Activitates Pro Liberis Volume I - Ascanius · 2. To learn about origins, characteristics, and themes of Greek tragedy and Roman comedy. 3. To make a mask that will represent a character

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Activitates Pro LiberisVolume I

A Collection of Classical Studies Lessons and Activitiesfor the Elementary School

2003 Revision'

Editor:

Matthew D. WebbQueen Anne School

Upper Marlboro, Maryland

Materials by the Faculty of the Institute:

Mr. S. Doug Bunch, DirectorMr. David Camden, Roman Culture InstructorMr. Mark H. Grotjohn, Mythology InstructorMs. Marcia Sharp, Classical Latin Instructor

Ms. Anna Stratton, Conversational Latin InstructorMr. Matthew D. Webb, Assistant Director

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&Latin Pronunciation Guide - - - - - - - - 1

Classical Mythology UnitWhat is Mythology?- - - - - - - - 2Theogony: The Creation Myth - - - - - - 4Gods & Goddesses of Mt. Olympus - - - - - 7Monsters, Beasts, and Creatures - - - - - - 16

Roman Culture UnitIntro to Rome and the Roman Familia - - - - - 20The Roman Domus - - - - - - - - 23Roman Architecture - - - - - - - - 26A Roman Wedding - - - - - - - - 28

Classical Latin UnitPassport to Rome - - - - - - - - 32Numerals and Numbers - - - - - - - 35Colors - - - - - - - - - 41Animals - - - - - - - - - 42Months and Days of Week - - - - - - - 47Weather - - - - - - - - - 50Adjectives - - - - - - - - - 54Phrases and Mottoes - - - - - - - 56

Conversational Latin UnitGreetings and Commands - - - - - - - 59Classroom Items - - - - - - - - 64Food - - - - - - - - - - 66Anatomy - - - - - - - - - 73Emotions - - - - - - - - - 79Inscriptions - - - - - - - - - 83Forum Romanum - - - - - - - - 86

Additional Hands-On ActivitiesClassical Allusions in Pokemon - - - - - - 87Mosaics - - - - - - - - - 94Mythology Through the Arts: Mars & Jupiter - - - - 106Roman Names and Bullae - - - - - - - 114Other Possibilities - - - - - - - - 117

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GODS AND GODDESSES

Objective

To familiarize students with the major gods and goddesses.

Nota Bene

Since the Theogony is a Greek tale, the names used in the previous lesson’s family tree are Greeknames. In this lesson, students will not only practice the Greek names that they have learned, butthey will also learn the Roman names for the gods and goddesses as well.

Materials Needed

“Dei et Deae” chart“Gods and Goddesses” sheet“Gods and Goddesses II” sheet“Olympian Deities” worksheetoverhead transparency

Preparation

1. Make an overhead transparency of the blank “Dei et Deae” chart (attached).

2. Make copies of the blank “Dei et Deae” chart, the “Gods and Goddesses” sheet, the “Gods andGoddesses II” sheet, and the “Olympian Deities” sheet (all attached) for your students.

Procedure

1. Pass out the blank “Dei et Deae” charts.

2. Place the blank “Dei et Deae” transparency on the overhead. Have the students give theirdefinitions for the term “polytheism,” and then create a class definition. Write this definition onthe top of the “Dei et Deae” transparency. Have the students copy this definition onto their ownchart.

3. Pass out the “Gods and Goddesses” sheet. Go over the pronunciation of both the Greek andRoman names of the deities. Ask the students who these deities are rulers over, or, in otherwords, what their domains are. For example, Zeus is the king of the gods and Ceres is thegoddess of grain and agriculture. Have the students tell you what they think the various symbolsfor the deities are. Have the students copy down all of this information as you go over it. Placethe information on the overhead chart. Students often enjoy drawing small pictures instead ofwriting words in the symbols column.

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GODS AND GODDESSES

3a. Alternatively, the teacher may wish to have the students fill in all of this information on theirown, perhaps using myth resources such as posters and books. Then, the teacher could go overall of the information at the end of the class period.

4. Using the completed chart (attached) as a guide, help the students to fill in any remainingblanks, and teach them about any additional domains or symbols that they may not have come upwith.

5. Encourage the students to discover derivatives and familiar connections in the names,domains, and symbols. Some examples of derivatives from the names of the deities: areocentric(warlike), martial (having to do with fighting, such as martial arts), vestal (chaste, virginal),cereal (made from grains), hermetic (tightly sealed), mercurial (quickly changing), artemisia(herbs or shrubs with strong-smelling foliage), bacchanal (wild drunken party), plutonic(something that is deep within the earth), volcano, vulcanize (to make extremely hot), theology(comes from the word “Zeus,” means study of religion), aphrodisiac (an item that enhances thelove/sexual experience).

6. The worksheet “Gods and Goddesses II” is essentially the same as “Gods and Goddesses,”except that the names have been removed, and the order in which the deities are presented hasbeen scrambled. This sheet will serve as a good assessment of whether or not the students canidentify the gods and goddesses based on their visual representations. There are hints, often inthe form of symbols, in the pictures. An example would be the lightning bolts that Zeus/Jupiterholds in his hand.

7. Pass out “Olympian Deities” worksheet for the students to do.

8. You may also wish to allow the students to make a picture of one of the deities that they havelearned about. Examples are attached.

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Roman Name Greek Name Powers/Domain Symbols

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Roman Name Greek Name Powers/Domain SymbolsJupiter Zeus king, rain, thunder lightning bolt, eagle

Juno Hera queen, marriage peacock

Apollo Apollo music, poetry, sunlight,prophecy

golden lyre, sun

Bacchus Dionysus wine, drama cluster of grapes

Ceres Demeter agriculture cornucopia

Diana Artemis hunt, moon deer, bow, quiver

Mars Ares war vulture, spear, dogs

Mercury Hermes trade, thief, messenger winged cap andsandals, caduceus

Minerva Athena wisdom, crafts, warfare armor, aegis, owl

Neptune Poseidon sea, earthquakes trident, horses,dolphins

Pluto Hades underworld cap of invisibility,black chariot andhorses

Venus Aphrodite love, beauty magic girdle, Cupid,seashell

Vesta Hestia hearth, home, Rome’sprotector

eternal flame, VestalVirgins

Vulcan Hephaestus blacksmith, weapons,volcanoes

forge, anvil

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GODS AND GODDESSES

ZEUS HERA APOLLO DIONYSUS DEMETERJUPITER JUNO APOLLO BACCHUS CERES

ARTEMIS ARES HERMESDIANA MARS MERCURY

ATHENA POSEIDON HADES APHRODITEMINERVA NEPTUNE PLUTO VENUS

HESTIA HEPHAESTUSVESTA VULCAN

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GODS AND GODDESSES IIPlease fill in the blanks with the appropriate Greek and Roman name for each deity.

____________________ _______________ _______________________

_______________________ ______________ _____________ _____________________

_________________ ________________ ________________

________________ _____________ _____________________ _______________

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THE OLYMPIAN DEITIES

I. Please match the gods and goddesses below with the correct descriptions by filling in the blank with thecorrect letter.

1. __________ Artemis a. goddess of the hearth

2. __________ Hephaestus b. goddess of agriculture

3. __________ Demeter c. goddess of love and beauty

4. __________ Zeus d. queen of the gods

5. __________ Hestia e. god of wine and drama

6. __________ Aphrodite f. goddess of the hunt

7. __________ Apollo g. king of the gods

8. __________ Hades h. god of war

9. __________ Poseidon i. god of the forge, metalworking

10. __________ Hermes j. messenger god

11. __________ Ares k. god of the sea

12. __________ Athena l. god of death

13. __________ Dionysus m. protector of Rome

14. __________ Hera n. goddess of weaving

II. Please complete the following crossword puzzle.

DOWN ACROSS

1. he is often pictured with grapes 2. her symbol is the sacred flame4. he wears winged sandals 3. goddess of weaving5. she is the goddess of marrige 6. his symbol is the spear7. his symbol is the lightning bolt 8. her Roman name is Diana

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Activitates Pro LiberisVolume II


2003 Revision

'

Editor:




Ms. Melissa J. Anderson, Mythology InstructorMr. Brian B. Ballantine, Roman Culture Instructor

Mr. S. Douglas Bunch, DirectorMs. Marcia Sharp, Chief Activities Instructor

Mr. Mark Turnbull, Conversational Latin InstructorMr. Matthew D. Webb, Assistant Director

Ms. Brett M. Wilson, Classical Latin Instructor

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&Latin Pronunciation Guide - - - - - - - - 1

Classical Mythology UnitIntroduction to Mythology - - - - - - - 2Deities - - - - - - - - - 4Daedalus and Icarus - - - - - - - - 9Perseus - - - - - - - - - 12Cross Cultural Mythology - - - - - - - 15Family Discussion Questions - - - - - - 17

Roman Culture UnitEducation - - - - - - - - - 18Government - - - - - - - - - 21Roman Army- - - - - - - - - 24Heroes - - - - - - - - - 28Theatre - - - - - - - - - 31Family Discussion Questions - - - - - - 37

Classical Latin UnitClassical Latin and Roman Authors - - - - - 38Latin Poetry - - - - - - - - - 42Writing in Ancient Rome: Inscriptions and Scrolls - - - 47Months, Seasons, and Telling Time - - - - - 54Latin Numbers and Roman Numerals - - - - - 59Family Discussion Questions - - - - - - 62

Conversational Latin UnitGreetings, Commands, and Latin Names - - - - - 63Foods - - - - - - - - - - 73The Home and Furniture - - - - - - - 96Trades and Professions - - - - - - - 101School and the Classroom - - - - - - - 105Family Discussion Questions - - - - - - 118

Activities UnitArchaeology - - - - - - - - - 119Mosaics and Roman Art - - - - - - - 122Roman Roads - - - - - - - - 127Temples and Architecture - - - - - - - 129Spinning, Weaving, and String Art - - - - - 135Olympics - - - - - - - - - 138Roman Fashion - - - - - - - - 143Family Discussion Questions - - - - - - 147

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THEATRE

Objectives

1. To learn the facts about the ancient Greek/Roman theatre, including its layout.

2. To learn about origins, characteristics, and themes of Greek tragedy and Roman comedy.

3. To make a mask that will represent a character in a play based on a Greek myth.

4. To discuss a play and to understand its meaning.

Materials Needed

copies of play script*Nota Bene: A number of excellent plays can be found in Greek Myths: 8 Short Plays forthe Classroom by John Rearick, ISBN 059096383X

copies of Theatre Facts handout, and an overhead of this handoutcopies of the picture of a Greek theatre, and an overhead of this picturecrayons, markers, pieces of construction paper, yarn, and other materials for decoration of maskshole puncheroverhead picture of a Greek theatrepaper platesscissorsstring

Preparation

1. Make copies for each student of the Theatre Facts handout. Make an overhead of it.

2. Make copies for each student of the play script.

3. Make copies for each student of the Greek theatre layout picture. Make an overhead of it.

Procedure

1. Give each student a copy of the Theatre Facts Handout. Discuss the handout and fill in theanswers on an overhead. Have the students fill in the spaces on their handouts. Do not simply fillin the blanks for the students; allow the students to discuss the questions and brainstorm answers.

2. Show the students the overhead picture of a Greek amphitheatre. Have the students try todecide what each part of the theater was used for and why it was set up in such a way. Fill in theanswers on the overhead as the students complete their own sheets.

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THEATRE

3. Provide each student with a copy of the play for his or her group. Assist students in assigningroles to each member of the group. Work with the students to help them to understand thegeneral storyline of the group’s play.

4. Have each student design a mask to represent his or her character. Use markers, crayons,pieces of cut construction paper, yarn, glitter, etc on the paper plates. When coloring is finished,punch a hole on each side of the paper plate so that the student can tie the mask around his or herhead with string.

5. Each group will present its play, with students in masks, to the other group(s) in theclassroom.

6. Use the questions provided with the play scripts to discuss the meaning/moral of the play withthe entire class after each play is completed.

*Nota Bene: More information about Roman theatre and drama can be found in this interactiveonline lesson: http://ablemedia.com/ctcweb/consortium/webbromans4.html, and at the followingwebsite: http://www.vroma.org/~bmcmanus/leisure.html

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Activitates Pro LiberisVolume III


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Editor:




Ms. Adrienne Banks, Conversational Latin InstructorMs. Kristen Boose, Classical Latin Instructor'

Mr. S. Douglas Bunch, DirectorMs. Sandra Dennis, Roman Culture Instructor

Ms. Meghan Robertson, Chief Activities InstructorMr. Brian Schmalzbach, Art & Mythology Instructor

Mr. Matthew D. Webb, Assistant Director

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&Latin Pronunciation Guide - - - - - - - 1

Classical Art & Mythology UnitCoins - - - - - - - - 2Temples - - - - - - - - 6Mosaics - - - - - - - - 16Sculpture - - - - - - - - 19Pottery- - - - - - - - - 21Family Discussion Questions - - - - - - 28

Roman Culture UnitGeography: Roman Risk - - - - - - 29Economy: Roman Coins - - - - - - 37Roman Houses - - - - - - - 24Roman City - - - - - - - 50Circus Maximus - - - - - - - 53Family Discussion Questions - - - - - - 60

Classical Latin UnitWhat is Latin? - - - - - - - - 61Vergil’s Aeneid - - - - - - - 72Romulus and Remus - - - - - - - 96Horace - - - - - - - - - 103Phrases and Mottoes - - - - - - 110Family Discussion Questions - - - - - - 115

Conversational Latin UnitLatin Names and Greetings - - - - - 116Foods and Colors- - - - - - - - 121Emotions - - - - - - - - 124Family and Body Parts - - - - - - 131A Day in a Roman Classroom - - - - - 135Family Discussion Questions - - - - - - 142

Activities UnitMilitary Standards - - - - - - - 143Pandora’s Box- - - - - - - - 151Roman Games- - - - - - - - 154Scrolls and Chariots - - - - - - - 157Frescoes - - - - - - - - 164Oil Lamps - - - - - - - - 166Amphorae - - - - - - - - 170Family Discussion Questions - - - - - - 176

131

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FAMILY / BODY PARTS

Objectives

1.To learn the Latin names of the main people in a Roman family and to discuss the differencebetween them.

2. To learn the Latin names of the body parts presented.

Materials Needed

containerfamily and body parts handoutsticky nametags

Preparation

1. Write mater, pater, filia (soror), filius (frater), avia, and avus on nametags. Have the sameamount for each, depending on the size of the class. E.g., - four of each name for a class of 24students. Place the nametags in a container.

2. Make enough copies of the handout provided for you class.

Procedure

1.Spend the first five minutes reviewing greetings and commands and other Latin they havelearned. Ask them what the weather is for that day.

2. Explain to the class that they will be learning the names of Roman family members and thenames of some of their body parts.

3. Pass around the container with the nametags in it, and have students draw one nametag. (Ifboys or girls are adamant about keeping their own gender, let them pick nametags until they picktheir own gender). Tell them to put on the nametags.

4. Describe the roles of the members of the Roman family: explain that the mater or mother takescare of the household (makes the clothes, cooks, and cleans). The pater or father, who wears atoga, is in control of the household. He makes all the decisions, and even has the power of life ordeath over his children. The filia (soror) is the daughter (sister). She would take the feminineform of the father’s name. The filius (frater) or son (brother) wears a purple striped toga or togapraetexta to signify that he is still a boy, not a grown man. The avia or grandmother wears astola, because she is a married woman who does not have to take care of the household as muchas the mother does. The avus or grandfather is the oldest man in the family, and sometimes hasmore power than does the father.

132

6. Pass out Family and Body Parts handout and go over with the class the pronunciation of thewords and have them repeat them after you. Have the students tell you English words that comefrom the Latin words on the handout.

7. Play Magistra/Magister dicit (version of Simon Says). Say, for instance, “Magistra dicit tangetuos oculos - Teacher says touch your eyes.” Explain that if the students move when you don’tsay magistra dicit, then they are out. If they touch the wrong body part, then they are also out.Incorporate the family terms into the game as well, for example, “Magistra dicit: pater, tangetuos oculos. Teacher says: father, touch your eyes.” Then, the student who has the pater stickerwould have to touch his eyes. Refer to the attached sheet that lists how to grammatically say eachphrase for each body part and family member.

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Magistra/Magister Dicit Phrase List

Magister/magistra dicit…

…pater/patres… -father/fathers…mater/matres… -mother/mothers…filius/filii… -son/sons…filia/filiae… -daughter/daughters…frater/fratres… -brother/brothers…soror/sorores… -sister/sisters

Tange – Touch! (to one person) …

Tangite – Touch! (to more than one person) …

…tua bracchia. - your arms

…tua crura. - your legs.

…tuum caput. - your head

…tuos manus. - your hands

…tuos oculos. - your eyes

…tuum nasum. - your nose

…tuum os. - your mouth

…tuas aures. - your ears

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Family and Body Parts

avus avia pater

mater filius (frater) filia (soror)

bracchia crura caput

pedes manus oculi

nasus os aures

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Activitates Pro Liberis Volume IV

A Collection of Classical Studies Lessons and Activities

Designed Specifically for Grades 1 and 2

'

Compiled and Edited by:

Matthew D. Webb

Materials by:

Ms. Kristen L. Boose, Assistant Director'Mr. S. Douglas Bunch, Executive Director Ms. S. Stuart Davis, Grades 1-2 Instructor

Mr. Matthew D. Webb, Director

Made possible in part thanks to an Outreach Grant from the Excellence Through Classics for Elementary and Middle School Levels Committee

5

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Latin Pronunciation Guide - - - - - - - 7 Introductory Activities Welcome to Rome - - - - - - - - 8 Welcome to our Room - - - - - - - 8 Welcome to Each Other - - - - - - - 8 Weekdays & Weather - - - - - - - 10 Latin Names - - - - - - - - - 31 Mythology Activities Learning about the Gods & Goddesses - - - - - 33 Gods & Goddesses Fingerpainting - - - - - 36 Gods & Goddesses Song - - - - - - - 36 Gods & Goddesses Trading Cards - - - - - - 36 Gods & Goddesses Paper Bag Puppets - - - - - 43 Constellations - - - - - - - - 44 Transformation Myths - - - - - - - 45 Plant & Flower Myths - - - - - - - 45 Nature Myths Play - - - - - - - - 47 Comprehending a Nature Myth - - - - - - 47 Review of Mythical Stories - - - - - - - 48 Conversational Latin Activities Learning the Latin Numbers - - - - - - 49 Numbers Cereal - - - - - - - - 49 Numbers Book - - - - - - - - 67 Numbers Card Games - - - - - - - 67 Learning the Family Terms - - - - - - 79 Family Trees - - - - - - - - - 81 Learning the Classroom Items - - - - - - 86 Classroom Items Bingus - - - - - - - 93 Labelling the Classroom - - - - - - - 93 Learning the Colors & Discovery Bottles - - - - - 109 Colorful Snack & Storytime - - - - - - 110 Colors Collage - - - - - - - - 110 Learning the Animals - - - - - - - 118 Snacktime with the Animals - - - - - - 118 Edible Aquariums - - - - - - - - 121 Animals Song with Stuffed Animals - - - - - 122

118

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LEARNING THE ANIMALS Objectives: To learn the Latin names for various animals. Materials: animals worksheet classroom animals stuffed animals (brought from home by students) stuffed animals (specific ones) Key Vocab: porcus (pig), vacca (cow), equus (horse), canis (dog), feles (cat), leo (lion), simia (monkey), cuniculus (rabbit), rana (frog), avis (bird), ursus (bear) Procedures: 1. Identify the Latin names of the various live animals throughout the classroom (cancer, piscis, mus, bufo, etc). Encourage the students to construct Latin sentences in which they describe the color of the animals (piscis flammeus est). 2. Allow the students to show-and-tell their favorite stuffed animals that they have brought from home. Teach the class the Latin word for each animal, and invite the students to construct Latin sentences in which they describe the color of the animals. 3. Use your own specific stuffed animals to fill in any gaps in the list of animal names that you wish to teach. Again, invite the students to make Latin sentences including the color of the animals. 4. Hand out the animals worksheet to the students and have them complete it.

SNACKTIME WITH THE ANIMALS

Objectives: To review the Latin names for the animals. To learn new animal terms. Materials: Animal crackers Procedure: 1. Give students the animal crackers at snacktime. Encourage them to tell you the Latin words for the various animals that they encounter before they eat them. Teach them the Latin words for any new animals. Some commonly encountered animals in animal crackers packages are: buffalo (urus), cat (feles), lion (leo), horse (equus), donkey (asinus), bear (ursus), cow (vacca), elephant (elephans).

119

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120

WORD BANK: porcus cuniculus avis vacca rana feles leo simia ursus canis equus

121

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EDIBLE AQUARIUMS Objectives: To review the words for the colors and animals in a fun way: by making edible aquariums. Materials: blue jello candied fish/sharks/dolphins (gummies or fruit snacks, multicolored) TupperWare containers (small, disposable) measuring cup oven, microwave, or single burner refrigerator saucepan (microwave safe if a microwave is to be used) sink spoons (plastic) water Procedures: 1. Inform the students that you will be making edible aquariums from jello and candy! 2. In the microwave oven or on the stove, boil water in the saucepan. Pour the water into the clear plastic cups. Allow the water to cool until it reaches a safe temperature (it will still need to be hot, but not such that it will burn – bathwater hot is good). 3. Invite the students to assist you in pouring some of the blue jello powder into the TupperWare containers and stirring the contents with plastic spoons. 4. Place the containers into the refrigerator (or, for quicker action, the freezer) to cool. 5. Hand out candied fish/sharks/dolphins to the students. Teach the students the Latin words for any of the candied animals that they have not already learned. Encourage the students to describe these candies in Latin using the Latin words for the animals and their colors. 6. Retrieve the chilling cups full of blue jello. Give one cup to each student. 7. Have the students add some of the candied water animals to their cups. The jello should be slightly congealed such that some of the candies will suspend at various heights in the cup. 8. Return the cups to the refrigerator/freezer to be chilled completely.

122

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ANIMALS SONG WITH STUFFED ANIMALS Objectives: To strengthen knowledge of the Latin words for the animals. Materials: animals song sheet stuffed animals (the animals to be used in the songs) Procedures: 1. Hand out a stuffed animal to each student. 2. Hand out the animals song sheets to the students and sing the songs with them. Students should hold up the appropriate stuffed animal when its name is sung.

ANIMALS GO-FISH Objectives: To strengthen knowledge of the Latin words for the animals. Materials: Go-Fish cards Procedures: Play Go-Fish! See directions on page 192.

123

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Lessons & Activities for the Elementary & Middle School

Focusing on Ancient Greek Language and Culture

'

Compiled and Edited by:

Matthew D. Webb

Materials by:

Ms. Kristen L. Boose, Assistant Director'Ms. Elizabeth Shaw, Ancient Greek Language & Culture Instructor

Mr. Matthew D. Webb, Director

Made possible in part thanks to an Outreach Grant from the Excellence Through Classics for Elementary and Middle School Levels Committee

4

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Greek Pronunciation Guide - - - - - - - 5 Greek Culture Introduction and Alphabet - - - - - - - 7 The Polis and the Agora - - - - - - - 26 Athens and Sparta - - - - - - - - 35 Plato’s Cave - - - - - - - - - 38 Comedy and Tragedy - - - - - - - 44 Homer and the Trojan War - - - - - - - 46 Ancient Greek Scholars - - - - - - - 51 Ancient Greek Temples - - - - - - - 56 Greek Vocabulary & Grammar

A Middle School Greek Week Unit - - - - - - 242 Glossary and Derivatives - - - - - - - - 246

Visit www.acics.net/publications

(click on Volume V) for companion materials and to listen to proper pronunciations of all glossed words from this book.

Vocabulary Topic Grammar Covered Culture Covered Page Adjectives Singular Linking

Verbs None 61

Verbs 3rd Person Singular and Plural Verbs

Olympics 78

Animals Plural Subject Nouns, Plural Linking Verbs

None 89

Foods Singular Object Nouns

None 117

Natural World Plural Object Nouns None 169 Review Review None 197

46

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HOMER AND THE TROJAN WAR Objectives 1. To introduce students to the story of the Trojan War. 2. To introduce students to Homer, epics, and epithets. 3. To give students the opportunity to perform like an ancient bard. Materials Needed Copy of the Iliad or the Odyssey (either in Greek or in English) Map of the Mediterranean region Story of the Trojan War Trojan War Characters Worksheet Who Was Homer? Handout Preparation 1. Make copies of the Who Was Homer? Handout and the Trojan War Characters Worksheet. Procedures 1. Hand out copies of the Who Was Homer? Handout. Read and discuss the handout with the students. When explaining that bards told their stories by heart without the use of notes, tell the students that this was even more impressive due to the fact that the poems were told in meter. Explain that meter is the art of arranging words in certain patterns so that they sound a certain way. Ask the students whether or not they can speak in rhymes at any given moment, and explain that this is similar to what Homer did. Also, show the students the copy of the Iliad or Odyssey so that they can see how long these poems are. Finally, show the students the locations of Greece and Troy on a map. 2. Hand out copies of the Trojan War Characters Worksheet. Explain that Homer used lots of adjectives, called epithets, to describe the characters in his poems. Have the students read the description of each character, then think of an adjective that could describe that character. Each student should write his or her adjective in the blank. Then, as a class, compare answers and vote on the adjective that best describes each character. Students should write this adjective in the second blank. 3. Explain that you are going to read the students a passage about the Trojan War and that when you say a character’s name, you will use the epithet that the class voted on. You will say the epithets (which are indicated by spaces in the passage), and then the class should shout out the matching character’s name. Read the passage in this way, with the class shouting each character’s name as they hear his or her epithet.

47

7+''8)510#1+')

HOMER AND THE TROJAN WAR 4. Tell the students that now that they know the story of the Trojan War, they will have a chance to be an ancient bard and tell the story out loud without notes. Give the students some time to practice telling the myth of the Trojan War to a partner without reading from their handouts. Then ask if there are any volunteers who would like to tell the story to the class. Again, remind the students that Homer and other bards not only performed without the use of notes, but also made their stories fit a meter, similar to the way that singers put fit songs to certain rhythms and rhymes. *You may wish to tell the students that Homer’s poems did not actually describe the Trojan horse and the fall of Troy.

48

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Homer was a Greek bard, a poet who told stories of the heroes and gods. He lived around 750 B.C. His poems were about the legendary Trojan War, and they are called the Iliad and the Odyssey. These poems were very long, and Homer and other bards told them by heart!

Myths say the Trojan War began when the Trojan prince Paris carried away a beautiful Greek woman, Helen, from Greece to Troy. Helen’s husband and the rest of the Greeks sailed to Troy to fight to bring her home. After ten years of fighting, the Greeks finally won the war by tricking the Trojans with a huge wooden horse filled with Greek soldiers. Troy was burned to the ground.

The Iliad focuses on several weeks in the tenth year of the Trojan War. The best Greek warrior, Achilles, becomes very angry at Agamemnon, a Greek king, and quits fighting. It takes a lot more than just an apology to bring Achilles back to the battlefield.

The Odyssey describes the adventures of the Greek hero Odysseus on his way home from the Trojan War. He survives shipwrecks and meets many unusual monsters. Finally, he arrives home and kills the men who had been trying to marry his wife while he was away.

49

NAME ROLE IN THE STORY MY ADJECTIVE

CLASS ADJECTIVE

Achilles Out of all the Greeks, he fought the most

fiercely. Homer’s Iliad tells what happened when Achilles became angry and stopped fighting.

________________ ________________

Agamemnon

He led the Greeks in their war against Troy. He was the king of Mycenae in Greece. His brother was Menelaus.

________________ ________________

Menelaus

He is the King of Sparta in Greece, who became very upset when his wife, Helen, was carried off by the Trojan prince Paris.

________________ ________________

Odysseus

He was another Greek king who fought at Troy. He thought very cleverly, and the Trojan horse was his idea. After the war, he had many adventures on his journey home.

________________ ________________

Helen

She was “the face that launched a thousand ships.” The Trojan Paris carried her off from Sparta, and the Greeks sailed to Troy to reclaim her.

________________ ________________

Paris

He was the handsome young Trojan prince who brought Helen back to Troy, causing the Trojan War. He was not one of the best warriors.

________________ ________________

Aphrodite

She was the goddess of love and beauty. Paris judged her the most beautiful of three goddesses, and so she rewarded him by offering him Helen.

________________ ________________

Hector

He was the leading warrior on the Trojan side. He was killed by Achilles.

________________ ________________

50

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You could say that the Trojan War would never have happened if three

goddesses hadn’t started fighting over a piece of fruit. There was a beautiful

golden apple inscribed with the words, “For the fairest.” The only problem was:

there were three goddesses who wanted to claim it. Each one of the three, Hera,

Athena, and ____________ Aphrodite, thought that she herself was the fairest and

deserved the golden apple. They finally settled the dispute by asking

____________ Paris, a Trojan prince, to be the judge. ____________ Paris chose

____________ Aphrodite. In return, she rewarded him with the most beautiful

woman in the world, ____________ Helen.

Helen was already married to _____________ Menelaus. So, when

___________ Paris kidnapped her and brought her home with him to Troy,

_____________ Menelaus and the other Greeks sailed to Troy in an attempt to

bring Helen home. The Trojan War lasted for ten long years. The leader of the

Greeks was ______________ Agamemnon. Two other great Greek warriors were

______________ Odysseus and _____________ Achilles. The Trojans were led

by _______________ Hector.

After ten long years of fighting, the Greeks decided to find a different way to

win the war. _______________ Odysseus thought of a plan. The Greeks would

build a giant wooden horse, hide some men inside it, leave it as a gift for the

Trojans, and pretend to sail away. After the Trojans brought the horse inside their

city, the Greeks would climb out of the horse and open the doors for the rest of

their army. The plan worked, and as a result of this trick, Troy lost the Trojan War,

and the city was burned to the ground.

78

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VERBS AND THE OLYMPICS Objectives 1. To introduce students to the Ancient Greek Olympics. 2. To introduce nine Greek verbs to the students.

3. To introduce the third person endings (!" and #$%") of regular Greek verbs. Materials Needed Charades Cards (photocopy the page and cut it into cards) Greek Verbs Fill-in-the-Blanks worksheet Greek Verb Flashcards, which will also be used as Charades Cards answers (photocopy the six pages and cut into cards) Pictures or PowerPoint presentation of the Ancient Greek Olympic events Preparation 1. Prepare the Greek Verb Flashcards by photocopying the six pages of verbs and cutting them into cards. In the order in which they occur in this book, the verbs’ meanings are: he/she/it leads, they lead, he/she/it walks, they walk, he/she/it throws, they throw, he/she/it watches, they watch, he/she/it rides, they ride, he/she/it calls, they call, he/she/it wrestles, they wrestle, he/she/it runs, they run, he/she/it carries, and they carry. 2. Prepare the Charades Greek verb cards by photocopying the page onto cardstock and then cutting the page along the lines. 3. Run off copies of the Greek Verbs Fill-in-the-Blanks worksheet. 4. Prepare the pictures of Ancient Greek Olympic events by making a PowerPoint presentation or by printing the pictures. For photographs of ancient Greek depictions of Olympic events, visit: http://www.perseus.tufts.edu/Olympics/sports.html For pictures of Athens 2004 Olympic events based on ancient Greek depictions of Olympic events, visit: http://www.pindemonium.com/20angrcuolpi.html Procedures 1. Hand out copies of the Greek Verbs Fill-in-the-Blanks worksheet to the students. 2. Ask students for the appropriate English verb to describe the first picture on the worksheet.

79

7+''8)/;5!DE-!?FG)7?!==!?G)5E-3E?>)

VERBS AND THE OLYMPICS

Hold up the Greek Verb flashcard for that verb ("&&!$!"). Pronounce the Greek for the students and have them repeat after you. Then have them write the Greek in the space under the picture on their worksheets. 3. Have the students look at the picture to the right of the first one, then show them the Greek Verb flashcard for this second picture ("&&!$#$%"). Pronounce the Greek for the students and have them repeat after you. Ask the students for a reason as to why the verb for the first

picture ended in !" and the verb for the second ended in #$%". Lead them to the fact that the

ending !" is used for singular subjects and the ending #$%" is used for plural subjects. Then have students write the Greek in the space under the picture on their worksheets. 4. Repeat this procedure until all 9 Greek verbs have been taught. 5. Ask students what they already know about the ancient Greek Olympics. Then, explain that the Olympic Games were held in honor of Zeus, and that the athletes participated in events including wrestling, running, boxing, discus throwing, horse racing, and chariot racing. 6. Show the students a picture of an ancient Greek Olympic event. Ask the students to use what they have learned today about Greek verbs to figure out which verb describes the picture. Continue until all the pictures of Olympic events have been shown and described with a Greek verb. 7. Practice the Greek verbs by playing Charades. Divide the students into two teams. Spread the Greek Verb Flashcards out along a table. Have a player from one team choose a Charades Card. He will act out the verb on the chosen Charade Card and try to get his own team to guess the correct Greek verb. His teammates should sit or stand at the table where the Greek Verb Flashcards have been spread out. They will guess the secret verb by holding up the Greek Verb Flashcard and saying the word. If they guess the word correctly within the allotted time, the team wins a point, and play continues with the other team. If they guess incorrectly, they receive no points, and play continues with the other team. Note that when the secret verb is plural, the student will have to choose a teammate to help him act out the verb. 8. Optional: Present the winners of Charades with crowns resembling the wreaths made from olive leaves that were given to winners of the ancient Olympic Games.

80

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Please write the GREEK verb for each action in the blank below each picture.

'()*+&#, _________________________ '()*+&#" ___________________________

'()*+&#" ____________________________

'()*+&#, _______________________ '()*+&#" -'" .$(/ ____________________

0'1*'2#, ________________________ '"3#$*#" ____________________________

81

-$("-3#, ________________________ '()*+&#" _________________________

#"+(#, __________________________ #"+(#" _____________________________

-$+( ____________________________ -$(!, ______________________________

.$(/ ____________________________ .$('" ______________________________

2#"*#, __________________________ 2#"*#" ______________________________

88

'.!" He or she leads.

'.#$%" They lead.

Choose a teammate to

help you!

0'"(!" He or she walks.

0'"(#$%" They walk.


help you!

0'33!" He or she throws.

0'33#$%" They throw.


help you!

)!+*!"

He or she watches.

)!+*#$%" They watch.


help you!

"&&!$!" He or she rides a horse.

"&&!$#$%" They ride a horse.


help you!

-'3!" He or she calls.

-'3#$%" They call.


help you!

&'3'"!" He or she wrestles.

&'3'"#$%" They wrestle.


help you!

1*!2!" He or she runs.

1*!2#$%" They run.


help you!

4!*!" He or she carries.

4!*#$%" They carry.


help you!

Documents

Activitates Pro Liberis Volume I - Ascanius · 2. To learn about origins, characteristics, and themes of Greek tragedy and Roman comedy. 3. To make a mask that will represent a character