Instructor: Nicole Leimbach
Subject Area: World History/Graphic Communications/ Language Arts
Grades: 6-12
Show-me-Standards: SS6, SS7, CA1, CA4 G 1.9, G 1.10, G 2.1, G 4.1
Learner Activity: Create a bumper sticker for a person living in Ancient Greece or Ancient Rome and
write a one page paper explaining how the bumper sticker is reflective of Greek or Roman culture.
Class Time Required: 2 to 4 days
Background: Student should have a good understanding of Ancient Greek and Roman culture. Students
will use knowledge of Greek or Roman culture such as lifestyle, government, religion, art, etc. to create a
bumper sticker that Greeks or Romans might have placed on their chariots to voice concerns or attitudes.
Instructional Method:
1. Intro: Discuss how bumper stickers reflect the culture of the United States. Give examples of
bumper stickers that you have seen that reflect the United States culture. Ask students to share
examples of bumper stickers they have observed in public.
2. Activity: Students are to create a 4” X 10” bumper sticker reflecting Ancient Greek or
Roman culture. After creating the bumper sticker students are to write a one page paper
explaining how their bumper sticker is a reflection of Greek or Roman culture.
3. Purpose: To demonstrate knowledge of Ancient Greek and Roman culture.
4. Input: Instructor will hand out project instruction sheet and grading rubric and discuss project
expectation.
5. Closure: Allow students to show their bumper stickers to the rest of the class and explain why
their bumper sticker reflects Greek or Roman culture.
Resources: Poster board, markers, crayons, color pencils, scissors, textbook
Activity: Students are to create a 4” X 10” bumper sticker reflecting Ancient Greek or Roman culture. After
creating the bumper sticker students are to write a one page paper explaining how their bumper sticker is a
reflection of Greek or Roman culture.
Purpose: To demonstrate knowledge of Ancient Greek and Roman culture.
Bumper Sticker Guidelines:
1. Bumper Sticker must be 4” high and 10” long.
2. Sticker must be a reflection of Ancient Greek or Roman culture that is school appropriate. (Govt.,
Religion, Lifestyles, Art, etc.)
3. Good use of color and pictures.
Paper
1. Paper should be one page typed. ( Size 12 Times New Roman Font, 1 inch margins)
2. Should explain bumper sticker and how it is reflective of Greek or Roman culture.
3. Use proper grammar, punctuation, & spelling.
Scoring Guide
Ancient Greek and Rome Bumper Sticker
Teacher Name: Mrs. Leimbach
Student Name: ________________________________________
4
3
2
1
Design/Composition
CATEGORY
Student applies design
principles (such as unity,
contrast, balance,
movement, direction,
emphasis, and center of
interest) with great skill
and reflects Greek or
Roman Culture.
Student applies design
principles (such as
unity, contrast, balance,
movement, direction,
emphasis, and center of
interest) with fair skill.
Somewhat reflects
Greek or Roman
Culture.
The student does not
appear to be able to
apply most design
principles to his/her
own work and lacks
reflection on Greek or
Roman culture.
Color Choices
Choice and application
of color shows an
advanced knowledge of
color relationships. Color
choice enhances the idea
being expressed.
Choice and application
of color shows
knowledge of color
relationships. Colors
are appropriate for the
idea being expressed.
Creativity
Student has created a
bumper sticker that is
totally his/her own. The
student's
personality/voice comes
through.
Time/Effort
Class time was used
wisely. Much time and
effort went into the
planning and design of
the mask. It is clear the
student worked at home
as well as at school.
Student has created a
bumper sticker that has
used source material as
a starting place. The
student's personality
comes through in the
bumper sticker
Class time was used
wisely. Student could
have put in more time
and effort at home.
Student tries to apply
design principles (such
as unity, contrast,
balance, movement,
direction, emphasis,
and center of interest)
and to reflect Greek or
Roman Culture but the
overall result is not
pleasing.
Choice and application
of color shows
knowledge of color
relationships. Colors
are, however, NOT
appropriate for the idea
being expressed.
Student has copied
some ideas from other
source material. There
is little evidence of
creativity, but the
student has done the
assignment.
Class time was not
always used wisely, but
student did do some
additional work at
home.
Student needs to work
on learning color
relationships and using
that knowledge in
his/her work.
Student has not made
much attempt to meet
the requirements of the
assignment.
Class time was not
used wisely and the
student put in no
additional effort.
Score
Jackson R-2 Schools
Explanation Paper
Name: ________________________ Teacher: Mrs. Leimbach
Date : ___________________
Title of Work: ___________________
Criteria
1
2
Points
3
Student
Reader has
presents
Sequence of
difficulty
information in
following work
logical
Organization information is
difficult to follow. because student
sequence
jumps around. which reader
can follow.
Student does not
Student is
Student is at
have grasp of
uncomfortable
ease with
information;
with content and
Content
content, but
student cannot
is able to
Knowledge
fails to
answer questions
demonstrate
elaborate.
about subject.
basic concepts.
Presentation
Presentation has
has no more
Work has four or
three
than two
more spelling
misspellings
Grammar &
misspellings
errors and/or
and/or
Spelling
and/or
grammatical errors. grammatical
grammatical
errors.
errors.
Work has three Work has one
Work is Illegible. or four areas
or two areas
Neatness
that are sloppy. that are sloppy.
4
Information in
logical,
interesting
sequence
which reader
can follow.
____
Student
demonstrates
full knowledge
(more than
required).
____
Presentation
has no
misspellings or
grammatical
errors.
____
Work is neatly
done.
____
____
Total---->
____
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