Books published by publisher Jackdaw Pub. Co

Zeus, Poseidon, Apollo, Ares, Aphrodite, Hera, Athena, Artemis, Hestia, Hermes, Hephaestus, Hebe, Demeter, Dionysus, and Hades--this teacher resource focuses on the twelve Olympians, who were the major gods and goddesses of the Greeks and Romans. Listed in alphabetical order, each Olympian receives a brief historical and factual account, and an overview of the deity's place in both Greek and Roman society. Each chapter includes "Story Telling Time," which is a retelling based directly on a primary ancient source, either Homer, Homeric Hymns, Ovid, or Vergil. The stories closely follow the ancient text, preserving the similes, metaphors, and imagery. Lesson units can be used together or individually. Student Activities augment the learning experience. Among the striking infographics are an Olympian family tree and a chart that organizes each God or Goddesses' Roman and Greek name, personality attributes, realm, symbol, and city. Materials in this resource are fully reproducible.

Zeus, Poseidon, Apollo, Ares, Aphrodite, Hera, Athena, Artemis, Hestia, Hermes, Hephaestus, Hebe, Demeter, Dionysus, and Hades--this teacher resource focuses on the twelve Olympians, who were the major gods and goddesses of the Greeks and Romans. Listed in alphabetical order, each Olympian receives a brief historical and factual account, and an overview of the deity's place in both Greek and Roman society. Each chapter includes "Story Telling Time," which is a retelling based directly on a primary ancient source, either Homer, Homeric Hymns, Ovid, or Vergil. The stories closely follow the ancient text, preserving the similes, metaphors, and imagery. Lesson units can be used together or individually. Student Activities augment the learning experience. Among the striking infographics are an Olympian family tree and a chart that organizes each God or Goddesses' Roman and Greek name, personality attributes, realm, symbol, and city. Materials in this resource are fully reproducible.

A large group of scholars, most notably classicists, have discovered convincing evidence that the role of the classics during the colonial and revolutionary periods had a deep impact on the thought and action of early Americans. These scholars point to the ubiquity of classical quotations, tags, references, and fine arts that colonial Americans made both symbolic and practical use of, in abundance. The classics provided unparalleled examples in how to conduct a virtuous and moral life. Inspired, motivated, supported, and influenced by the examples of antiquity, colonial American revered and utilized the classics unlike any other generation in the post-Roman history of Western civilizations. Early Americans were fascinated with the parallels between the careers of George Washington and Cincinnatus. Cincinnatus symbolized for Americans all the qualities that were good in a leader. In Washington, the people were given a nearly mythical hero whom thy could admire, trust, and imitate. The two became intertwined, creating parallels between the new America and Ancient Rome. This resource offers a plethora of primary source references of the two heroes and their connections, as well as other early American and Ancient Roman leaders. Reproducible masters include word searches, comparison charts, internet search items, and map activities.

This thought-provoking anthology allows students to improve their awareness of others and themselves. It is ideal material for Social Studies and Literature Curriculum. It is also ideal for a supplementary text in American Studies, for use as a primary text in American Literature, and as a resource for character and moral education. The study of diverse American lives, presented first-hand by those who lived them, is an excellent way to become more thoughtful about life as an American citizen. This anthology-reader is comprised of substantial excerpts from eleven deeply moving autobiographies, written by distinguished men and women from diverse ethnic, racial, and socioeconomic backgrounds: Benjamin Franklin, Frederick Douglass, Jacob Riis, Mary Antin, Booker T. Washington, Dick Gregory, Elizabeth Cady Stanton, Richard Rodriguez, Maxine Hong Kingston, Theodore Roosevelt, and Malcolm X. The excerpted lives are presented in pairs, which at first glance seem vastly different, however they illustrate similar themes, such as the internal requirements for freedom, the meaning of active citizenship, or living between two cultures. For each life, the excerpts present the author’s parochial beginnings, his or her coming to individual self-consciousness, and the distinctive life he or she subsequently lived in the light of such self-awareness. An introductory essay opens up the question of American identity, shows why it is important, and tells why studying American lives through autobiography is well-suited to the inquiry. An introduction to each narrative provides an overview of the autobiographer and his or her life story, and presents a set of questions that the autobiography invites us to consider. Along with the overall introduction, these questions guide teachers and students in examining the meaning of living an American life, including their own.Table Of Contents:* Preface, Introduction, and Beginning the Inquire: Suggestions and Questions* The Model American: Self-made Man* Joining America: Out from Under* Schools for Freedom: Competence and Literacy* Growing Up in America: The Making of a Citizen* Between Two Worlds: Negotiating the Difference* Home of the Brave: From Self-Command to Leadership* Appendix, Bibliography