Let the Games Begin, Grade Core Knowledge Conference 1

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1 LET THE GAMES BEGIN! Presented by: Lynn Boyles, Anna Miller, Roxanne Cook, Rita Knight, Sadie Clement from Marvin Ward Elementary/Winston-Salem, NC Grade level: Second Grade Length of Unit: Five lessons with culminating activity I. ABSTRACT This integrated unit allows the students to explore many aspects of Ancient Greece; the people and culture, the geography, the arts, the gods and goddesses, and the Greek Marketplace with a culminating activity of the Olympic games and a Greek festival. II. III. OVERVIEW A. Concept of Objectives: 1. Students will develop an awareness and understand the location and origin of ancient civilizations. 2. Students will understand how cultures have similarities and differences. 3. Students will understand that people seek to understand the unexplainable. 4. Students will understand how art reflects the beliefs of its culture. 5. Students will understand the foundation and background of other countries economy. 6. Students will understand that people celebrate the mind, body, and spirit of excellence. B. Content from the Core Knowledge Sequence 1. Geography: Mediterranean Sea, Aegean Sea, Crete 2. Sparta 3. Athens as a city-state: the beginnings of democracy 4. Worship of gods and goddesses 5. Olympic games 6. Mythology of Ancient Greece Gods of Ancient Greece Mount Olympus: home of the gods Mythological creatures and characters Greek Myths C. Skill Objectives: 1. Students will understand how various sources provide information about the past. 2. Students will use simple geographic tools such as maps, globes, and photographs. 3. Students will respond to various texts in a variety of ways. 4. Students will listen, speak, and read to increase knowledge of his/her own culture, the culture of others, and the common elements of culture. 5. Students will write for a variety of audiences and purposes, and in various forms. 6. Students will develop an extensive vocabulary. BACKGROUND KNOWLEDGE A. For Teachers: 1. Hirsch, E.D., Jr. (ed.) (1998) What Your Second Grader Needs to Know. New York, NY: Delta Book. 2. World Book Encyclopedia (1998). Ancient Greece. Chicago, IL: World Book, Inc. B. For Students: Let the Games Begin, Grade Core Knowledge Conference 1

2 1. Knowledge of maps, globes, geographical terms 2. Greek myths IV. RESOURCES A. Baltimore Curriculum Plan Lessons. Connections to the Core Knowledge Sequence. B. D Aulaires, Ingrid & Edgar Parin. (1962). D Aulaires Book of Greek Myths. New York, NY: Bantam Doubleday Dell Publishing Group, Inc. C. Evans, Marilyn & Leslie Tyron (1988). Greek Myths: Literature Mini-Unit. Monterey, CA: Evan-Moore Corp. D. Gilkerson, Patricia & Kathy Zaun (1997). Great Greek Gods and Goddesses. California: Good Apple. E. Glubok, Shirley & Alred Tamarin (1976). Olympic Games in Ancient Greece. New York, NY: Harper Collins Publishers. F. World Book Encyclopedia (1998). Ancient Greece. Chicago, IL: World Book, Inc. V. LESSONS Lesson One: Geography of Ancient Greece A. Daily Objectives 1. Concept Objective a. Students will develop awareness and understand the location and origin of ancient civilizations. 2. Lesson Content a. Geography: Mediterranean Sea, Aegean Sea, Crete b. Introduction to Ancient Greece 3. Skill Objective a. Students will use simple geographic tools such as maps, globes, and photographs. b. Locate Ancient Greece, identify the landforms in Greece. B. Materials 1. World Map (class map and individual maps for each student) 2. Globes 3. Overhead of Ancient Greece map 4. Student copies of Ancient Greece map 5. Crayons/markers 6. Tag Board 7. Play dough or salt dough mixture 8. Food coloring C. Key Vocabulary 1. Peninsula a portion of land nearly surrounded by water and connected with a larger body of land by isthmus 2. Mainland a continent or the main pat of a continent as distinguished from an offshore island 3. Mountain range a vast landmass that projects above its surroundings and is higher than a hill 4. Island a tract of land surrounded by water and smaller than a continent 5. Sea a great body of salty water that covers much of the earth 6. Ocean the whole body of salt water that covers nearly three fourths of the surface of the globe D. Procedures/Activities 1. Review names and locations of continents and oceans on globe and map. 2. Locate Greece on continent of Europe Let the Games Begin, Grade Core Knowledge Conference 2

3 3. Identify and label the following on overhead map. Students label their own individual maps. a. Mediterranean Sea b. Aegean Sea c. Ionian Sea d. Peloponnesus e. Crete f. Persia g. Athens h. Sparta i. Troy j. Mount Olympus k. Olympia 4. Color code map: Blue- bodies of water/red major cities/green land/brown mountain ranges E. Evaluation 1. Check that students correctly labeled their individual maps. 2. Extension activity - Divide class into groups of four. Students make a map of Greece using colored play dough or salt dough mixture. Use food coloring to identify different areas of Greece; mountains, seas, etc. Check and observe that students understand landform concept. Lesson Two: Athens and Sparta A. Daily Objectives 1. Concept Objective a. Students will understand how cultures have similarities and differences 2. Lesson Content a. Athens as a city-state: the beginnings of democracy b. Sparta 3. Skill Objective a. Students will know what the advantages are for a nation that is united. b. Students will listen, speak and read to increase knowledge of his/her own culture, the culture of other, and the common elements of culture. c. Students will compare and contrast life in Athens and Sparta using a Venn diagram. d. Students will write for a variety of audiences and purposes, and in various forms. B. Materials 1. Overhead 2. Venn diagram 3. Poster board 4. Paint, scissors, tape C. Key Vocabulary 1. City-state an autonomous state consisting of a city and surrounding territory 2. Social classes of or relating to human society; based on rank or status in a particular society 3. Democracy government by the people, rule of the majority 4. Citizens an inhabitant of a city or town; one entitled to the rights and privileges of a freeman 5. Freedom the absence of necessity, coercion, or constraint in choice or action, liberation from slavery Let the Games Begin, Grade Core Knowledge Conference 3

4 6. Foreign situated outside one s own country, alien in character 7. Acropolis the upper fortified part of an ancient Greek city (Athens) 8. Parthenon Doric temple of Athena built on the acropolis at Athens in the 5 th century B.C. 9. Hoplite a heavily armed infantry soldier of ancient Greece 10. Fleet a number of warships under a single command D. Procedures/Activities 1. Discuss Athens using Core Knowledge background information, stories and books from Bibliography. Ask questions, make charts, diagrams, cooperative groups, etc. a. As a city-state b. Social classes c. Role of men, women, children d. Government e. Names after Athena f. Acropolis/Parthenon g. Hoplite warriors 2. Discuss Sparta using Core Knowledge background information, stories and books from Bibliography. Ask questions, make charts, diagrams, cooperative groups, etc. a. As a city-state b. Social classes c. Role of men, women, children d. Government e. Soldiers 3. Extension activity - Make a hoplite s shield (see directions) 4. Writing activity: Have the students write what it would be like to be an Athenian or Spartan soldier/warrior in their own words. They can tape their report or paragraph on back of hoplite shield. Have them share their information with the class or in small groups. E. Evaluation 1. Divide class into groups of four. Students draw own Venn diagrams on poster board listing at least five ideas that compare and contrast Athens and Sparta. 2. Half of the students develop their own questions for Sparta/Athens interview. The other half of students will role-play as Spartans or Athenians and answer fact questions concerning their area. All interviews can be tape recorded or videotaped. Lesson Three: Greek gods and goddesses A. Daily Objectives 1. Concept Objective a. Students will understand that people seek to understand the unexplainable. 2. Content Objective a. Gods of Ancient Greece b. Mount Olympus: home of the gods c. Mythological creatures and characters d. Greek myths e. Worship of gods and goddesses 3. Skill Objective a. Students will develop an understanding of Greek myths, gods and goddesses, and what their purposes are. Let the Games Begin, Grade Core Knowledge Conference 4

5 b. Students will understand how various sources provide information about the past. c. Students will develop an extensive vocabulary. B. Materials 1. Research outline 2. D Aulaires Book of Greek Myths 3. What Your Second Grader Needs to Know (pg ) 4. Drawing paper 5. Crayons/markers C. Key Vocabulary 1. Myths traditional story of historical events that serve to unfold part of the worldview of people or explain a belief or natural phenomenon. 2. God the supreme or ultimate reality 3. Goddess a female god 4. Mount Olympus the mountain that rose high above the clouds where the gods and goddesses lived 5. Deity the rank or essential nature of a god 6. Mortal causing or having caused death; subject to death 7. Immortal exempt from death 8. Symbol something that stands for or suggest something else by reason of relationship, association, convention, or accidental resemblance D. Procedures/Activities 1. Read aloud from D Aulaires Book of Greek Myths and What Your Second Grader Needs to Know. There are 9 main myths that students are to be exposed to through the Core Knowledge Sequence. Ask questions to lead to discussion and student understanding of the material. 2. Discuss mythology and Greek s belief in gods and goddesses through questions, role-playing, drawing after each myth. a. What is Mount Olympus? b. What do myths tell us? c. Have students relate the myths to why we have season, why there are volcanoes, how constellations got in the sky, etc. d. What are the gods magical powers? 3. Use research outline (listed below) to give to students to write about the following gods and goddesses: Zeus Athena Poseidon Hades Hera Ares Hephaestus Aphrodite and Eros Apollo and Artemis Hermes Demeter Dionysus Research outline: 1. Name of god or goddess 2. Ruler of Let the Games Begin, Grade Core Knowledge Conference 5

6 3. Powers 4. Symbol 5. Interesting facts 6. Roman name 7. Members of family Have students use class resources, internet, etc., to write a short report on each god/goddess. E. Evaluatioon 1. Students create a Who Am I? Poster. Fold 11x14 paper in half. Write Who Am I? On front with clues (Ex., I am a goddess. Athens is named after me, etc.). Inside the correct goddess/god is drawn. (Students do all writing of clues, name, pictures, etc.) 2. Students present/share posters with class. Teachers can develop a rubric for assessing this project. Look at accuracy of information, format, and presentation of poster. Lesson Four: Arts of Ancient Greece A. Daily Objectives 1. Concept Objective a. Students will understand how art reflects the beliefs of its culture. 2. Content Objective a. Ancient Greece; the arts, recreation, and relaxation of its people 3. Skill Objective a. Students will respond to various texts in a variety of ways. b. Students will listen, speak, and read to increase knowledge of his/her own culture, the culture of others, and the common elements of culture. c. Students will develop an understanding of the arts of Ancient Greece and how it has contributed to our society today. B. Materials 1. Drawing paper 2. Craypas/crayons 3. Black paint 4. Paper plates 5. Black strips of construction paper 6. String 7. Clay C. Key Vocabulary 1. Stonecutter one that cuts, carves, or dresses stone 2. Bronzesmith one who cuts, carves, or dresses bronze 3. Pottery the art or craft of a potter 4. Marble limestone that is more or less crystallized by metamorphism and is used especially in architecture and sculpture 5. Theatre an outdoor structure for dramatic performances or spectacles in ancient Greece 6. Dionysus god of wine 7. Comedy a drama of light and amusing character and typically with a happy ending 8. Tragedy a poem or tale typically describing the downfall of a great man and having a sorrowful or disastrous conclusion that excites pity or terror 9. Drama a composition in verse or prose intended to portray life or character or to tell a story Let the Games Begin, Grade Core Knowledge Conference 6

7 D. Procedures/Activities 1. Discuss importance of artisans and Greek plays. 2. Discuss symbols/pictures drawn on pottery. 3. Explain/discuss difference between comedy/tragedy/drama from Greek theatre. 4. Have students use craypas to create picture of Grecian vase on white drawing paper. Paint over all of picture with thin solution of black paint. After dries, students use scissors, toothpicks, etc., to scrape picture of vase from paint. (Batik) 5. Use clay to make red figure plate. (see directions) 6. Use paper plates and strips of black paper to make a Greek theatre mask. (see directions) E. Evaluation 1. Have a group of students use research from god/goddess to role-play using masks. 2. Invite art teacher or potter to demonstrate how to make Greek vase using pottery wheel. After vase dries, teacher can break into parts, hide in sand and create an archeological dig for students. Students find all parts, glue back together. Then students draw a picture of the vase and write a short report of what the vase could be used for during Ancient Greece times. Lesson Five: Greek Marketplace A. Daily Objectives 1. Concept Objective a. Students will understand the foundation and background of other civilization's economy. 2. Content Objective a. Athens marketplace 3. Skill Objective a. To develop an understanding of the Greek Marketplace, it s uses and value. b. Student will respond to various texts in a variety of ways. c. Students will develop an extensive vocabulary. B. Materials 1. Butcher paper 2. Crayons/markers C. Key Vocabulary 1. Drachma any of various ancient Greek units of weight 2. Service the occupation or function of serving 3. Goods personal property having intrinsic value but usually excluding money, securities, and negotiable instruments 4. Barter to trade by exchanging one commodity for another 5. Trade the business or work in which one engages regularly; to engage in the exchange, purchase, or sale of goods 6. Agora the marketplace in ancient Greece 7. Supply the quantity or amount needed or available; to make available for use 8. Demand - the quantity of a commodity or service wanted at a specified price and time D. Procedures/Activities 1. Describe and discuss Ancient Greek agora. Teachers will need to download information/resources on the Greek marketplace from the internet. Use this information to formulate questions that will help your students develop and understanding of the Greek Marketplace. Let the Games Begin, Grade Core Knowledge Conference 7

8 2. Define goods and services, bartering and trading. 3. List differences and examples in goods/services. 4. Role-play bartering/trading. E. Evaluation 1. Have students bring in items that could be sold at a marketplace (weaving, cloth, stones, jewels, etc.). 2. Divide the class into groups. Assign students different parts (setting prices for goods, taking different roles as traders, sellers, buyers, etc.) 3. Have the students set up a Greek marketplace in the classroom. Observe the students as they barter, trade, etc. to check for understanding of concepts. 4. Extension activity Depict the Greek marketplace, pictures of goods and goddesses, the arts, and people of Sparta/Athens in a class mural and have students label all parts of the mural. (Good activity to see if students understand everything that has been covered in all lessons.) VI. CULMINATING ACTIVITY: Let the Games Begin! A. Daily Objectives 1. Concept Objective a. Students will understand that people celebrate the mind, body, and spirit of excellence. 2. Content Objective a. Olympic games 3. Skill Objective a. Students will understand the origin of the Olympic games and how people developed ways to honor themselves and higher powers. B. Materials 1. Measuring tape 2. Post-it notes 3. Straws/toothpicks 4. Paper plates 5. Stickers 6. Paper 7. Crayons/pencils 8. Greek foods (grapes, olives, bread, olive oil, grape juice) 9. Yogurt/honey/nuts for ancient Greek dessert 10. Cotton balls C. Key Vocabulary 1. Olympics - an ancient Panhellenic festival held every fourth year and made up of contests of sports, music, and literature with the victor s prize a crown of wild olive 2. Torch a burning stick of resinous wood or twist of tow used to give light and usually carried in the hand 3. Pentathlon an athletic contest involving participation by each contestant in five different events 4. Javelin a metal shaft that is thrown for distance in a field event 5. Discus a disk that is hurled for distance as a track and field even D. Procedures/Activities 1. Introduce/discuss the Olympics by creating KWL chart using chart paper or overhead projector. 2. List and discuss different summer Olympic activities: Pentathlon, discuss throw, javelin throw, track and field, etc. Let the Games Begin, Grade Core Knowledge Conference 8

9 3. Replicate opening ceremonies using Olympic torch pattern (see directions), music, and all classes walking around school running the torch. 4. Hold indoor Olympics with Greek festival. (Indoor Greek Olympics attached with Greek recipe) 5. Replicate closing ceremonies presenting laurel wreaths and certificates to all participates. E. Evaluation 1. Writing activity: Using writing journals, students write one way the modern day and Greek Olympics are the same and one way they are different. VII. VIII. HANDOUTS A. Map of Ancient Greece (Appendix A) B. Directions for hoplite shield (distributed at session only) C. Directions for red figure plate (distributed at session only) D. Directions for Greek theatre mask (distributed at session only) E. Recipe for Ancient Greek dessert (distributed at session only) F. The Indoor Greek Olympics (Appendix B) G. Olympic torch pattern (distributed at session only) BIBLIOGRAPHY A. Baltimore Lesson. Connections to the Core Knowledge Sequence. B. Core Knowledge Foundation, Core Knowledge Sequence. Charlottesville, VA: Core Knowledge Foundation, C. D Aulaires, Ingrid & Edgar Parin (1992). D Aulaires Book of Greek Myths. New York,NY: Dell Publishing. D. Evans, Marilyn & Leslie Tyron (1988). Greek Myths: Literature Mini Unit. Monterey, CA: Evan Moor Corp. E. Gilkerson, Patricia & Kathy Zaun (1997). Greek Gods and Goddesses. California: Good Apple. F. Glubok, Shirley & Alred Tamarin (1976). Olympic Games in Ancient Greece. New York, NY: Harper Collins Pub. G. Hirsch, E.D., Jr. (ed). (1994). What Your Second Grader Needs to Know. New York, NY: Delta Book. H. World Book Encyclopedia (1998). Ancient Greece. Chicago, IL: World Book Inc. Let the Games Begin, Grade Core Knowledge Conference 9

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