications.
The student:
i. identifies the main points of
ideas, events, visual
representation or arguments
ii. uses information to give
substantial opinions
iii. identifies the origin and
purpose of a range of
sources/data
iv. identifies different views and
most of their implications.
The student:
i. identifies in detail the main
points of ideas, events, visual
representation or arguments
ii. uses information to give
detailed opinions
iii. consistently identifies and
analyses a range of
sources/data in terms of
origin and purpose
iv. consistently identifies
different views and their
implications