Students will learn about Stonehenge and read some ancient myths and stories explaining the seasons. They’ll pretend to be historians and use Web sites to find information about how ancient cultures kept track of and celebrated the seasons. They’ll compile their findings into posters or illustrated reports.

history, geography, science, art

Standard 7: “The physical processes that shape the patterns of Earth’s surface”
Standard 17: ”How to apply geography to interpret the past”

three hours

Internet connection, poster or construction paper, markers or colored pencils

Students will:

• Describe some of the ways in which we acknowledge the changing of the seasons.
• Research and take notes on the possible significance of Stonehenge with regard to the passing of the seasons.
• Investigate ancient myths and stories to see how these stories explained or acknowledged the seasons.
• Create posters or reports illustrating how these ancient cultures explained the seasons and explaining whether our culture has any similar traditions or beliefs related to the seasons.

Ask students to describe some of the ways people today acknowledge the changing of the seasons. For example, we have many annual activities such as raking leaves, spring cleaning, and shopping for fall or summer clothes. Also, some holidays, such as Thanksgiving and Easter, include elements that celebrate the fall and spring, respectively. List their ideas on the board.

Ask students to think about how ancient peoples celebrated and commemorated seasonal changes. In what ways do students think ancient peoples would have acknowledged the seasons differently than we do today? What aspects of ancient peoples’ lifestyles would have been closely influenced by the seasons?

Have students learn about Stonehenge by reading the information at The Reason for the Season activity and the following Web sites. As they read, ask them to take notes on current beliefs about why Stonehenge was constructed and how it may have been created to keep track of the seasons and to predict astronomical events. Emphasize that no one knows for sure why Stonehenge was constructed and that some scientists have discredited the theory that it was used to keep track of the seasons.

• Sacred Places: Stonehenge www.arthistory.sbc.edu/sacredplaces/stonehenge.html
• Stonehenge www.christiaan.com/stonehenge/stonemain.html
• Stones of England—Stonehenge www.stonepages.com/england/stonehenge.html

Hold a brief class discussion on the theories regarding Stonehenge.

Ask students if they’ve ever read myths or stories or seen art or artifacts from ancient cultures. If so, can they think of any relationships between these things and the seasons? What monuments or artifacts, in addition to Stonehenge, might be related to the seasons? What ancient myths have they heard that have to do with the seasons?

Have students pretend they’re historians who are studying how ancient cultures kept track of and celebrated the seasons. Have them use the Web sites listed below to find evidence to help them draw conclusions about this topic. They may include Stonehenge information in their findings. Ask them to compile their findings into posters or illustrated reports that include the following:

• The names, approximate dates, and locations of at least three ancient cultures
• One or two examples of how each of these cultures explained or acknowledged the seasons or the changing of the seasons (ideally, examples will be presented in pictures with written descriptions)
• For each of the three cultures, a few sentences explaining whether our modern culture has a similar tradition and, if so, describing this tradition

Have students interview older people from other countries or from the United States to see whether these people heard legends about the seasons when they were younger. Have students share their interview results with the class.

A Creation Story from Ancient Greece
A Creation Story from China
A Reason for the Season
Calendars: Counting the Days
Encyclopedia Mythica