A Glimpse Back Through Time

This unit gives you a glimpse at the written language, myths, art, architecture and sports of
ancient Greece and how they have influenced the world through out history. Integrating art,
history, language arts, and math.





By Nancy Livingston Clements
June 2014
2
Table of Contents

Stone Carving during the Minoan Age 2000-1400B.C.
The beginning of a written language
LESSON: ANCIENT GREECE STONE CARVINGS
Pages 3-7

The Mycenaean Age 1600-1100 B.C.
The Great Myth of the Trojan Horse
LESSON: DESIGNING A TROJAN HORSE
Pages 8-12

The Dark Ages 1100-750 B.C.
The Transformation of Pottery and its Design
LESSON: GREEK POTTERY DESIGN DURING THE DARK AGES
Pages 13-17

During the Archaic (750500 BC) and Classical Periods (500336 B.C.)
The Greeks create a lasting legacy of architecture.
LESSON: GREEK ARCHITECTURAL ORDER COLLAGE IN 3D
Pages 18-23

Hellinenistic Age 336 B.C.-
The Evolution of Mosaics in Ancient Greece
LESSON: RECREATING A PIECE OF ART AS A CUT PAPER MOSIAC
Pages 24-28

LET THE OLYMPIC GAMES BEGIN
Pages 29-36

RESOURCES AND REFERENCES
Pages 37-39





(ALL OTHER INFORMATION REQUIRED FOR THIS UNIT SUCH AS, STUDY GUIDES, HANDOUTS,
DAILY RUBRICS AND ASSESSMENTS CAN BE FOUND IN A SEPARATE FOLDER MARKER HANDOUTS
AND ASSESSMENTS ANCIENT GREECE)
3
Stone Carving during the Minoan Age 2000-1400B.C.
The beginning of a written language
INTEGRATING ART and HISTORY/SOCIAL STUDIES
Grades 6, 7 and 8




Objective
Students will be able to:
understand that although the Minoans were not Greeks, the Greeks
traded with the Minoans and copied their writing system as well as their
art.
see the differences and similarities between the first known writing
system Linear A and its more advanced writing system know as linear B.
create a piece of art using the language and characters used by stone
carvers.
compare/contrast materials used during the minoan age with what is
used today.
look at how writing has change/evolved throughout history.
understand how the writing system in Greece has helped to uncover the
culture and daily life of Ancient Greece.

4
Background Information

The Archaeologist Sir Arthur Evans first became aware of the possibility of an
ancient civilization on Crete because of the carved seal stones worn by the natives
as charms. Evans excavated at Knossos from 1900 to 1905, where he discovered
extensive ruins, confirming the ancient accounts, both literary and mythological of a
sophisticated Ancient Culture. It was believed to be the site of King Minos palace and
the legendary Labyrinth. Evans coined the term Minoan in reference to this
legendary king.
The Minoans were a thriving seafaring civilization and much of their art depicted
this theme. Early Minoans made their pottery by hand. It wasnt until the middle to
late Minoan age that the pottery wheel was introduced. Everything from pots and
jars to small figurines were made from clay. The common theme was marine
creatures such as fish and octopus painted dark on light.
Many frescoes where found on the palace walls during the excavation. The
Minoans utilized the wet type of fresco painting, meaning the pigments are applied
directly to the wet plaster, binding the pigments to the wall. The plaster dries very
quickly so the frescoes had to done quickly. The pigments readily available during
that time were, saffron, iron ore, and indigo.
Stone carving was utilized for both practical and decorative purposes. They used
soft stones such as serpentine, steatite and soapstone. They created vases, bowls
and stone seals. Stone seals were used to show ownership. They were small discs of
carved stone with insignias or other identifying marks that represented a house or
particular person in a time when literacy was not widespread. As with most of their
art the common characters were taken from nature like birds, fish, insects, lions and
bulls.

Materials Needed: per student for each stone
1 lunch milk carton per student (rinsed, cleaned and top opened up)
3 parts vermiculite
2 parts plaster
2 parts water
(you may add 1 part sand if you like)
wooden stylus and popsicle sticks for shaping and scratching into the stone.
Visuals, (slides, power point, or pictures) picture based symbols, linear A and
linear B and stone carvings
Handouts with examples of Linear A, Linear B (HANDOUT#1) and stone
carvings .
Scrap paper to work out layout and script to be carved on to the stone.
Assessment (HANDOUT #2)
All handouts from this unit can be found in HANDOUTS AND ASESSMENTS
folder marked MINOAN AGE

5

Lesson
ANCIENT GREECE STONE CARVINGS
4 Class periods (45 minutes each)
Day 1-2
I begin by showing students various slides of Stone Carvings, Linear A and Linear
B writing as well as earlier hieroglyphics from Crete and Ancient Greece.
After slides, Qs to ask:
o Did you notice a difference between the two or three styles in writing,
and if so, what might they be?
o Did you find any similarities?
o How do you think they were able to get such precise lines and shapes?
o What tools might have been used to carve into the rocks? Are there
similar tools that might be available to us today?
(You may find it beneficial to go back through the slides a second time while asking
these questions.)

Next, we discuss which kind of unique symbol would best represent their
household or family. I have prepared the stone mixture and poured it into the milk
cartons earlier in the day so that they are ready to start shaping during class time.
The mixing/pouring process needs to be done quickly as mix will harden fast. Each
student receives a carton filled with the plaster and vermiculite mixture. They peel
off the carton and use a popsicle stick to start shaving away the edges to give the
stone a more natural look. They need to keep the bottom flat so that it can stand.
The plaster is still moist enough so that this is a fairly easy process. I cover the
tables so that it is an easy clean up when they are done. They just roll up the mess
and throw it away. It is very important that no plaster or vermiculite goes into the
sink. When finished I pass out handouts that have examples of stone carvings, linear
A, linear B and early hieroglyphics from ancient Crete. Each student will decorate
three sides of their rock. Side one will be a picture based on the stone carvings, a
symbol that represents their family or household. Side two they will be using
pictures from either Linear A or Linear B writing and side three, will be the English
translation of side two. They will need scrap paper to work out their ideas.

Day 3-4
By now all the students should be carving, but depending on the student and the
difficulty of their carvings, the time it takes each student will vary. They do not need
to carve deep. They will use wooden stylus and popsicle sticks that have been
shaped to a point at the end as their carving tools. We will end the project with a
6
discussion on why it was important to have stone carvings representing households
or individuals and how written language has helped to preserve history.






Other Ideas that could be used to help enhance this unit

This is a great time to study the myth of the minotaur and draw what one
might look like as well as a Labyrinth (maze).

Vocabulary

Linear A An ancient system of writing, not yet deciphered, inscribed on clay
tablets, pottery, and other objects found at Minoan sites on Crete and other Greek
islands

Linear B An ancient system of writing representing a very early form of Greek,
deciphered by Michael Ventris chiefly from clay tablets found at Knossos on Crete
and at Pylos.

Hieroglyphics pertaining to a pictographic script, in which many of the symbols
are recognizable pictures of the things represented.

Stone Seals were small discs of stone carved with insignias or other identifying
marks that represented a house or particular person in a time when literacy was not
wide spread.

Labyrinth a vast maze built in Crete by Daedalus, at the command of King Minos,
to house the Minotaur.

Minotaur- In classical mythology a monster, the offspring of Pasiphae and the
Cretan bull, that had the head of a bull on the body of a man. It was housed in the
Cretan labyrinth, it fed on human flesh until Theseus, helped by Ariadne, killed it.



7
Assessment Tools

Daily Project Rubric
Handout #2 Identify and label Linear A, Linear B and ancient pictographs as
well as put them in order.

CC History Standards

WHST.6-8.2 Write informative explanatory texts including the narration of
historical events.

RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

RH.6-8.4 Determine the meaning of words or phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.

WSESU Visual Art Standards Achieved
STANDARD 2
Making of Art: Understand and use the principles of design (movement,
pattern/repetition, balance, contrast, emphasis and unity) to create visually
pleasing compositions and improve skills in visual perception.
STANDARD 3
Making of Art: Understand and apply media, techniques and process.
STANDARD 4
Analysis and Evaluation: Choose and evaluate a range of subject matter, symbols
and ideas.
STANDARD 6
Historical and Cultural: Understand the visual arts in relation to cultures past and
present.
STANDARD 7
Integration of Studies: Making connections between visual arts and other
disciplines.












8
The Mycenaean Age 1600-1100 B.C.
The Great Myth of the Trojan Horse
INTEGRATING ART, MATH and HISTORY/SOCIAL STUDIES
Grades 6, 7 and 8





Objective
Students will be able to:
recognize the difference between the Upper and Lower Class in the
Mycenaean society.
compare the differences and similarities between the Mycenaean Society
and our own society.
recognize Homers writings The Iliad and The Odyssey and their
importance in Greek History.
make the connection between Art, Literature and History .
look at how war has changed/evolved throughout history.
understand how archeological findings, Art and Literature have helped to
uncover the culture and daily life in Ancient Greece.
recreate/draw a plan for a Trojan horse.

9
Background Information

The Mycenaean communities were built on fertile plains, near the coast line and
at ports. The fortress or citadel, was always the center of power and built on higher
ground. The palace was placed at the top of the structure. Upper class Mycenaeans
lived in the fortress with the Wamax or King at the top. The King was in charge of
the political and religious issues. Below the King, was a chain of command that
covered the military, collecting taxes, and organizing trade. This governmental
structure for the Mycenaeans, was very strong and effective.
Most Mycenaean people did not live in the fortress but nearby taking care of the
crops and animals. These workers were considered to be the Lower Class
Mycenaeans. Sheep and goats were raised for milk and wool. The most common
crops were olives, grapes and grains. The Mycenaeans also had a thriving industry
in metal work, producing swords and weapons in mass quantity. While their
military kept them safe, their trade kept them financially sound.
Mycenaean history was best preserved through its Art and through Greek stories,
which were told and passed on from generation to generation. The most famous
story is of a Ten Year War, fought by the Greeks against Troy. Homers Iliad and
Odyssey is the closest thing to an accurate account of this tale that the Greeks
possess.
It is an epic tale of love, revenge, sorrow and bloodshed. Many people thought that
the city of Troy never existed, but in 1870 a German archaeologist called Schliemann
discovered the remains of a city that may well have been Troy. If the city was real,
some parts of the story may also have been real. No labels or signs giving the name
of the city were ever found.
As the story goesThe city of Troy was well protected by walls as high as 20
feet in some parts. The Greeks had been trying to breach its walls for ten years. It
was Odysseus a Greek general who came up with the idea to build a huge hollow
wooden horse, hide men in it and leave it for the Trojan people to find. His plan
worked and the Greeks entered the city, sacked and destroyed it. All of this was
over a woman, named Helen. There are many good versions of this story. The
version that I think best describes why the war began is on this web site -
http://www.britishmuseum.org/explore/young_explorers/childrens_online_tours/
the_trojan_war/the_trojan_war.aspx
This site is a great interactive site for the students. It walks you through the war
while looking at art that depict scenes of the events.


Materials Needed
Plain white paper
Graph paper
Pencils
Compass
Other tools that will be useful for measurement (rulers, yardsticks)
Calculators
10
Computers
Visuals (slides, power point, or pictures) of artwork that depicts the Trojan
War and the infamous Trojan Horse.
All handouts from this unit can be found in HANDOUTS AND ASESSMENTS
folder marked MYCENAEAN AGE

Lesson
DESIGNING A TROJAN HORSE
4-5 Class periods (45 minutes each)
Day 1
They begin by reading the story of the Trojan War online at:
http://www.britishmuseum.org/explore/young_explorers/childrens_online_tours/
the_trojan_war/the_trojan_war.aspx
Every student will need a computer for the first day to not only read the story but to
do a little research. You can put the site up on a large whiteboard or smartboard for
all to see, and also so that the artwork can be large enough for the students to see
the details easily. After they have read the story and looked at the artwork, they are
assigned one of the characters from the story and will do extra research on that
character. (You may want to assign them their character before the story begins) At
this point you will need to decide whether or not you want students to team up for
this project. I give them till the end of that class period to collect as much
information as they can. They will share what they have learned at the beginning of
the next class.

Day 2
We start by sharing what we have learned about our characters and their part in
the Trojan War. I then show my students various slides of Mycenae to give them an
idea of the positioning of the citadels on the hills and near the sea as well as how
they were fortified. Next I show them slides of different artist portrayals of the
Trojan horse.
After slides, Qs to ask:
o How did the location of the citadels help with their protection?
o How were the fortresses built so that their enemies could not
penatrate?
o What tools might have been used and available in building the Trojan
Horse?
o Do you think that it was even possible to build such a huge thing with
out being noticed by anyone?
o How long might it have taken to build the Trojan Horse?
(You may find it beneficial to go back through the slides a second time while asking
these questions.)

Next, they need to plan out the design of their trojan horse. This is where math
will play a huge role. Rational thinking and deductive reasoning will be needed. It is
best to give them a door/gate size that the horse will have to fit through as their
start point. You can decide on that measurement ahead of time either as a group or
11
you can have a predetermined measurement. Graph paper will be helpful for this
part of the planning. They will need to know the circumference of the head, neck and
body to determine how many wood planks will be needed. Also the size of the
platform and wheels will need to be determined once the horse size is figured out.
Of course they will also need to decide on the width and length of the planks they
are to use. Once they have decided on a plan they will need to draw out their design.
They will need to make sure that what they draw is a functional design and could
logically work. It will need to be a very detailed drawing with measurements as well
as how much wood will be needed. I have objects of varying size, like cylinders and
cubes that they can use to help visualize their plan, but then they will need to figure
out how to draw their design to scale.

Questions that they will need to continually ask themselves as they design their horse:
If I were to build this what kind of information will I need to complete the
task?
What is the height and width limit so that it can still fit through the gates?
If I need to fit at least 30 soldiers inside the horse, where can I make spaces
open enough to fit them all?
How and where will they enter and exit the horse?
If my wood plank is this many inches wide and this many inches/feet long,
how many pieces will it take to fit around each area.
Will I need to build a framework first and then build around it for strength?
Should the legs angle out to form a triangular support for strength or is it
better to have them straight up and down so that you can maximize on the
belly width for people room?
When they are totally done not only will they need to give me an estimate of how
much wood it took to build and the approximate height, width, length and diameter.
The final drawings will be labeled with all of the important information that a
builder would need to know, and they will need to have three different views (front,
side and back) in order to build the design.

Day 3-5
Day 3 and 4 will probably be consumed with figuring out the measurements and
proportions of the horse and the size of the wood planks and the amount of wood
needed. Once they have this information, they can start their drawing, remembering
proportion and all of the important details that will be needed in order for the
builder to be able to know what to do so their design can be built.

Other Ideas that could be used to help enhance this unit

Invite a builder in to discuss what it takes to figure out all of the necessary
details it takes to design and build something. They can go through how they
know what to use for material and how much to get.
Make a travel brochure for visiting the Trojan city, giving a historic overview
and highlights that a visitor might find interesting.
12
Build a Trojan Horse out of popsicle sticks or paper mache.

Vocabulary

Citadel a fortress that commands a city and is used in the control of the
inhabitants and in defense during attack or siege.

Myth a traditional or legendary story, usually concerning some being or hero or
event, with or without a determinable basis of fact or a natural explanation.

Trojan Horse a gigantic hollow wooden horse, left by the Greeks upon their
pretended abandonment of the siege of Troy.

Wamax is another name for the King during the Mycenaean Age.


Assessment Tools

Daily Project Rubric
Handout: Trojan Horse Student Self-Assessment

CC Math Standards

7.G.A.1 Draw, construct, and describe geometrical figures and the relationships
between them.

7.G.B.4 Solve real-life and mathematical problems involving angle measure, area,
surface area, and volume.

CC History/Social Studies Standards

RH.6-8.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior knowledge
or opinions.

RH.6-8.7 Integrate visual information with other information in print and digital
texts.

WSESU Visual Art Standards Achieved
STANDARD 3
Making of Art: Understand and apply media, techniques and process.
STANDARD 6
Historical and Cultural: Understand the visual arts in relation to cultures past and
present.
STANDARD 7
Integration of Studies: Making connections between visual arts and other
13
disciplines.

The Dark Ages 1100-750 B.C.
The Transformation of Pottery and its Design
INTEGRATING ART and MATH
Grades 4, 5 and 6





Objective
Students will be able to:
recognize the different styles of Greek vases and know their function.
see the differences and similarities between the Proto-Geometric Phase
and Geometric Phase.
use geometric shapes to create balance and contrast in their work.
create a symmetrically balanced piece of art.
make the connection between math and art.
look at what is used today for the same purposes and be able to
compare/contrast the similarities and differences.
look at how containers have change/evolved throughout history.
understand how the pottery in Greece has helped to uncover the culture
and daily life of Ancient Greece.

Background Information

The Mycenaeans brought pottery from merely functional, to a new level of
decorative artistic beauty. But when the Mycenaean culture died out, so did the
14
importance of pottery and its decorative beauty. The levels of output lowered and it
was strictly for local usage. During the Dark Ages, pottery started over in its
development and artistic design. It went through new phases and/or stages of
development.







The Greeks used human terms to describe the different parts of a pot.
Handles were called ears and the bases were called feet. These terms are still used
today to help describe a piece of pottery. The mouth is the opening at the top while
the lip is the edge of the pot right around the mouth. Next you have the neck, and the
shoulder is where the neck expands to the size of the body. The body is the main
part of the pot. Even though the Greeks had around 20 different vase styles, there
were over a hundred different variations on these styles.

Materials Needed
12x18 heavy brown craft paper or you could use an orange/red construction
paper
Black markers of varying sizes
Plain white paper or newsprint to create template of vase shape
Scissors
Pencils
Compass
Visuals (slides, power point, or pictures) of Greek Pottery during the Proto-
Geometric and Geometric phases
Work sheet for guessing vase function by its shape (HANDOUT#1)
A Guide to Greek Pottery Shapes and Their Uses (HANDOUT #2)
Handouts with examples of designs and symbols used during the Proto-
Geometric and Geometric Phase
All handouts from this unit can be found in HANDOUTS AND ASESSMENTS
folder marked DARKAGES
1025-900 B.C. Proto-Geometric phase:
During this phase the use of simple shapes, black bands and
wavy lines are seen on the pottery. Techniques and shapes
were being refined and technical innovations like faster potters
wheels for better shapes and the use of the compass to draw
perfect circles and semi circles for decoration emerged.

900-700 B.C. Geometric phase: Decorations on the pottery have
now moved to include animals and humans, but everything was
done with the use of simple geometric shapes.

15



Lesson
GREEK POTTERY DESIGN DURING THE DARK AGES
3 Class periods (45 minutes each)

Day 1
I begin by showing students various slides of Greek Pottery starting with the
Proto-Geometric Phase, then progressing thru the Geometric Phase.
After slides, Qs to ask:
o Did you notice a difference between the two phases, and if so what
might they be?
o Did you find any similarities?
o Did you notice any symmetry happening with any of the pots?
o How do you think they were able to get such precise lines, designs and
shapes?
o What tools might have been helpful in not only creating the pot but
also the design? Is it tools that might be available to us today?
(You may find it beneficial to go back through the slides a second time while asking
these questions.)

Next, I give them HANDOUT #1, asking them to decide on the function of a
particular pot, and how they came to their conclusion. When finished, I give them
HANDOUT #2, from which they will see how well they did at guessing their
functions. Also they will choose a vase shape to recreate from this handout.
Once they have decided on a shape they will use the newsprint to plan and draw
out their shape. If it is totally symmetrical in shape, they will fold paper in half and
draw only half of the vase making sure that the fold is the center of the vase. If vase
has one handle and is symmetrical only part way up, have them problem solve to be
able to make the bottom exact on both sides, and alter the top section to achieve
desired shape.


Day 2-3
If they have not yet finished cutting out shapes on newsprint they will need to
finish that first. When done they will trace their shape onto the final draft paper
(brown craft paper or red/orange construction paper). They should keep their
newsprint piece so that they can test design styles and/or use it to work out their
design. In order for their vase to look 3-D even though it is only 2-D they will need
to make at least 3 or more bands horizontally across the vase shape that bow down
in the middle instead of straight across to give the illusion of being round. You may
need to demonstrate this effect. The will need to plan out their design so that it is
also symmetrical. Have them play with the compass ahead of time so that they can
figure out placement of their semicircles and or circles if used. Lightly draw in line
designs with pencil when ready go over your design in black marker. When finished,
16
cut out vase shape. There should be a variety in the kind of lines and shapes as well
as variety in line thickness.

Other Ideas that could be used to help enhance this unit

Make pedestals for displaying vases on the wall using the three different
styles of architectural columns found in Ancient Greece, Doric Ionic and
Corinthian.
Vases could be made with clay or papier-mch.
Flash cards could be made using pictures of pottery from different periods
throughout Ancient Greece and kids would have to match pots from the same
time periods and/or group them according to similarities. One packet per
table so they can work in small groups.


Vocabulary

Amphora used for storage

Balance - An art and design principle concerned with the arrangement of one or
more elements in a work of art so that they appear symmetrical (even) or
asymmetrical (uneven) in design and proportion.

Compass an instrument used for drawing circles

Geometric Phase occurred during 900-700 BC, it consisted of geometric designs
and patterns as well as animal and human shapes done with simple geometric
shapes

Hydria was used for storing water

Kantharos - drinking cup

Krater - a mixing bowl for water and wine

Kylix drinking cup

Lekythos contained body oil for athletes or gifts of oil to be interred with the dead

Oinochoe wine jug

Proto-Geometric Phase occurred during 1025-900 BC with the use of simple
shapes, black bands and wavy lines. They used the compass to achieve perfect
circles and semi circles

Pyxis storage container for cosmetics or jewelry
17

Symmetry - when one side of something is exactly the same as the other.


Assessment Tools

Daily Project Rubric
Handout #3 Identify and label Greek Pottery Name, function and time
period


CC Math Standards

4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across
the figure such that the figure can be folded along the line into matching parts.

6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.

6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical
problems.

WSESU Visual Art Standards Achieved
STANDARD 2
Making of Art: Understand and use the principles of design (movement,
pattern/repetition, balance, contrast, emphasis and unity) to create visually
pleasing compositions and improve skills in visual perception.
STANDARD 3
Making of Art: Understand and apply media, techniques and process.
STANDARD 4
Analysis and Evaluation: Choose and evaluate a range of subject matter, symbols
and ideas.
STANDARD 6
Historical and Cultural: Understand the visual arts in relation to cultures past and
present.
STANDARD 7
Integration of Studies: Making connections between visual arts and other
disciplines.








18



During the Archaic (750500 B.C.) and Classical Periods (500336 B.C.)
The Greeks create a lasting legacy of architecture.
INTEGRATING ART, MATH and HISTORY/SOCIAL STUDIES
Grades 6, 7 and 8



Objective
Students will be able to:
recognize the three main Greek architectural orders.
give examples of where these architectural orders are used today.
name at least 4 different types of specialized buildings found in ancient
Greece.
understand how architecture was designed according to very strict
mathematical principles.
understand the role symmetry, balance, and proportion played in Greek
architecture.
look at what is used today for the same purposes and be able to
compare/contrast the similarities and differences in not only quarrying
the material but also, in the materials.
look at tools and methods used during construction in ancient times and
be able to see what change if any has occurred.
19
understand how and why certain materials where chosen during Ancient
Greece and compare that to materials that are used for construction
today.
understand the impact and influence that the architects from ancient
Greece had on the rest of the word through out history.
complete a 3D photo collage from one of the orders of Greek architecture
keeping in mind the importance of symmetry and balance in their work.

Background Information
It was after about 600 BC, during the Archaic period, when life started to prosper
and public building could be undertaken. The architecture in Greece reached new
heights. Common materials used in Greek architecture during the Archaic and
Classical periods on private homes, were wood, used for supports and roof beams,
plaster used for sinks and bathtubs, unbaked brick, used for the walls. In the
temples and public buildings they used limestone and marble for columns, walls,
and upper portions, terracotta, for the roof tiles and ornaments and metals used for
decorative details. It is because of the materials used, that the temples and public
buildings are what have survived over the centuries.
During this time the Greeks began to build temples in honor of their Gods. The
temples were built in three different styles, or orders: Doric, Ionic, and Corinthian.
Each style is identified by the design of its columns and capitals. An Order of
architecture is a set of rules for designing. In Greece, temples and important public
building were constructed according to these three orders.
The architectural order governed not only the column, but the relationship
among all of the building components. The Doric order is a simple, sturdy and
relatively undecorated design and was developed by the Dorian tribes on the Greek
mainland. The Ionic order has longer and more slender columns that were topped
with a scroll-shaped capital and was developed by the Ionian Greeks living along the
coastline. The Corinthian order is a variation of the Ionic, but with capitals of carved
acanthus leaves instead of scrolls and was developed in the city of Corinth. Each
column looked beautiful and very straight from afar, but up close the columns might
actually tilt a bit or lean left or right, to better support each building. The Greeks
wanted their architecture to be beautiful but also very strong and sturdy.


Materials Needed
12x18 paper/board (oak tag, matt board and foam core) to build collage on
Scissors
Xacto knives to score board or foam core with
Heavy cardboard (Chip Board works best) to use as a cutting matt so as not
to cut the tables.
Tacky glue and hot glue guns
Computers for research with access to printers
Architectural Digest or travel magazine, also and House and Home magazines
Visuals (slides, power point, or pictures) of Greek Architecture
20
A Guide to the orders of Greek architecture (HANDOUT #1)
Quiz on the Orders of Greek architecture (HANDOUT#2)
All handouts and assessments can be found in a separate folder labeled
Architecture
Lesson
GREEK ARCHITECTURAL ORDER COLLAGE IN 3D
6 Class periods (45 minutes each)



Day 12
I begin by showing students various slides of Greek architecture and a short
(10min) video clip found on the wed site:
www.education-portal.com/academy/lesson/ancient-greek-art-and-architecture-
dorian-ionic-corinthian.html#lesson

After slides and video, Qs to ask:
o What were some of the main characteristics in the 3 orders of
architecture
o Did you find any similarities?
o What were the differences?
o Can you explain how symmetry was used in any of the buildings?
o How do you think they were able to get such precise lines and
measurements in the construction, design and shape of the building?
o What tools might have been helpful calculating measurement and
building?
(You may find it beneficial to go back through the slides a second time while asking
these questions.)

Next, the students will randomly pick from a hat the order of architecture that
they will be researching more thoroughly, and creating as 3D collage. I have pieces
21
of paper marked with a D, I, and C, for the different orders. I have divided them out
so that there is an equal amount of each for the class. Once they have their assigned
architectural order I give the guidelines for their collage.
Guidelines for Collage:
Some of the text and information found, as well as pictures will be incorporated
into your collage
Collage is to be 3D how you make it 3D and the shape you use is totally up to
you. Think outside the box! (You can give them suggestions for shape if you
like. I show them how to score the foamcore so that they can bend it, I also
show them how to interlock pieces. My example in a cylinder shape, with
interlocking capital)
Collage needs to be visually balanced.
If they need to attach pieces of foamcore together, the hot glue will be their best
bet.
Gather as much information and pictures as possible during Day 1 and 2
because after that they will be working on the construction part of their
project. They may want more than one picture of each building.
Next, they will start their research. During the research process they will need to
find out all of the vital info regarding their style or order. Find pictures of not only
buildings from ancient Greece but also buildings from the U.S. that use that
particular order. Challenge them to find the mathematical formula that the
architects used in their building layout and design.

Day 35
Now it is time to construct a 3D shape to collage their pieces on. Their shape will
need to be symmetrical. Once shape is built they will need to cut out pictures and
key word or phrases and lay out their design so that it is visually symmetrical, and
balanced. They can use diluted glue or decoupage to adhere their images to its base.
There will be no base showing, in other words every inch of their base will be cover
with either pictures or words.

Day 6
When final project is done each student will need to give a brief oral and visual
presentation (using their sculptural collage) on the order of architecture that they
chose. They will need to explain why they choose the shape they used and how it is
connected to what they have learned.

Other Ideas that could be used to help enhance this unit

Reconstruct the Parthenon breaking into groups and having each group
choose a section. (ex. Inner chamber, east faade and west faade.)
Have the students create a Doric doorway at the entrance of your room and
depending on what you have for other doorways (closets, etc.) they could
create one for each of the architectural orders.

22
Vocabulary

Acropolis it is a high-fortified area of an ancient Greek city but mostly known as
the citadel of Athens and the site of the Parthenon.

Architect is the maker, or creator of the design of a structure.

Base is the lowermost part of a column below the shaft.

Capitals is the upper end of a column.

Column is a decorative pillar, most often composed of stone and typically having a
cylinder or polygonal shaft with a capital and usually a base.

Corinthian Order is one of the Greek architectural orders. It is more slender than
the Doric and Ionic order and the capital is decorated with acanthus leaves.

Doric Order is the earliest of the Greek architectural orders, also the simplest,
with a wide fluted shaft and smooth round capital.

Flute a channel or groove in the shaft of the column.

Frieze a sculptured horizontal band in architecture

Gable the portion of the front or side of a building enclosed by or masking the end
of a pitched roof.

Gymnasia is a place designed for Greek youths to meet for exercise and
discussion.

Ionic Order is the second of the Greek architectural orders, with a more slender
shaft and a scroll shaped capital.

Lintel is the horizontal architectural member supporting the weight above an
opening, as a door or window.

Parthenon the temple of Athena Parthenos on the Acropolis at Athens Greece,
completed 438 B.C. by Ictinius and Callicrates. It is regarded as the finest Doric
temple.

Pediment a low gable, typically triangular with a horizontal cornice and raking
cornices, surmounting a colonnade, an end wall, or a major division of a faade.

Post is the vertical architectural member of support.

Shaft is the part of a column between the base and the capital.
23

Stoas were long roofed halls or promenades that had a solid back wall and a
colonnade at the front.

Temples The temple is the most common type of public buildings in ancient
Greece. The purpose of the temple was to store a religious statue. The Parthenon is
one of the most famous Greek temples.

Theatres were usually situated against a hill where audiences could sit to watch
the performances. Performances were dedicated to Dionysus, the god of wine.

Assessment Tools

Daily Project Rubric
Handout #2 Ancient Greece architectural order quiz.


CC Math Standards

4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across
the figure such that the figure can be folded along the line into matching parts.

6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.

CC History Standards

RH,6-8.7 Integrate visual information with other information in print and digital
texts.

RH.6-8.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.

WSESU Visual Art Standards Achieved
STANDARD 2
Making of Art: Understand and use the principles of design (movement,
pattern/repetition, balance, contrast, emphasis and unity) to create visually
pleasing compositions and improve skills in visual perception.
STANDARD 3
Making of Art: Understand and apply media, techniques and process.
STANDARD 4
Analysis and Evaluation: Choose and evaluate a range of subject matter, symbols
and ideas.
STANDARD 6
Historical and Cultural: Understand the visual arts in relation to cultures past and
present.
24
STANDARD 7
Integration of Studies: Making connections between visual arts and other
disciplines.

Hellinenistic Age 336 B.C.- 146 B.C.
The Evolution of Mosaics in Ancient Greece
INTEGRATING ART, MATH and HISTORY/SOCIAL STUDIES
Grades 6, 7 and 8





Objective
Students will be able to:
understand the different techniques used in constructing a mosaic.
acquire the essential skills needed to recreate an original piece of art into
a mosaic.
understand the connection in mosaics with history, art and math.
understand how mosaics have given archaeologists and historians
information about how the Greeks lived, as well as their values, their
activities and who they worshiped.
have a better understanding of how beauty was an important element in
Greek life and how mosaics are a great example of this.
25

Background Information

Ancient Greeks decorated almost every part of their life. The buildings, city
streets, and even the inside of their home were created with beauty in mind. The
Greeks decorated their homes on the walls, ceilings and floors with mosaics.
Mythological scenes were the most popular subjects for mosaic. Inspiration also
came from everyday life, fishing, hunting, agricultural, the four seasons, and arts and
crafts.
Many cultures have used mosaic art as early as 3000 B.C. but it was during 300
B.C. that it became widespread in cities ruled by Greece. The fragmented look that
makes mosaics so unique comes from the tesserae, or small bits of colored stone,
tile, or glass which are set into plaster or concrete. Tessares in Greek means four
and according to the latin word tessellatus, it means small square stones. The
Greeks and Romans refined this ancient technique to the point where an artist could
reproduce a painting in mosaic. The art of mosaics have been found in every culture
through out history from the Islamic people of India and Persia, the Mayan and
Aztec Indians and the Mexicans, and it is still thriving as an art form.


Materials Needed
Photocopies of famous painting
Markers and pencils
Graph paper (depending on the age, will depend on the size of square)
Magazines, wall paper, and colored paper scraps
Scissors
Small paper cups to help keep cut pieces sorted by color.
Glue
rulers

Lesson
Cut Paper Mosaic
4-5 Class periods (45 minutes each)

26


Day 1
I begin by asking students questions about what they may already know about
mosaics:
Qs to ask:
o Have you ever seen a mosaic?
o Where have you mosaics?
o What is the subject or patterns of these mosaics?
o How do they differ from other art forms?
o What tools might have been used in creating a mosaic?

Next, I show students various slides of Greek and modern day mosaics
Qs to ask during slide presentation:
o Now that you have seen mosaics from ancient Greece and from
current artists, has the subject matter changed?
o If subject has changed, how has it changed?
o If subject is similar, how is it similar?
o Do you think that the method and materials used in creating a mosaic
has changed over time?

I provide a variety of pictures of famous pieces of art to choose from (they are color
copies so that they can draw over them as needed). Once they have picked their
piece they will need to break it into simple shapes. Their goal is to try and recreate
the piece of art in color, shape and texture. Within each shape they are to find the
main color and its variance. They will recreate the outlines and shapes of their
picture onto the graph paper. I have found a great site to create your own graph
paper to whatever size you want the squares to be. You can chose to use it or you
can use what you may already have on hand. The web site can be found at:
http://incompetech.com/graphpaper/gridlined/
27

Day 2-5
If they have finished reproducing the shapes of their drawing onto the graph
paper they will then start to find colored pieces of paper that will help to recreate
the color and texture of the original piece of art. Have students use the small cups to
help keep their colors divided until ready to use. I suggest that they work on and
finish, a specific shape before moving on to the next shape within their art piece.
Once mosaics are finish they will display the original work next to the mosaic to see
how well they did finding shapes and at matching color and texture. We will have a
group discussion about what problems might have arose during this project and
whether or not they felt it was a difficult or easy challenge for them.

Other Ideas that could be used to help enhance this unit

Create mosaics from glass, tiles and found object on to clay pots or into a
9x9 wall or floor tile, using cement glue and grout.
Myths and Legends play such a big role in the subject of the mosaics that it
would be a good time to write and create a piece of art about a legend that
they create.

Vocabulary

Byzantine Technique involves sketching a design onto wood that has black clay
on top of it. The stones are arranged and then a thin cloth is pasted over the mosaic
and left to dry. Once dry, the wood side is placed into the cement and the cloth
removed.

Direct Technique is commonly used for floors and the ground. A wood frame is
filled with a cement mixture and the tesserae placed into it.

Indirect technique is used to make large tiles and artworks. Paper is stretched
over a piece of wood and the tesserae glued face down onto the paper. A frame is
built around the edges, and the tesserae gets covered with grout, the rest filled with
cement and wire for stability and another piece of wood. Then the artwork gets
turned over, and paper peeled off, then left to dry.

Mosaic is the art of creating images with an assemblage of small pieces of stone,
colored glass, or other materials.

Tesserae are the items used to make a mosaic image.


28

Assessment Tools

Daily Project Rubric

CC History/Social Studies

RH.6-8.7 Integrate visual information with other information in print and digital
texts.

CC Math Standards

7.G.A.1 Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from scale drawing and reproducing a scale
drawing at a different size.

WSESU Visual Art Standards Achieved
STANDARD 2
Making of Art: Understand and use the principles of design (movement,
pattern/repetition, balance, contrast, emphasis and unity) to create visually
pleasing compositions and improve skills in visual perception.
STANDARD 3
Making of Art: Understand and apply media, techniques and process.
STANDARD 4
Analysis and Evaluation: Choose and evaluate a range of subject matter, symbols
and ideas.
STANDARD 6
Historical and Cultural: Understand the visual arts in relation to cultures past and
present.
STANDARD 7
29
Integration of Studies: Making connections between visual arts and other
disciplines.


















Let The Olympic Games Begin
INTEGRATING ART, MATH and HISTORY/SOCIAL STUDIES,
Grades 6, 7 and 8


30


Purpose:
This lesson is designed to be used in conjunction with, or as the finale lesson to this
Ancient Greece Unit.
Objective
Students will be able to:
gain a better understanding on how events in history have played a role
in molding events of today.
gain a better understanding about the Olympics and its role in Greek
history.
make connections between past and present events.
make connections between History/Social Studies, Math and Art
understand the role and effect that the Greek Gods and Goddesses had on
the culture and art of Ancient Greece.

Background Information
The first Olympics are thought to have begun in 776 BC. They were held every
four years at Olympia until around 394 AD. The games were part of a five-day
religious festival in honor of the most powerful God and ruler of the gods and
humans, Zeus. People from all over Greece came to watch and or participate.
Greek society idealized mental discipline and physical strength. They believed
that excellence in both of these things honored Zeus. Athletic champions were
31
not the only people honored; artists, architects and poets were also honored
with olive leaf wreaths, material gifts and great acclaim.
The Olympic Games became so important to the Greeks that they actually had
a peaceful influence on all the war and military training that occurred in some of
the city-states. Battle and training would stop for about a month prior to the
games.
Once Rome conquered Greece, around 100 BC, Olympic standards began to
decline. The Roman Emperor Theodosius I, abolished the games as part of a
reform against pagan practices.

TEACHER PREP PRIOR TO THE START OF THE GAMES:
Any awards, certificates, or medals that you want to present to the champions
will need to be made ahead of time. I have attached samples of a certificate and
medals that can be printed out and used for the participants if you so desire. Please
feel free to change, add to and alter in any way. Olive leaf crowns can also be made
out of paper for the champions. Gather feathers for javelin, plates for discus.
Students can decorate plates with Greek designs or collage with Greek pictures; they
will probably have some time on day three after the puzzler event. Signs with each
teams name on it will be needed for puzzles and discus. Make a FACT and a FICTION
card that players can hold up for their answer during the Its All Greek To Me
game. (Or you can use the ones that I have provided. Can be found in HANDOUTS AND
ASESSMENTS folder marked OLYMPICS.)

Lesson
7 Class periods (45 minutes each)

Day 1
Review, Plan, and Strategize
Materials needed
All handouts, fact sheet, game instruction etc, can be found in separate folder
marker OLYMPICS
Enough popsicle sticks for every student in class, divided equally into four
groups and labeled. (You could label them with Greek gods or goddesses, or
periods in Greek history depending what your main focus might be at the
time.)
Olympic fact and info sheet.
Guide to Greek Pottery and their uses. If you want to study Myths or the Gods
and Goddesses, you could make an info sheet for that.

Opening Ceremonies
During this time we will break into teams and I will introduce the Olympic Events.
Handouts will be given so that all of the team members have any information and
facts that might be used during the games. There will be time for teams to review
the events and come up with strategies that might aid them during some of the
events. (For example if someone is especially good at puzzles then they can be the
32
designated the person or persons for that event.) Team numbers will depend on the
number of students. There should be at least 4 students per team. In order to choose
teams, students will be randomly handed a popsicle stick labeled with a different
period in Greek history. Students will group themselves according to their popsicle
stick.
Next, I will introduce the Olympic Games, explain the events and give out all study
guides needed. (Olympic fact and info sheet can be found in separate folder marker OLYMPICS). If
you want to study Myths or the Gods and Goddesses, you could make an info sheet
for that also.) Order of events can be varied. This is just the order that works best for
me.

Brief overview of the Olympic Events:
Javelin Throw (Feather Javelin that is.) Every team member must
participate in this event. The points will be earned according to distances
thrown. After every one has thrown, each team member will calculate their
individual average and then their team average. That will become their total
number of points earned for that event. Each team will earn points that will
be applied toward their teams grand total.
Speed Puzzler (A copy of a piece of art will be printed on card stock and
cut into 1 or 1.5 inch squares. Each team will get two puzzles (the same two
puzzles will be given to each team) to put together. They can divide their
team in half and each half can build a puzzle or you can let them figure out a
strategy that will work best for them. They will be timed and competing
against the other teams. They may build only one puzzle at a time. They may
not start the second puzzle until the first one is done. Points will be awarded
only if both puzzles are completed correctly.
Discus Throw (Paper plate for Discus, Chinet works best because of its
thickness.) Every team member will participate in this event and like the
javelin throw, points will be awarded each team and applied toward their
teams grand total.
Sculpt like a Greek Each team will be given a package of non-hardening of
clay to construct the tallest tower possible without it falling over. Student
will be allowed a set amount of time and must use all clay provided. Points
will be given on height and completion.
Its All Greek to Me, Fact or Fiction (I save this one for last so that they
have some time during the week to study the information that was given
them.) Every team member must participate in at least one of the questions.
The total team points earned from Fact or Fiction will be added to the other
points earned from the previous events.

The winning team will be based on total points earned from all events. If you like,
you can also give out awards for the individual events. It is up to you to decide what
would work best depending on the class. You will need to do what you feel is most
suiting to you and your student body.


33


Day 2
Let the games begin: Javelin Throw



Materials needed
8 inch feathers one for each team
Tape for masking distance on floor
Calculators
Paper and pencil for recording throws
Tape measures, yard sticks

We begin by taping off a start line, then measuring and marking every foot or so.
Each student throws three times. If you do not have even teams, then the team with
the lesser number can choose someone to go again. After every one has thrown,
each team member will calculate their individual average and then their team
average. That will become their total number of points earned for that event. Always
their work is checked for accuracy. This is a lot of fun and always surprisingly
interesting. It is not about how hard you throw, as it is your form. It sometimes
takes a bit before the kids understand that, but that is why I allow them three
throws each. Depending on your time you may want to give them a couple more
attempts.

Day 3
Speed Puzzler
Materials needed
Puzzle Packet, 2 per group
Signs with each teams name on it
Timer
34
Paper Plate preferably Chinet for strength and weight (to decorate after
they finish puzzler event if time)

Each team should have already decided on who will be their puzzle builders. (A
copy of a piece of art with be printed on card stock and cut into 1 or 1.5 inch
squares. Each team will get two puzzles (the same two puzzles will be given to each
team) to put together. They will be timed and competing against the other teams.
They may build only one puzzle at a time. They may not start the second puzzle
until the first one is done. Points will be awarded only if both puzzles are completed
correctly. When a team finishes they will hold up a sign with their team name on it
so that it is obvious which team is finished and in what order.
When finished with the event you will most likely have enough time for the group
to decorate their discus for tomorrows event. They can decorate with markers
using Greek patterns or collage an image from ancient Greece. I usually have a
variety of pictures they can use and images of patterns to choose from.

Day 4
Discus Throw



Materials needed
Paper Plate preferably Chinet for strength and weight
Tape for masking distance on floor and string to help measure distance
Calculators
Paper and pencils for recording throws
Tape measures, yard sticks

Just like the javelin throw I give each student three throws. They take their longest
distance and record it on their team sheet. If you do not have even teams, then the
35
team with the lesser number can choose someone to go again. After every one has
thrown, each team member will calculate their individual average and then their
team average. That will become their total number of points earned for that event.
Always their work is checked for accuracy. As with the javelin throw, it is not about
how hard you throw, as it is your form. Depending on your time you may want to
give them a couple more attempts.

Day 5
Sculpt like a Greek



Materials needed
1 package of non-hardening modeling clay
Yardsticks
Signs with each teams name on it
Timer

Each team will be given a pack of non-hardening modeling clay to construct the
tallest tower possible without it falling over. This will also be timed and points will
be given on height and completion (all the clay needs to be used). When a team
finishes they will hold up a sign with their team name on it so that it is obvious
which team is finished and in what order.

Day 6
Its All Greek to Me: Fact or Fiction

Materials needed
You can come up with questions from the Olympic study guide, and any other
information that was covered during previous lessons on Ancient Greece.
Score sheet to tally final scores
FACT and FICTION cards

36
Every team member must participate in at least one of the questions. The total
team points earned from Fact or Fiction will be added to the other points earned
from the previous events. Points will be earned and awarded for each correct
question answered. Bonus points will be given to the first and second place team. If
there is a tie, a bonus round will be given to determine the winners.

Day 7
Recognition Cermony
Materials needed
AWARDS (can be found in HANDOUTS AND ASESSMENTS folder marked OLYMPICS)
Greek food spanakopita, baklava (or what ever you have available)

Its time to honor the participants and award the winners. You can choose to do
this anyway you like. I give medals to the winning team, and honor every participant
with a certificate of achievement. I play the Olympic song (Buglers Dream) in the
background while presenting the medals. After the Recognition Ceremony, food is
served. (Parents are usually more than willing to help in this department if you ask.)



Other Ideas that could be used to help enhance this unit

Design a Jeopardy Game. Jeopardy is always a great game for getting the kids
enthusiastic about learning facts.
Create a match game using ancient Greek pottery pictures.
Foot races, (such as a three legged race)




Vocabulary

Hoplitodrome foot race were the athletes ran in full armor.

37
Javelin a spear like shaft about 2.7 meters long used in a competitive field event
and thrown for distance.

Mythology A set of stories, traditions or beliefs associated with a particular group
in history.

Olympia a plain in ancient Elis, Greece, where the Olympic Games were held.

Olympiad a period of 4 years reckoned from one celebration of the Olympic
Games to the next

Pankration Olympic event that combined boxing and wrestling

Pentathion consisted of 5 events, long jump, javelin throw, discus throwing,
stadion, and wrestling.

Polis an ancient Greek city-state.

Stadion the first Olympic event recorded. A foot race approximately 603 ft or 192
meters
Synoris two horse chariot race

Zeus the supreme deity of the ancient Greeks.

CC Math Standards

6.EE.A.1, Apply and extend previous understandings of arithmetric to algebraic
expressions.

6.SP.A.1, Recognize a statistical question as one that anticipates variability in the
data related to the question and accounts for it in the answer.

CC Social Studies Standards

RH.6-8.7, Integrate visual information with other information in digital texts.

RH.6-8.8, Distinguish among fact, opinion, and reasoned judgment in a text.

WSESU Visual Art Standards Achieved

STANDARD 6
Historical and Cultural: Understand the visual arts in relation to cultures past and
present.
STANDARD 7
Integration of Studies: Making connections between visual arts and other
disciplines.
38
Resources and References
Minoan Age

http://archaeology.about.com/od/lterms/qt/linear_a.htm Linear A, Undeciphered
Writing System of the Minoans

http://ancienthistory.about.com/cs/linearaandb/g/linearalinearb.htm Linear A and
Linear B-Decipherment of Linear A and B

http://sirarthurevans.ashmus.ox.ac.uk/collection/linearb/images.php The Sir
Arthur Evans Archive, Gallery of Linear B Tablets

http://www.ancientgreece.com/MinoanArt/ Ancient Greece, Minoan Art

http://www.visioninconsciousness.org/Ancient_Civilizations_18.htm Ancient
Civilizations, Stone Structures-Statues-Artifacts, Minoan Ancient Civilization

Mycenanean Age

http://www.stanford.edu/~plomio/history.html, The Trojan War and the Apple of
Discord

http://en.wikipedia.org/wiki/Trojan_Horse, This article is about the mythological
Trojan Horse

http://greece.mrdonn.org/trojanwar.html, Ancient Greece for kids

http://www.storynory.com/category/greek-myths/
this has great audio stories of the Helen of Troy, and The Wooden Horse

The Dark Ages

www.visual-arts-cork.com/antiquity/greek-pottery.htm#dark
Brief history of Greek Pottery through the ages beginning with the Stone Age

http://arthistory.about.com/od/arthistory101/a/greekover.htm
Brief overview of Greek Art

http://www.fitzmuseum.cam.ac.uk/dept/education/learningresources/factsheets/
ancientgreeks/fs_greek_pots.pdf
Fact Sheet, The Ancient Greeks Pottery

http://www.ancient.eu.com/article/489/
A visual glossary of Greek pottery

39
http://atschool.eduweb.co.uk/sirrobhitch.suffolk/portland%20state%20university
%20greek%20civilization%20home%20page%20v2/docs/8/glatt.htm#intro
This page shows vase shapes and uses as well as some facts on clay and its
colorants.

The Archaic and Classical Periods: Classical Orders of Architecture

http://en.wikipedia.org/wiki/Architecture_of_ancient_Greece#Orders_of_Greek_arc
hitecture , Ancient Greek architecture from Wikipedia

https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Architecture_of_ancie
nt_Greece.html, Architecture of ancient Greece

http://www.metmuseum.org/toah/hd/grarc/hd_grarc.htm, Heilbrunn Timeline of
Art History, The Metropolitan Museum of Art, Architecture in Ancient Greece

http://www.history.com/topics/ancient-history/ancient-greek-art, Ancient Greek
Art, with videos and articles. Video: Deconstructing the Acropolis

http://education-portal.com/academy/lesson/ancient-greek-art-and-architecture-
dorian-ionic-corinthian.html#lesson Educational Portal, Ancient Greek Architecture:
Dorian, Ionic, & Corinthian

http://www.historyforkids.net/greek-worksheets.html, A great site with
worksheets and quizzes for the kids, including art, science, history and more about
ancient Greece.

The Hellenistic Age

http://www.scholastic.com/browse/article.jsp?id=3753872 Ancient Greek and
Architecture from The New Book of Knowledge

www.historyforkids.net/ancient-greek-art.html Ancient Greek Art

www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ac36 History of
Mosiac, Greek mosaic floors: 4
th
century BC

http://mosaic.cc/mosaic.html Mosiac roots and history

http://www.britannica.com/EBchecked/topic/393310/mosaic/74110/Ancient-
Greek-and-Hellenistic-mosaics Mosaic by Jonas Nordhagen

http://www.thejoyofshards.co.uk/history/ The history of mosaic at Mosiacs in the
ancient world

40
http://www.ehow.com/about_6326207_greek-mosaic-art.html About Greek Mosaic
Art by Juliana Hutchins

http://incompetech.com/graphpaper/gridlined/
Great site to create your own size of square for your graph paper

The Olympic Games

http://www.in2greece.com/english/places/historical/mainland/olympia.htm
Ancient Olympic Greece

http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/the_olympic_games
/ Ancient Greece the Olympic Games

http://www.livescience.com/26654-olympia.html
Olympia the site of the Ancient Olympic Games

http://www.metmuseum.org/toah/hd/argk/hd_argk.htm
Greek Art in the Archaic Period

http://www.infoplease.com/spot/olympicstimeline.html
Olympics Timeline

http://teacher.scholastic.com/activities/athens_games/history.htm
Origin and History of the Olympic Games