Terri LatheLinda Chamberlain

Spring 2014

The Greek Gods

CCSS

● Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Background Information

We will be using ancient Greece as our setting to learn about some of the most famous Greek gods of that time period. Temples or sanctuaries were built to honor the gods. The first Olympics was also developed to please the gods.

Purpose

The stated purpose of this unit will be to create the opportunity for each student to explore the history of some of the most famous Greek Gods. Students will learn through teacher directed activities and online research.

Materials

Many of the materials you will need will come from the teacher. Some will come from internet sites selected by your teacher, and others you may come across yourself.

1. New empty folder for each student to keep all Greece materials in2. Blank map of Greece - http://www.worksheetworks.com/geography/europe/greece/outline.html3. World Atlas4. Vocabulary List5. Books on Greek Gods6. Crossword puzzles and Word Searches - http://www.puzzle-maker.com/WS/7. Greek Number System - http://gwydir.demon.co.uk/jo/numbers/gre8. Greek Calendar for Olympics - http://www.onereed.com/articles/vvf/olympics.html9. Agriculture in Ancient Greece - http://www.slideshare.net/LTavares1/ancient-greek-agriculture10. Ancient Greek Animal Sacrifice - http://www.historyforkids.org/learn/greeks/religion/sacrifice.htm11. Greek God Family Tree Template - http://www.lujer.org/nt-xobeh/, http://www.familytreetemplates.net/12. Ancient Greek Religion - http://resources.woodlands-junior.kent.sch.uk/homework/greece/greekgods.htm

13. Historic photo sites

https://docs.google.com/presentation/d/1FlEPLcwWfeO5YOp-8PgqqiK8BejW5JQiv3ZqUtZYWeg/pub?start=false&loop=false&delayms=5000

14. Art materials - red clay, yarn, cardboard, straws, paints, markers, crayons, popsicle sticks http://www.wikihow.com/Make-Pan-Pipes http://www.activityvillage.co.uk/make-a-greek-shield http://www.instructables.com/id/how-to-weave-on-a-cardboard-loom/15. Music - Pandora radio, YouTube16. Gym - discus, javelin or long stick17. Menu writing template - http://www.sparklebox.co.uk/5651-5660/sb5653.html#.U1wNn61dXKM

Concepts

1. To explore ancient Greece2. To learn about the importance of the Greek Gods

Lessons

To accomplish this we will complete the following (It is at the teacher’s discretion as to which lessons they choose to use, which order, and can be used in conjunction with each other):

Geography

Begin lesson by showing video and discussing with aide of a map the location of the Aegean Sea.https://www.youtube.com/watch?v=0BAoetNfM38

1. Teacher will go to website provided and select the type of map they wish their students to use.

2. Teacher will give introduction of points chosen to research and label on their map. The points to label are as follows: Draw a compass rose on your map. Label the Aegean Sea, Sea of Crete, Athens, Delphi, Cape Sounion, Olympia, and the Ionian Sea. Students will put their maps in their folder for further use.

3. Name the cities that have temples dedicated to Zeus, Athena, Apollo, and Poseidon. Students need to be made aware that all temple entrances faced east.

Language Arts

1. Using the Greek Mythology Vocabulary List provided http://quizlet.com/_qodhu

students will define each word. Students will save their words and definitions in their folder for later use.

2. Students will be introduced to the Ancient Greek Gods. Teacher will select several stories about Greek Gods and read them to the class. The group will discuss the gods as the stories are being read. Teacher will ask questions such as: setting, powers, family tree, etc based on the text being read.

3. Students will select a Greek God to research. Create the God’s family tree. Students can obtain a family tree template from their teacher (see materials list).

4. Research Zeus and his story of the eagles. Students will write about the story, where does it take place, why does it take place there, what is the significance of this place (The Navel of the World). Locate where the temples dedicated to Zeus are.

5. Research Athena and her role as a god. Locate 2 temples dedicated to her - describe where they are, what they look like, and the significance of them.

6. Research Apollo and the importance of his Sanctuary. Describe the sanctuary and where it is located. What is his role as a god?

7. Research Poseidon. What was his role as a god? Describe his sanctuary and where it is located.

8. Now that students know about Greek Gods they are ready to create one of their own. Students need to draw them, describe them, what were they the god of, and give them a name.

Social Studies

1. Make a timeline of Ancient Greece from 1701 - 1628 BC. Label 10 dates and their significance. Why this particular time period?

2. Students will participate in a group discussion about the Ancient Olympics. Where did the first Olympics take place, who could participate and how were they chosen, when did they take place, who could attend, what were the first events, and why were they holding the Olympic games. Teacher will document questions students couldn’t answer. Students will then research the questions they couldn’t answer. Students can either work in teams or individually.

3. Students will identify and give significance of Greek archaeological sites by looking at photographs (your photos from the trip? Linda’s photos shown later in this document?) for the site linked in the materials list.

4. Students will research on their own the Trojan War. They will come together as a group and share what they have learned about the war - where it was, who was involved, why this war took place, etc.

Math

1. Students will be exposed to the Greek number system. Teacher will hand out copies of the attached Greek number system. Students will practice saying the numbers and create flash cards of the 27 numbers.

2. Students will work together to create of menu of Greek treats to be served at their Olympic Games.

3. Students will use measuring skills while participating in cooking activities.

Science

1. How did the athletes keep cool and protect themselves from the sun during the Olympic Games. Students will research what materials were used and how these materials served to protect the athletes.

2. What time of year did these early Olympics take place? Research to find out what the climate was like in Olympia.

3. Research what crops the Ancient Greeks grew - when they were planted, harvested, and what they were used for.

4. Students will research the animals of ancient Greece - livestock, hunted for food, and sacrifice. Students will list the animals in each area and what each animal was used or sacrificed for.

Art

1. The ancient Greeks did a lot of weaving to make their clothing and other items needing cloth. Give this ancient art a whirl by weaving your own hot pad. Make a loom from cardboard and select the colors of yarn you would like to use.

2. The Greek Warriors were very impressive and perfected their skills on the battlefield. Research on your own Greek shields. Then design and create your own shield. Write a paragraph describing your shield and why you chose the symbols you put on it.

3. Research Ancient Greek pottery. Design your own pot and create it with clay. When dry, paint it with the design you chose. Write a paragraph describing what your pot depicts and why.

4. Create your own little clay animal. The Greeks used little clay animals as tokens and toys for children.

5. Group project - Make a Trojan Horse from popsicle sticks. Students will work together to design and create a Trojan Horse made from popsicle sticks. Research online for ideas.

Music

1. Students will listen to traditional Greek music and compare and contrast it to the music they listen to. Students should write at least four paragraphs.

2. Students will research musical instruments of Ancient Greece. They will have a group discussion about the different types of instruments they found. Students will make a pan pipe flute.

Gym

1. Students will create their own Mini Olympics - games to consider are as follows: long jump, running, running relay, discus/frisbee throw, basketball throw, hula-hoop, 3 legged race, wheelbarrow race, water run, Zeus Says/Simon Says

2. Play Hoops - found in the Multicultural Game Book

Cooking

The following are some Greek dishes to create with your class. A few recipes are included in this unit.1. Greek Salad2. Ambrosia3. Spanakopitakia4. Dolmades Avgolemono - stuffed grape leaves5. Tsourekia - Sweet Easter Bread6. Tiropitakia - Cheese Pastries7. Moussaka8. Tzatziki

Extras

The following is a list of other fun ideas you could use with your class:1. Watch the Odyssey then go to the Teach With Movies Site for vocabulary and questions http://www.teachwithmovies.org/guides/odyssey.html2. Play Zeus on the Loose - a card game to purchase3. Play Top Trumps Greek Mythology - card game to purchase4. Dress like a Greek- use white sheets5. Greek Gods & Goddesses coloring sheets6. Life in Ancient Greece coloring sheets7. Road to the Olympics Game - have students work together to create a game board and questions.8. Web quest - https://sites.google.com/site/webquestgreekmythology/home9. Which Greek God or Goddess are you? http://quizfarm.com/quizzes/new/nyx/which-greek-god-or-goddess-are-you/10. Students create crossword puzzles or word searches http://www.puzzle-maker.com/WS/11. Study the stars - Greek Gods constellations

Assessment Tool(s)

Informal Assessments:

Interview - Students will have several group discussions during this unit. The teacher will check for understanding through various levels of Bloom’s taxonomy during these discussions.

Portfolio - Students will keep a folder of work completed for teacher review at end of unit. The portfolio should include the map, timeline, flashcards, research on each of the gods, and any other pieces of research collected during this unit.

Work Sample - Students will put together an Ancient Greek Fair. Students will display their artwork, writings, and dress like a Greek. They will invite friends and family to attend their Olympics and feast of Greek treats which they have made.

Formal Assessments:

● Students will be assessed on their timeline using the following rubric: http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-timeline2.pdf

● Students will be assessed on their map using the rubric included at the end of this unit:

● Students will identify the photographs of Ancient Greek Landmarks provided by the teacher. http://www.rcampus.com/rubricshowc.cfm?code=GXW458B&sp=yes

● Students will self-evaluate their artwork using the form provided.

Making A Map : Ancient Greece Map

Teacher Name:

Student Name: ___________________________________

CATEGORY 4 3 2 1

Map Legend/Key Legend is easy-to-find and contains a complete set of symbols, including a compass rose.

Legend contains a complete set of symbols, including a compass rose.

Legend contains an almost complete set of symbols, including a compass rose.

Legend is absent or lacks several symbols.

Labels - Accuracy At least 90% of the items are labeled and located correctly.

80-89% of the items are labeled and located correctly.

79-70% of the items are labeled and located correctly.

Less than 70% of the items are labeled and located correctly.

Color Choices Student always uses color appropriate for features (e.g. blue for water; black for labels, etc.) on map.

Student usually uses color appropriate for features (e.g. blue for water; black for labels, etc.).

Student sometimes uses color appropriate for features (e.g. blue for water; black for labels, etc.).

Student does not use color appropriately.

Spelling/Capitalization 95-100% of words on the map are spelled and capitalized correctly.

94-85% of the words on the map are spelled and capitalized correctly.

84-75% of the words on the map are spelled and capitalized correctly.

Less than 75% of the words on the map are spelled and/or capitalized correctly.

Title Title tells the purpose/co

Title tells the purpose/co

Title tells the purpose/co

Purpose/content of the map is

ntent of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map.

ntent of the map and is printed at the top of the map.

ntent of the map, but is not located at the top of the map.

not clear from the title.

Art: Self Evaluation

Teacher: ________________________________________

Student: ________________________________________

Date: __________________________________________

Objective: What were the objectives of this project?

Look at your artwork. Did it meet the objectives? Why or why not?

Artistic and Creative Process: What have you learned previously that can be applied to the success of your project? This may include your inspiration.

How have you used creativity in your work? (What parts are your own unique ideas?)

Craftsmanship: Describe one or more areas of your artwork where you made best use of the tools and materials to achieve craftsmanship.

Greece Archaeological Site Photos

Photo by: Linda ChamberlainTemple of PoseidonThe sanctuary at Sounio is one of the most important sanctuaries in Attica. Sporadic finds point to the conclusion that the site was inhabited in the prehistoric period but there is no evidence of religious practice in such an early date. “Sounio Hiron” (sanctuary of Sounio) is first mentioned in the Odyssey, as the place where Menelaos stopped during his return from Troy to bury his helmsman, Phrontes Onetorides.

Photo by: Linda ChamberlainErechtheionThe Erechtheion is an ancient Greek temple on the north side of the Acropolis of Athens in Greece which was dedicated to both Athena and Poseidon.This is where, according to the myth, Athena's sacred snake lived. The sanctuary also contained the grave of Kekrops and the traces of the dispute between Athena and Poseidon for the possession of the city of Athens.

Photo by: Linda ChamberlainThe Temple of Zeus at Olympia

Regarded as one of the seven wonders of the world, the cult statue of Zeus at Olympia (c. 430 BC) was the final masterpiece of Pheidias, who also was responsible for the Parthenon sculptures.

The myth of the birth of the goddess Athena. Zeus, the god of the sky and ruler of the gods, began to suffer with a terrible headache. The other gods asked Zeus' son Hephaestus, blacksmith of the gods, if he would try to cure Zeus' headache. Hephaestus hurled his ax into Zeus' skull and split his head open. Athena leapt out of Zeus' head fully grown and completely armored.

The only one of the Olympians who was not afraid and understood the importance of this birth was the goddess of victory, Nike. She came forward to crown Athena with a laurel wreath, symbol of victory.

Photo by: Linda Chamberlain

Olympia

This sanctuary is known for having been the site of the Olympic Games in classical times, the most famous games in history.

The Olympic Games were held every four years from the 8th century BC to the 4th century AD. The first Olympic Games were in honor of Zeus.

Photo by: Linda ChamberlainTemple of Apolloat Ancient Delphi was the most important sacred site in the Greek world. Revered as early as 1500 BC, the sacred precinct was home to the famous Oracle, in which the god himself counseled his people through the mouth of an intoxicated priestess.

Photo by: Linda ChamberlainThe Temple of Athena Pronaia Located roughly one-half mile from the main concentration of buildings at Delphi, Athena Pronaia was the gateway to Delphi.

How Greek numbers workedThe symbols that the Greeks used were their letters. They are listed below with their sounds. Unfortunately, this method of counting needs 27 letters, and there were only 24 in the Classical Greek alphabet. This meant that the Greeks had to find 3 extra symbols

for the missing numbers of 6, 90 and 900. They used 3 archaic letters, which used to be in the alphabet but had been dropped as they were no longer required.

See chart on following page:

Arabic number

1 2 3 4 5 6 7 8 9

Greek number

Greek name

alpha beta gamma delta epsilon digamma zeta eta theta

Sound a b g d short e

z long e th

Arabic number

10 20 30 40 50 60 70 80 90

Greek number

Greek name

iota kappa lambda mu nu xi omicron pi koppa

Sound i k/c l m n x short o p

Arabic number

100 200 300 400 500 600 700 800 900

Greek number

Greek name

rho sigma tau upsilon

phi chi psi omega sampi

Sound r s t u f/ph ch ps long o

Tsoureki (Greek Easter Sweet Bread)

By evelyn/athens on March 30, 2004

Photo by samovila

● Prep Time: 40 mins● Total Time: 1 hrs 25 mins● Yield: 2 loaves

About This Recipe

"This is a traditional Easter bread served in Greece to break the Lenten fast. It is traditionally braided, with a red-dyed*, hard-boiled egg inserted at one end, and then baked. Beautiful to look at - delicious to eat. Like many yeast breads, these loaves require two risings, so take that into consideration when timing to make them. I like to eat it most at breakfast, with a piece of graviera (a Greek cheese resembling Swiss) and a huge glass of ice-cold milk. A bite of tsoureki; a nibble of cheese; a swallow of cold milk - heaven!!!"

Ingredients

○ 2 cups milk○ 2 (1/4 ounce) envelope active dry yeast○ 8 -9 cups bread flour○ 1 3/4 cups sugar○ 1 cup almonds, very finely chopped (optional)○ 1 teaspoon salt○ 1 orange, zest of, grated○ 2 teaspoons finely ground anise seed or 1 tablespoon mahlepi○ 1 teaspoon ground masticha (optional)

Ingredients

● 1/4 cup butter, melted

● 5 eggs, very well beaten

● Glaze

○ 1 egg yolk

○ 2 -3 tablespoons milk

○ 1/2 cup slivered almonds

Directions

1. Warm two cups of milk and place in a large bowl. Add the yeast, one cup of the flour,

and 1/4 cup of the sugar. Cover and proof for one hour.

2. In a large bowl, combine seven cups of flour, the ground almonds, salt, remaining

sugar, orange rind, aniseed or mahlepi and masticha (if using). Make a well in the

center. Add the yeast mixture, melted butter and eggs. Work from the center

outwards, bringing flour into the well, stirring the mixture until a dough begins to

form.

3. Dust a work surface with a little of the remaining flour and knead, adding more flour

if necessary, until the dough is smooth and doesn't stick to your hands, about 12

minutes.

4. Place in an oiled bowl, cover with a cloth, and set aside in a warm, draft-free place to

rise until doubled in bulk, about two hours. Punch down dough.

5. Divide into six small balls and roll each into strips 12-15 inches long, and about 2

inches in diameter. Lay three strips side by side, pinching together at one end, and

braid. Pinch together at the other end to hold the loaf intact.

6. Optional: At this point you can press two red-dyed eggs between the strips of the

braid or just leave the braided loaf plain.

7. Repeat the procedure to make the second loaf.

8. Place the breads on a parchment-lined baking sheet, covered, and let rise for two

hours, or until doubled in bulk. While the braids are rising, preheat oven to 360F

(180°C), placing rack on lower shelf of oven.

9. Beat together the egg yolk and remaining milk. Brush over tsoureki loaves and

sprinkle with slivered almonds.

Directions

1. Bake for about 40-45 minutes, or until golden brown. I check my breads after about

15 minutes as they do tend to colour quickly and drape them with aluminum foil to

prevent excess browning. The bread should sound hollow when tapped on the bottom.

Remove and cool on racks.

2. *The special red dye used by Greeks to dye Easter eggs, as well as the spices Mahlepi

(Mahleb) and Masticha can be found at all good ethnic grocery stores and in the

Penzeys Catalague.

Tiropitakia Recipe | Greek Cheese Phyllo Triangles

Author: Kenton & Jane

Recipe type: Greek Appetizer

Cuisine: Greek

Prep time: 45 mins

Cook time: 30 mins

Total time: 1 hour 15 mins

Serves: 10

A lovely delicious phyllo triangle filled with cheese.

Ingredients

● 2 eggs, lightly beaten● 1 egg yoke● 4 tablespoons evaporated milk● .5-1 teaspoon garlic powder (optional and to taste)

● 3 cups of Greek cheese (1c of each: Feta, Kasseri, and Kefalotyri)*● 1 stick butter, melted● Olive oil● Pepper to preference (no salt as cheese is already salty)● 1lb of ready made phyllo dough● sesame seeds● -Egg wash cover-● 1 egg yolk beaten● 1 teaspoon of water

Instructions

1. In a bowl, combine: eggs, egg yolk, cheese, pepper, and mix well. Should be thick and not too runny. If so, just add more cheese.

2. Combine melted butter and olive oil in bowl (will use this to brush each phyllo strip)3. Take out the phyllo dough roll--don't unroll it!4. Now, cut the phyllo dough into thirds. (see picture)5. Take one thirds and unroll it--this will be what you work with6. Cover phyllo that you're not using with a damp paper towel to keep moist.7. Take olive oil/butter mixture and lightly brush the first strip (see picture)8. Take 1 spoonful of cheese mixture and place it on right corner (right or left,

whichever is easier for you to roll). See picture9. Now, fold the cheese over on the phyllo dough making a triangle. Continue rolling it

over and over until you've reached the end.10. Place on baking sheet (preferably lined with parchment paper)11. Repeat until all cheese/phyllo is used or desired amount.12. Preheat oven to 400F13. Once all tiropitakia's are on the baking sheet, take your egg wash mixture and brush

the top of each cheese pie14. Sprinkle sesame seeds and place in oven15. Bake for 30 min16. Serve hot!17. Enjoy :)

Greek Gods Bibliography

Cook, Deanna F. The Kids’ Multicultural Cookbook. Charlotte: Williamson Publishing Co., 1995. Green, John. Life in Ancient Greece Coloring Book. Toronto: Dover Publications, Inc., 1993. http://gwydir.demon.co.uk/jo/numbers/greek/

http://online.culturegrams.com/

http://www.ducksters.com/history/ancient_greece/greek_alphabet.php http://www.mythologyteacher.com/ http://www.topastronomer.com/StarCharts/Constellations/ March, Michael. Guide to Greece. Columbus: Highlights for Children, 1999. Napoli, Donna Jo. Treasury of Greek Mythology. Washington, D.C.: National Geographic, 2011. Orlando, Louise. The Multicultural Game Book. New York: Scholastic, 1993. Osborne, Mary Pope. Hour of the Olympics. New York: Scholastic , 1998. Osborne, Mary Pope & Boyce, Natalie Pope. Ancient Greece and the Olympics. New York: Scholastic, 2004. Powell, Anton & Steele, Philip. The Greek News. New York : Scholastic, 1997. Rogers, Kirsteen and Hickman, Clare. The Usborne Encyclopedia of World Religions. New York: Scholastic Inc., 2001. Silver, Drew. Greek Gods and Goddesses. Mineola: Dover Publications, 2001. The Odyssey, Dir. Andrei Konchalovsky, Hallmark Entertainment, Inc., 1997. Wilkes, Angela and Watt, Fiona. The Usborne Children’s World Cookbook. New York: Scholastic Inc., 2000. Worth-Baker, Marcia. Greek Mythology Activities, New York: Scholastic Inc, 2005.

Terri LatheSpecial Education TeacherIEC ProgramTwin Valley High School1 School StreetWilmington, Vermont 05362802-464-5255

Terri Lathe has been working at Twin Valley High School for six years. She is the head teacher for the IEC program, working with Emotionally Disturbed Students. These students are in a self-contained classroom. Terri provides all core subjects - english, math, science, social studies, reading, and writing to her students.

Being able to attend a course which is at an on-site location, like this one in Greece, allows Terri to bring real life experiences into her classroom. Her students relate much better to topics and ideas when they are presented from someone who has been there and experienced it. The students become more curious and want to know more. Having curious students is a wonderful thing!

Linda ChamberlainParaeducator Grades 9-12Twin Valley High School4299 Route 100Whitingham VT 05361

802-368-2880

Linda Chamberlain has been working for the WSSU in Vermont since 2009. She works in the Special Education Dept. at Twin Valley High School. She attended the University of Cincinnati and is currently studying for her BA in Global Studies from Union Institute and University. She lives in Wilmington VT with her family.

Her course work at the archaeological sites in Greece and their connection to Greek Mythology as well as their connection to each other has given her an expanded knowledge of the development of the ancient Greek societies. This knowledge will be integrated into her work in Global Studies and in the classroom.

In addition to working with students in the high school Linda is also an active member of her community. Linda has worked on several projects for the Village Stroll Committee in Wilmington and as a volunteer EMT for the rescue squad.