INTRODUCTION

"Come with me, you pale and strange travellers. I will show you the wonders of the mightiest empire in the world!" stated Herodotus a famous writer and traveller. With his guidance, your class travelled back in time in teams to Ancient Greece and experienced a particular aspect of this culture.
"When you return to your homes, tell the world of the glory of Greece!" cried Herodotus.
Throughout the centuries and into the present, the discoveries and developments experienced in Ancient Greece influence us in literature and theatre, art and architecture, philosophy, religion, mathematics, science, the principles of democracy, and in sport with the Olympic Games.

TASK

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Now, back in the present, it is your team's responsibility to report your findings to the class. Impress them with the wonders of Ancient Greece! You will be using websites to research your area. Be entertaining and creative in your presentation of information. Use a variety of tools and electronic media to convey your carefully researched and accurate information.

PROCESS

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Form teams of four. Complete one of these seven tasks in your team. A task can be done only by one team!

A good team member:

• listens
• contributes
• solves problems
• respects
• records
• works consistently and constantly
• seeks help when in trouble
• challenges him or herself.

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A. ALEXANDER THE GREAT
- THE BOARD GAME

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Your team was fortunate enough to interview this great military leader. In one board game, let the class learn about his life, character and his contribution. Think of board games you can adapt for this exercise: Trivial Pursuit, Snakes and Ladders, Monopoly, etc.
Make copies of this board game and organise your class to play in teams.

Each of you must take on one of these roles:
1. Historian
Find out about Alexander the Great from the websites below:

• ALEXANDER THE GREAT

http://history.boisestate.edu/westciv/alexander/

http://faq.macedonia.org/history/alexander.the.great.html

2. Gamemaster
The gamemaster must write the rules for the game. How is it played? What is the objective of the game? The gamemaster must teach the rest of the team how to play the game.
3. Designer
The designer must plan the game board, then get the materials together and make that gameboard. How will you make copies for the class?
4. Facilitator
The facilitator keeps a daily journal that records plans, changes, what is being worked on, what has been completed. The facilitator must make sure that the group adheres to deadlines and is the group’s spokesperson to the teacher and the class. He or she organises the presentation to the class.

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B. CHALLENGE FOR SUPREMACY

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Your team witnessed exciting encounters between gods, heroes and bizarre creatures on the island of Thera (which is now called Santorini Island). What year did your team visit?
You will have TWO GODS, TWO HEROES and TWO CREATURES from Greek Mythology competing in a major competition on the island of Thera. The winner will receive many gifts and great powers from Zeus.
Organise a presentation of your information to the class, who are pretending to be representatives of Zeus. They should be given information about the competitors and about Thera. They will decide who will be eliminated (in what order) and who will win. They must give reasons for their choices, and must follow the rules of the challenge and the demands of five tasks.

1. Researcher
With your group, select your six competitors and then research their appearance, behaviours and personalities.

• ANCIENT THERA

http://www.videonet.gr/thera.htm

Learn about the ancient ruins of this island.

• ARCHEOLOGICAL SITES - THERA

http://www.mnsu.edu/emuseum/archaeology/sites/europe/thera.html

Learn about the destruction of Thera and its surviving archeological sites.

• GODS, HEROES AND MYTHS

http://www.gods-heros-myth.com/mythmore.html

Click on these menu items: Mythical Creatures, Heroes, The Olympians, Other Gods, The Titans.

• GREEK MYTHOLOGY.COM

http://www.greekmythology.com/

Click on your choice of Olympian Gods, Titans, Other Gods, Creatures, Heroes.

2. Gamesmaster
What are the rules, punishments and rewards, as established by Zeus? On what grounds will a competitor be disqualified?
3. Designer
Devise five major competitive tasks that would work on the island of Thera. These tasks should test such qualities as strength, cunning, accuracy and speed. Describe them in clear detail.
4. Facilitator
The facilitator keeps a daily journal that records plans, changes, what is being worked on, what has been completed. The facilitator must make sure that the group adheres to deadlines and is the group’s spokesperson to the teacher and the class. He or she organises the presentation to the class.

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C. ANNUAL CITY FEAST to PRAISE DEMETER, GODDESS OF THE HARVEST

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Your team were guest members of the committee which organised this major event. What year did your team visit? What was the name of your city? Where was it located? Imagine that the class is the Town Council. Present your plans for this feast to the "Council" in a detailed presentation.

• DEMETER- GODDESS OF THE HARVEST

http://messagenet.com/myths/bios/demeter.html

Here you will find basic, readable information about Demeter.

• THE AGORA TOUR

http://www.angliacampus.com/public/pri/history/greeks/page12b.htm

Carefully place your cursor over parts of the picture to learn about an agora.

• THE AGORA IN ANCIENT GREECE

http://home.mira.net/~abono/agora.htm

This page has a brief description of activities that occurred in an agora.

• THE AGORA OF ATHENS

http://www.greeklandscapes.com/greece/athens_agora.html

This site tells of a friendly stroll through the Agora in Ancient Athens.

• ANCIENT GREEK MUSIC

http://www.mlahanas.de/Greeks/Music.htm

This is an extensive site for Ancient Greek musical instruments; it also has good graphics.

• ANTIQUITY - ORIGIN OF DANCE

http://www.annaswebart.com/culture/dancehistory/history/

Here you will learn about the importance of dance, and types of dances performed by the Greeks.

• GREEK LYRIC

http://academic.reed.edu/humanities/110Tech/lyric.html

Scroll down to Lyric Genres and click on Hymn to find out about different styles of singing.

• GREEK FOOD

http://historyforkids.org/learn/greeks/food/greekfood.htm

This site has good basic information about the food of Ancient Greece.

• DINING IN THE ANCIENT GREEK WORLD

http://www.greek-recipe.com/static/ancient/ancient1.html

Here you'll find good information on food.It's reasonably detailed, with lots of recipes.

• EXPLORING ANCIENT GREEK FOOD

http://fc.nbsc.org/~nbsc7/00/ejpage2.htm

Read the answers to good questions about Greek food.

1. Food And Drinks
Research the types of food and drink from your area. Who are your suppliers? How will food and drink be served on the day? Recipes? Presentation? Who will cook and serve?
2. Agora
Research an agora. What took place there? Why was it important to the people? Design the appearance of the agora for your feast day.
3. Entertainment And Ceremony
Research Ancient Greek entertainment and how they kept their gods happy. Organize the music, dancing and singing events. What sacrifices and/or offerings will be made to Demeter? Where will they occur?
4. Facilitator
The facilitator keeps a daily journal that records plans, changes, what is being worked on, what has been completed. The facilitator must make sure that the group adheres to dead lines and is the group’s spokesperson to the teacher and the class. He or she organises the presentation to the class.

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D. DESIGN AN ANCIENT GREEK TEMPLE TO A GOD OF YOUR CHOICE

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Your team experienced a frightening earthquake in a major city of Ancient Greece. In which year did this occur? The citizens were distressed when they saw that their beloved temple to a favourite god had been destroyed.
You were invited to be part of a committee that submitted plans to the city's leaders for a new temple to be urgently built on the same site. Imagine that the members of your class are the city's leaders. Present your plans to this "Council" in a detailed presentation.

• GODS, HEROES AND MYTHS

http://www.gods-heros-myth.com/mythmore.html

Click on these menu items: The Olympians, Other Gods, The Titans.

• GREEK MYTHOLOGY.COM

http://www.greekmythology.com/

Click on your choice of Olympian Gods, Titans, and Other Gods.

• THE GREEK TEMPLE

http://www.odysseyadventures.ca/articles/greektemple/greek_temple.htm

This is a well illustrated and comprehensive site about Greek temples.

• ANCIENT GREEK TEMPLES

http://home.uchicago.edu/~bdcline/AAM/html/Temples.html

This site has a detailed analysis of the columns of a temple, and excellent photographs.

• GREEK ARCHITECTURE

http://www.crystalinks.com/greekarchitecture.html

Some of the language is difficult, but here you will find a detailed coverage of temples, with good illustrations.

1. Research One
Study the websites above. Who is your chosen god? What would he/she want in a temple dedicated to them? What offerings and sacrifices do they expect? What occurred in the temples? Who was allowed into different parts of the temple? Make sure the architect is designing a temple your god would like.

2. Research Two
Using the sites above, research the architecture of Ancient Greek temples. What was special about the columns? What was Ionic, Doric, Corinthian? Look at altars and statues too. On what type of terrain should it be built? Make sure the architect is designing the temple correctly.

3. Architect
Using information from your researchers, carefully and accurately design a temple from a side, "cutaway" view and an overhead view.
4. Facilitator
The facilitator keeps a daily journal that records plans, changes, what is being worked on, what has been completed. The facilitator must make sure that the group adheres to deadlines and is the group’s spokesperson to the teacher and the class. He or she organises the presentation to the class.

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E. TOURIST BROCHURE for Ancient Sparta, Athens, Olympia, Delphi

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Inspire travellers to seek adventure or relaxation. Tell them of the wonders of places in Ancient Greece! Your brochure must be printed in multiple copies. Imagine that the class is a group of tourists travelling through Greece. In an entertaining sales presentation, excite them about Ancient Greece.

1. Researcher One
Find information covering the main facts about, and attractions in, the ancient cities of Sparta and Athens.

• THE TOWN OF SPARTA

http://www.csun.edu/~hcfll004/townsparta.html

This is a long page that requires careful reading - it has much detailed information on the appearance of Ancient Sparta.

• DORIAN SPARTA

http://www.laconia.org/Sparti_museum.htm

Click on the links under the headings of Dorian Sparta and Archaic Sparta

• ATHENS - SITES AND MONUMENTS

http://www.stoa.org/athens/sites.html

Click on the menu items to obtain some rather detailed information - read carefully!

• THE ANCIENT AGORA OF ATHENS

http://www.culture.gr/2/21/211/21101a/e211aa03.html

Learn about the structures in this centuries old meeting place.

2. Researcher Two
Find information covering the main facts about, and attractions in, the ancient cities of Olympia and Delphi.

• OLYMPIA

http://www.culture.gr/2/21/211/21107a/e211ga02.html

Text and illustrations give a detailed coverage of this ancient area.

• OLYMPIA AND THE OLYMPIC GAMES

http://www.odysseyadventures.ca/articles/olympia/articleolympia.htm

Scroll down to The Sanctuary, about half way down the page.

• DELPHI

http://www.culture.gr/2/21/211/21110a/e211ja01.html

Photos and text provide an explanation of the structures found at Delphi.

• DELPHI

http://www.greecetravel.com/delphi/

The first half of this long page covers Delphi. Learn about the Oracle at Delphi and other important structures of this ancient city.

3. Designer of Brochure
What is the structure of the brochure (drawings, headings, style of writing, lines)? List important facts and attractions. When are attractions open or running? Prices?

4. Facilitator
The facilitator keeps a daily journal that records plans, changes, what is being worked on, what has been completed. The facilitator must make sure that the group adheres to deadlines and is the group’s spokesperson to the teacher and the class. He or she organises the presentation to the class.

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F. OLYMPIC GAMES

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Wars were stopped so that competitors and spectators could attend this famous event. Your team witnessed the Games being organised and operated, so now you have the knowledge to run an Ancient Greek Olympic Games!
Imagine that your class are athletes competing in the Ancient Olympic Games. Outside of the classroom, organise *suitable* events (check with your teacher!) in which they will compete in "Olympia" style sporting venues. Have appropriate prizes too! Use the websites below to help you.

• THE ANCIENT OLYMPICS

http://www.perseus.tufts.edu/Olympics/

Here you will find information on the sporting events, Olympia, biographies of athletes from the ancient games. Check the Frequently Asked Questions (FAQs) for more useful information.

• OLYMPIA AND THE OLYMPIC GAMES

http://www.odysseyadventures.ca/articles/olympia/articleolympia.htm

Read carefully through this detailed site, studying the illustrations carefully.

• HELLENIC MINISTRY OF CULTURE - THE OLYMPIC GAMES

http://www.culture.gr/2/21/211/21107a/og/games.html

The top half of this page has useful information on the sprting events and athletes.

• ANCIENT OLYMPIC GAMES IN GREECE

http://scsc.essortment.com/athleticshistor_rjzj.htm

Scroll down to find some useful information about how the games were run.

1. Games Site Organiser - Olympia
Research how Olympia was organised to run the games. In what types of spaces and structures were the events held? What types of spectators attended? What requirements and facilities were there for the spectators and athletes? Consider appropriate spaces in your school for an "Olympia style" Games, and plan a Games for those spaces.
2. Games Events Organiser
Organise the sporting program that would have been used in Olympia. What were the rules, rewards? What were the conditions for disqualification? With Team Member 1, plan a sporting program and statement of rules for your school Games.
3. Athlete
Who was allowed to be an athlete? What training did they have? What were their responsibilities? What happened if they succeeded or failed? In the school Games, it is your job to explain to the athletes how they are required to perform and behave in each event, and the rules governing their event.
4. Facilitator
The facilitator keeps a daily journal that records plans, changes, what is being worked on, what has been completed. The facilitator must make sure that the group adheres to deadlines and is the group’s spokesperson to the teacher and the class. He or she organises the presentation, and is the judge in the school Games.

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G. GREEK THEATRE - THE DIONYSIA

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Your team was privileged to attend this famous festival. So much comedy, drama, music and dancing! You will need to give your class a taste of the wonders of Greek Theatre.
Imagine that some members of your class are trainee actors in Ancient Greece. Describe to them the Dionysia, their acting space, and how they are required to perform and dress as individual performers. Train them as a Chorus and have them read a suitable short script that your team has written. The rest of your class needs to be trained as the audience. Use the websites below to help you.

• ANCIENT GREEK THEATRE

http://users.panafonet.gr/ekar/

Click on the links to find out about the ampitheatres, special effects, masks, the actors & Chorus,the Dionysia.

• ANCIENT GREEK THEATRE

http://www.richeast.org/htwm/Greeks/theatre/theatre.html

Use the menu on the left to guide you to information on the Dionysia, structure of plays, actors (including costumes and masks) and the stage.

• Dr. J's ILLUSTRATED GREEK THEATER

http://lilt.ilstu.edu/drjclassics/lectures/theater/ancient_greek_theater.shtm

This site has an easy to read guide to Greek ampitheatres.

1. Actor
Who was allowed to be an actor? What roles were played? What acting styles were used? Describe the masks and costumes used. You will also research the Dionysia festival.
2. Backstage
What were the responsibilities of the backstage staff? Look at costumes, masks, special effects. How was backstage organised? You will also need to research the structure of Ancient Greek theatres.
3. Audience member
What types of people attended? Research the roles of the judges and priests. Where were audience members required to sit? How were they expected to behave?
4. Facilitator
The facilitator keeps a daily journal that records plans, changes, what is being worked on, what has been completed. The facilitator must make sure that the group adheres to deadlines and is the group’s spokesperson to the teacher and the class. He or she organises the presentation to the class.

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EVALUATION

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Teacher Assessment and our Checklist

ASSESSMENT AREAS	GOD ****	HERO ***	CITIZEN **	SLAVE *
CONTENT: Research	Found at least 10 pieces of information.	Found at least 8 pieces of information.	Found at least 6 pieces of information.	Found at least 4 or less pieces of information.
CONTENT: Putting it all together	• All information accurate. • All information relevant to the task. • All information historically accurate. • All information stated in own words. • All information is connected and flows well.	• Most information accurate. • Most information relevant to the task. • Most information historically accurate. • Most information stated in own words. • Most information is connected and flows well.	• Some information accurate. • Some information relevant to the task. • Some information historically accurate. • Some information stated in own words. • Some information is connected and flows well	• Not enough accurate information. • Not enough information is relevant to the task. • Not enough information is historically accurate. • Not enough information is stated in own words. • Not enough information is connected and flows well.
TEAMWORK	• All understood role and carried it out. • All solved problems co-operatively. • All listened attentively to each other. • All contributed constantly. • All members always used time wisely.	• Most understood role and carried it out. • Most solved problems co-operatively. • Most listened attentively to each other. • Most contributed constantly. • Most members always used time wisely.	• Some understood role and carried it out. • Some solved problems co-operatively. • Some listened attentively to each other. • Some contributed constantly. • Some members always used time wisely.	• Not enough understood role and carried it out. • Not enough members solved problems co-operatively. • Not enough members listened attentively to each other. • Not enough members contributed constantly. • Not enough members always used time wisely.
PRESENTATION	• All creative and original. • Entertaining throughout. • No errors - all polished and rehearsed. • Excellent use of voice, eye contact, body language and space.	• Mostly creative and original. • Mostly entertaining throughout. • Mostly polished and rehearsed. • Mostly excellent use of voice, eye contact, body language and space.	• Sometimes creative and original. • Sometimes entertaining throughout. • Sometimes polished and rehearsed. • Sometimes there is excellent use of voice, eye contact, body language and space.	• Not enough creativity and originality. • Not entertaining enough. • Not polished and rehearsed to a satisfactory level. • Not enough excellent use of voice, eye contact, body language and space.

CONCLUSION

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After the presentations, your class should have gained a greater appreciation of Ancient Greece. This civilization made so many discoveries in such a wide range of arts and sciences. You should have also developed your skills as a team member and presenter. Herodotus would be impressed by your knowledge of his beloved Greece!

But wait, there's more! In Advanced Work you'll find areas that were not covered by the tasks, and you'll be asked to look at Ancient Greece's connection to modern times.