The history of the development of the Western world's alphabets is long and colorful.

 
 
Subject Areas
Art and Culture
   Archaeology
   Visual Arts
Foreign Language
   Greek
   Latin
   Other
History and Social Studies
   World History - Ancient World
Literature and Language Arts
   World
 
Time Required
  Phoenician Lesson: 3 class periods, four class periods if both activities are used.
Greek Lesson: 4 class periods; 5 or more periods if the extension activity is used.
Roman lesson: 3 class periods
Capstone Lesson: 2 class periods, three or more class periods if both activities are used.
 
Skills
  Map skills
Observation and Recognition skills
Chronological ordering
Historical reasoning
Writing skills
Artistic skills
 
Additional Data
  Date Created: 11/25/03

The Alphabet is Historic

—Curiculum Overview—

Introduction

The youngest and newest writers often have a deep interest in the origin of writing itself. The lessons in this curriculum unit will introduce young students to the history of our alphabet. First, students will learn about the Phoenicians, the great trading people of the eastern Mediterranean who invented many of our letters. We'll follow as the Phoenicians taught their alphabet to the ancient Greeks, and follow again as the Greeks taught their alphabet to the Romans. Finally, we'll learn that the Romans left their alphabet to us, and that we use the Roman alphabet to write in English.

By following this path through history we can establish a connection between these ancient civilizations and the youngest writers. We can show them that they are using the alphabet that was developed so long ago. The three lessons in this curriculum unit include short historical introductions to the Phoenicians, Greeks, and Romans, hyper-links to selected illustrations, and suggestions for activities.

Guiding Question

“Where does the alphabet come from?” This is one of those questions, like “Why is the sky blue?” through which children try to define something basic and important in their world. Although the very first writing is lost in the mists of time, we can trace the development of our alphabet for about the last 3,000 years.

Learning Objectives

As the students learn the history of the alphabet they will be introduced to three important ancient civilizations, and to the idea of cultural inheritance. The concept of chronological order will be reinforced through an emphasis on the fact that each group of people passed on the alphabet. In addition to learning history, the children will practice language arts and art skills.

After completing this unit, students will be able to:

  • Describe how first the Phoenicians, then the Greeks, and finally the Romans passed down the alphabet.
  • Compare some letters from the earlier alphabets to our alphabet, and talk about how the alphabet changed over time.
  • Recognize the Mediterranean area on a map and show that the Phoenicians, Greeks, and Romans came from the Mediterranean area.
  • Describe two or three basic features of each of these cultures.
  • Complete some short writing and art assignments based on the alphabets.

Preparing to Teach these Lessons

Read through each of the lessons and select or download the necessary materials. A short list of necessary materials is given in the “Preparing to Teach this Lesson” section of each lesson.

Unit Lesson Plans

Lesson One: The Phoenicians and the Beginnings of the Alphabet

Lesson Two: The Greek Alphabet: more familiar than you think!

Lesson Three: The Alphabet: The Roman Alphabet is our Alphabet

Lesson Four: The Phoenicians, the Greeks, the Romans, and Us

Selected EDSITEment Websites


Other Information


Standards Alignment

  1. NAES-VisArts(K-4) 1

    Understanding context by recognizing the role of theatre, film, television, and electronic media in daily life

  2. NAES-VisArts(K-4) 2

    Using knowledge of structures and functions

  3. NAES-VisArts(K-4) 3

    Choosing and evaluating a range of subject matter, symbols, and ideas

  4. NAES-VisArts(K-4) 4

    Understanding the visual arts in relation to history and cultures

  5. NCSS-1

    Culture and cultural diversity. more

  6. NCSS-2

    Time, continuity, and change. The ways human beings view themselves in and over time. more

  7. NCTE/IRA-1

    Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. more

  8. NCTE/IRA-3

    Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. more

  9. NCTE/IRA-5

    Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. more

  10. NCTE/IRA-6

    Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. more

  11. NCTE/IRA-8

    Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. more

  12. NCTE/IRA-9

    Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

  13. NGS-1

    How to Use Maps and Other Geographic Representations, Tools, and Technologies to Acquire, Process, and Report Information from a Spatial Perspective

  14. NGS-10

    The Characteristics, Distribution, and Complexity of Earth’s Cultural Mosaics

  15. NGS-11

    The Patterns and Networks of Economic Interdependence on Earth’s Surface

  16. NGS-12

    The Processes, Patterns, and Functions of Human Settlement

  17. NGS-17

    How to Apply Geography to Interpret the Past

  18. NGS-3

    How to Analyze the Spatial Organization of People, Places, and Environments on Earth’s Surface

  19. NGS-9

    The Characteristics, Distribution, and Migration of Human Population on Earth’s Surface

Verizon logo