Fine Arts Museums of San Francisco
UC Berkeley History-Social Science Project
2011 Ancient Civilizations Summer Institute
Alison Waterman – 6th Grade
Unit Topic: Ancient Greece (see Unit Map attached)
Unit Focus Question: Why is ancient Greece considered the foundation of western civilization?
Unit Teaching Thesis: Ancient Greece’s many achievements in government, literature, language, mathematics,
science, art, and architecture have helped shape our western culture, and continue to influence our society today.
History-Social Science Content Standard: 6.4.4. Explain the significance of Greek mythology to the everyday
life of people in the region and how Greek literature continues to permeate our literature and language today,
drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables.
6 -8 Historical and Social Sciences Analysis Skills: Research, Evidence, and Point of View 4. Students
assess the credibility of primary and secondary sources and draw sound conclusions from them.
Common Core Standards: Reading Standards for Literacy in History / Social Studies 6-12: Grade 6-8
Students: Key Ideas and Details: (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.
Common Core Standards: Wring Standards for Literacy in History / Social Studies 6-12: Grades 6-8:
Text Types and Purposes: Write arguments focused on discipline-specific content: (a) Introduce claim(s)
about a topic or issue, acknowledge and distinguish claim(s) from alternate or opposing cliams, and organize the
reasons and evidence logically; (b) Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate and understanding of the topic or text, using credible sources.
Lesson Plan
Lesson Topic: Greek Pottery
“Big Idea” Lesson Focus Question: How do the mythology, literature, and art of the ancient Greeks reflect
their beliefs?
Lesson Teaching Thesis:
The ancient Greeks’ belief that the gods directly affected people’s lives is reflected in their mythology,
literature, and art. Myths explained the causes of both natural and historical events to the Greeks. The literature
of the ancient Greeks emerged from their mythology; mythological stories were often the subject of Greek art as
well. An educated Greek would not only possess such skillfully crafted vessels, but would also recognize the
scenes painted on these pots.
Additional Teacher Notes:
Evidence (specific examples) of Greeks’ belief that the gods caused both natural and historic events:
 Volcanic eruptions were caused by the god Hephaestus, who created weapons for the gods in his
underground forge.
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The Trojan War was caused by an argument among three goddesses over an apple inscribed “For the
Fairest.”
Evidence that Greek literature and art emerged from their mythology:
 The Trojan War and its aftermath, long part of oral tradition, are recounted in Homer’s epic poems The
Iliad and The Odyssey, as well as in the tragedies of Sophocles and Aeschylus.
 Scenes from myths were painted on vases, pots, and other vessels, suggesting that these myths were not
only familiar but important to the vessels’ owners.
Link from lesson focus question to unit focus question:
Greek mythology, literature, and art have continued to shape western culture and thinking. From the
language we use to the ideas expressed in our art and literature, Greek mythology has continued to influence
writers, thinkers, and artists who followed and were familiar with the work of the ancient Greeks.
Pottery Lesson Focus Question: What does this Greek vessel teach us about the beliefs of the ancient Greeks?
Pottery Lesson Teaching Thesis: This vessel shows the inter-relatedness of Greek mythology, literature and
art. The paintings on the krater depict important scenes from the epic poem The Iliad, which in turn is based on
mythology. Pottery reveals the beliefs that were important to ancient Greeks.
Texts:
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Ancient Civilizations (2006 Holt, Rinehart and Winston) pp. 270-275, 303-304
Fleischman, Paul. Dateline: Troy (1996 Candlewick Press) pp. 58-60
The Usborne Encylopedia of Ancient Greece (2001 Scholastic) pp. 80-81
Get Smart with Art at the de Young binder, Ancient Civilizations Object Information Sheet #7
Primary Sources: Two terracotta pots on display at the Legion of Honor:
 Volute-krater (wine vessel) attributed to the Baltimore Painter (South Italian, Apulia, c. 330-320 BCE,
#2005.24a-b)
 Black-figure amphora (Greek, Athens, late 6th century BCE, #1925.368)
Observation and Analysis Strategies:
 Analyzing Art
 Summarizing the Primary Source
Writing Instruction: Thesis and Evidence Paragraph Frame/Outline
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Lesson Overview and Rationale:
Students will observe and analyze a Greek pot that depicts an important scene from Homer’s epic poem
The Iliad. Students will then read a synopsis and excerpt from The Iliad and use this information to synthesize
(put together) the relationship between mythology and the arts (i.e., literature and visual art) to the ancient
Greeks. Together, text and artifact will enable students to infer that the ancient Greeks’ belief in the importance
of their gods and mythology is reflected in their art and literature.
This lesson could be used during a unit on ancient Greece or as a preview to the unit. Ideally, students
would observe and analyze the photographs of the pots and read the excerpt from The Iliad the day before a
field trip to the Legion of Honor to look at the actual Greek pots on display.
Lesson Steps:
1. Explain to students that they will observe and analyze two photographs of Greek pots from the Legion
of Honor’s collection. Explain that Greek pots came in many forms, depending on the purpose, and that
styles of decoration changed as time passed. Tell students they will get a chance to practice and improve
their observation skills, as well as their ability to analyze (take apart) and synthesize (put together)
information to help them interpret the meaning and importance of the paintings on Greek pots.
2. First, show the picture of black-figure amphora. Ask students to create an “I See/I Question” T-chart to
jot their first observations and impressions of this pot. Have students share their observations and
questions with a partner, then share out with whole class. (Ex.: “I notice there are four people who look
like they are fighting. Three of the warriors are dressed similarly, but one looks like he’s wearing a lion
skin.”)
3. Next, instruct students to read the information about the amphora (Object Information Sheet #7 in Get
Smart with Art at the de Young binder). Then have students review their T-charts to see what
information they can now add. Help students see that knowing background information about a culture
enhances their understanding of the significance of the object.
4. Describe the black- and red-figure method of painting pots that developed in Athens. (See The Usborne
Encyclopedia of Ancient Greece, pp. 80-81). Help students understand that the shape and decorative
style of a pot helps historians determine the vessel’s function, as well as the date and place of origin.
5. Now show students a picture of the volute-krater. After they have looked at it for several minutes,
distribute the “Analyzing Art” worksheet and together complete Part 1 (use an overhead or LCD
projector).
6. Give students 10 minutes or so to complete the “I see…” column in Part 2. You may want students to
work individually before sharing/comparing in pairs.
7. Tell students that they will need more information before they can complete Part 2. This time they won’t
get an information sheet explaining the meaning of the illustrations on the krater. Instead they will do a
little research by reading an excerpt from a well-known work of Greek literature, The Iliad.
8. If students are not already familiar with The Iliad, you may wish to summarize the story or have students
read a brief synopsis (attached). If you wish to spend a few days having students read or act out the story
of the Trojan War, several retellings of The Iliad for students are available.
9. Once students are familiar with the overall story of The Iliad, have them read the excerpt from Paul
Fleischman’s Dateline: Troy (pp. 58-60) which presents the death of Patroclus and the revenge of
Achilles.
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10. Now have students return to the “Analyzing Art” worksheet and complete the “I think this means…”
and “Questions I’d like to ask…” columns in Part 2.
11. After 10 minutes or so, facilitate a discussion of students’ answers (and questions) generated by
comparing the excerpt from The Iliad to the paintings on the krater.
12. Finish up this part of the lesson by asking students to practice making inferences about the importance
or meaning of the volute-krater before writing their inferences down in Part 3.
13. For homework, or in class the following day, have students use the Analyzing Art worksheet to
complete the frame for summarizing and inferring the message of the primary source and connecting its
meaning to the lesson focus question.
14. Additionally (or alternatively), you could have students complete the Thesis & Evidence Paragraph
Frame. This would probably be a separate lesson on turning observations and inferences into strong
expository writing.
15. If possible, take students to the Legion of Honor to see the black-figure amphora and volute-krater
before asking them to make inferences which will form the basis for students’ writing.
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ANALYZING ART: Visual Analysis Worksheet
Name:_______________________________________________
Lesson Focus Question:___________________________________________________________________________________________________
Title of Object: _____________________________________________________ Media: _____________________________________________
Part 1. WHO, WHERE, WHEN: Thinking about the context in which this object was created
Artist: What do we know about the artist(s)
who created this object?
Audience: Who is the intended audience?
Place and Time: Where and when was it
created?
Historical Context: What was going on during this era or time period?
Part 3. WHY: Synthesis – Putting it all together (Do this AFTER you complete Part 2!)
This object shows …
Use information above to help you infer (form an idea about) the meaning or importance of this object. Begin sentences with “This piece
shows/suggests/describes…”
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ANALYZING ART: Visual Analysis Worksheet
Name:____________________________________________________
Part 2. WHAT: Observing, explaining, and making inferences about what you see
I see …
I think this means…
Questions I’d like to ask…
Describe in detail everything you see when you Use your background knowledge to explain the
List questions you still have.
look at the object. Optional: draw a sketch as
purpose of the object and the meaning of the images
well.
you see.
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I.
Summarizing the Primary Source
_____________________________________________________ is a ________________________________
(name, title of source)
(type of media)
that ______________________________________________________________________________________
(describe content of primary source)
_________________________________________________________________________________________
II.
Establishing Context of Primary Source
The ____________________________________________________________ was created during a time when
(name, title of source)
_______________________________________________________________________________________ for
(describe historical setting)
__________________________________________________________________________________________
(audience)
III.
Inferring the Message of Primary Source
____________________________________suggests/shows that______________________________________
(name, title of source)
(WHO?)
portray____________________________________________________________________________________
(WHAT? message regarding a person, place, event, idea)
__________________________________________________________________________________________
because ___________________________________________________________________________________
(REASON)
The evidence for this is ______________________________________________________________________
(SPECIFIC DETAILS – images on pot)
__________________________________________________________________________________________
IV.
Connecting Primary Source to Focus Question
This artwork relates to the focus question because _________________________________________________
__________________________________________________________________________________________
(summarize how the primary source evidence answers the focus question)
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Synopsis of The Iliad
The ancient Greeks created myths that explained both natural and historical events. For example, the
war between the Greeks and the Trojans was attributed to a conflict among the goddesses Hera, Athena, and
Aphrodite, each of whom claimed an apple inscribed “For the Fairest.” The most powerful Olympian god, Zeus,
selected the Trojan prince Paris to be the judge; for Zeus did not wish to anger any of these dangerous
goddesses (one of whom was his wife, another his daughter). Paris chose Aphrodite, the goddess of love and
beauty, because she promised Paris the most beautiful woman in the world as a reward. Unfortunately for Paris,
Helen was already married to the King of Sparta, Menelaus. Urged on by Aphrodite, Paris abducted Helen and
took her to Troy. This outrageous act led to a war between the Greeks and the Trojans, and this war ultimately
led to a battle between the Greek hero Achilles and the Trojan hero Hector, son of Troy’s King Priam and
brother of Paris.
The stories about the Trojan War reflect the Greeks’ belief that the gods were behind human events, and
that too much pride (hubris) was both crucial to a hero’s success and would inexorably lead to his downfall.
When Paris abducted Helen, he set off the Trojan War. When the Greek king Agamemnon feuded with Achilles
over a Trojan trophy of war (the slave girl, Briseis), Achilles sulked in his tent and refused to fight. Achilles’
withdrawal from battle led to the death of his dear friend Patroclus at the hands of Hector, which spurred
Achilles to seek revenge by not only killing but dishonoring the body of Hector. Although the Greeks ultimately
defeated the Trojans, it was at great cost – perhaps another important lesson or belief reflected in Greek
mythology.
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INTERMEDIATE THESIS & EVIDENCE PARAGRAPH FRAME/OUTLINE
Focus Question:____________________________________________________________________________
_________________________________________________________________________________________
Writing Instructions: ________________________________________________________________________
_________________________________________________________________________________________
Thesis statement:___________________________________________________________________________
_________________________________________________________________________________________
Explanation of Idea: ________________________________________________________________________
_________________________________________________________________________________________
Evidence:_________________________________________________________________________________
_________________________________________________________________________________________
Explanation of Idea: ________________________________________________________________________
_________________________________________________________________________________________
Evidence:_________________________________________________________________________________
_________________________________________________________________________________________
Analysis: _________________________________________________________________________________
_________________________________________________________________________________________
Concluding statement: _______________________________________________________________________
_________________________________________________________________________________________
Note: Could include several more pieces of evidence with specific evidence.
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Previewing the Artifact (Key)
I Notice
Write down things you see in your artifact
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The vessel (pot, jar) has a wide mouth
and a handle on either side of its short
neck
The background is reddish, while the
figures and geometric designs are black
and white
The scene painted on the pot shows four
people who look like they are fighting
Three fighters are dressed the same
(wearing short tunics and helmets), but
each holds a different weapon (spear,
bow and shield, ax)
The fourth fighter is bigger, taller, and
darker-skinned than the other three.
He looks like he’s wearing a lion skin
and using a sword or club to fight off the
other three
I Wonder
Write down questions you have about your artifact
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Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
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What was this vessel used for? Is there a
name for this kind of pot?
Is the red background the natural color of
the clay? How did the artist make the
figures black and white?
Who are the fighters? Why are they
fighting?
Why are three of the fighters dressed the
same way? Are they on the same side? Are
they men or women?
Who is the big fighter in the middle
wearing the lion skin? Why is he fighting
the other three?
Why is he wearing a lion skin?
What are all the fighters barefoot?
Why don’t they wear more protective
clothing?
What do the geometric shapes mean? Are
they just for decoration?
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ANALYZING ART: Visual Analysis Worksheet
Name:____________________________________________________
Lesson Focus Question: What does this Greek vessel teach us about the beliefs of the ancient Greeks?
Title of Object: Volute-Krater (wine vessel)
Media: terracotta
Part 1. WHO, WHERE, WHEN: Thinking about the context in which this object was created
Artist: What do we know about the artist(s) who
created this object?
Audience: Who is the intended audience?
Place and Time: Where and when was it
created?
The artist was probably a man living in
Apulia, a Greek colony in southern Italy. Art
historians call him the Baltimore Painter.
The owner of this piece was probably a
wealthy, educated Greek living in the
colony of Apulia.
It was created in the Greek colony of Apulia
in southern Italy c. 330-320 BCE.
Historical Context: What was going on during this era or time period?
Alexander the Great conquered first Greece, then the Persian Empire from 336-323 BCE. As he conquered Persian lands, he left behind
cities and buildings modeled on those of the Greeks. According to many stories, Alexander carried a copy of Homer’s Iliad with him
wherever he went and believed he was descended from the Greek hero Achilles.
Part 3. WHY: Synthesis – Putting it all together (Do this AFTER you complete Part 2!)
This object shows …
Use information above to help you infer (form an idea about) the meaning or importance of this object. Begin sentences with “This piece
shows/suggests/describes…”
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The vessel shows scenes without any words to tell the story. This suggests that the story would be familiar to anyone who saw it.
It was probably made towards the end of the classical age, since it uses the red-figure method of decoration rather than black-figure,
and was found in a Greek colony rather than in Greece.
The illustration suggests that the gods want Achilles to enter the battle and avenge Patroclus by killing Hector.
Although Achilles treated Hector’s body with disrespect, and Achilles himself was killed shortly afterwards by Paris, the scene on
this pot shows Achilles as a hero. This suggests that the Greeks admired him not only for his strength but also for his loyalty to his
friend – and that they accepted that even a hero (or a god) was capable of both good and bad deeds. In other words, the Greeks didn’t
expect their heroes (or gods) to behave perfectly.
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ANALYZING ART: Visual Analysis Worksheet
Name:____________________________________________________
Part 2. WHAT: Observing, explaining, and making inferences about what you see
I see …
Describe in detail everything you see when you look
at the object. Optional: draw a sketch as well.
I think this means…
Use your background knowledge to explain the purpose
of the object and the meaning of the images you see.
Questions I’d like to ask…
List questions you still have.
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large clay vessel with two handles, each
decorated with a (female?) head
entire vessel is painted with scenes in which
people and horses are mainly red, while
background is mostly black
In one scene four horses are pulling a
chariot. The chariot holds two men. It looks
like one may be the driver (he’s not holding
a shield), while the other looks like a warrior
(he has a round shield). Both men wear
helmets.
Above the horse-drawn chariot a man sits on
a bench or chair. He is surrounded by
figures with wings (gods, perhaps?) It looks
like a suit of armor is floating above him.
The bottom, middle and rim of the vessel are
decorated with designs.
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This vessel is a krater, used for mixing wine and
water.
Red-figure style later than black-figure…
The horse-drawn chariot, armed men, and
floating armor suggest a war scene or story,
such as the Iliad.
The floating armor may be symbolize bravery or
strength in battle. I think it may be the armor
Hephaestus made for Achilles to replace the
armor Patroclus borrowed (and Hector stole).
The winged figures may represent gods who are
influencing the war. The wings could represent
their ability to travel quickly from Olympus to
earth.
The seated man holds a staff, which could
symbolize his authority. He looks bigger than
the other figures; his size may represent his
importance. The gods seem to be telling him
something.
I think the man with the staff is Achilles, and the
winged gods want him to enter battle wearing
the armor made by Hephaestus.
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #2: Greek Pottery by Alison Waterman
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Why is the seated person
(Achilles?) holding a staff?
Are the winged figures gods? If
so, which gods?
What is the meaning of the
winged figure riding a cow or
bull in the upper part of the
vessel?
What is shown on the other side
of the vessel? Are the scenes on
both sides related?
I.
Summarizing the Primary Source
The volute-krater from the Greek colony of Apulia is a red-figure terracotta wine vessel
(name, title of source)
(type of media)
that was used to mix water and wine.
(describe the primary source)
__________________________________________________________________________________
II.
Establishing Context of Primary Source
The volute-krater from the Greek colony of Apulia
(name, title of source)
was created during a time when
Alexander the Great was conquering and Hellenizing the Persian empire
(describe historical setting)
and Greeks were living in Apulia, a Greek colony in southern Italy.
(audience)
IV.
Inferring the Message of Primary Source
The volute-krater from the Greek colony of Apulia
(name, title of source)
shows a scene from The Iliad.
(WHAT? message regarding a person, place, event, idea)
We know this because we see Achilles in his tent receiving the armor that Hephaestus has made for
(SPECIFIC DETAILS - images)
him at the request of Achilles’ mother, the sea-nymph Thetis, to replace the armor Hector took from
the body of Patroclus.
V.
Connecting Primary Source to Focus Question
This artwork relates to the focus question because it shows that myths and stories about heroes and
gods were so familiar and important to the ancient Greeks that they were used to decorate kraters and other pots
such as this one. This scene from the Iliad shows that the Greeks believed the gods were directly involved in
human affairs, and that people could learn important lessons from stories such as those in the Iliad. It also
shows that most educated Greeks were familiar with the Iliad.
(summarize how the primary source evidence answers the focus question)
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INTERMEDIATE THESIS & EVIDENCE PARAGRAPH FRAME/OUTLINE (KEY)
“Big Idea” Lesson Focus Question: How do the mythology, literature, and art of the ancient Greeks reflect
their beliefs?
Writing Instructions: Answer the focus question by writing a well-structured paragraph. Begin with a thesis
statement, provide at least two supporting ideas with specific evidence for each, and end with a conclusion.
Supporting evidence should include one example from Greek art, and one example of either Greek mythology
or literature. Proofread and edit your final paragraph.
Thesis statement: The mythology, literature, and art of the ancient Greeks reflect their beliefs that the gods
were directly involved in events that affected people’s lives.
Explanation of Idea: The ancient Greeks created myths that explained natural as well as historical events.
Evidence For example, Greeks explained volcanic eruptions by telling stories of the
god Hephaestus, who created weapons for the gods in his underground forge, and
attributed the cause of the Trojan War to a conflict among the goddesses Hera,
Athena, and Aphrodite. This story and others form the basis of Homer’s Iliad and
Odyssey, as well as many other important works of Greek literature.
Explanation of Idea: Mythological stories were frequently the subject of Greek art as well.
Evidence For example, scenes from myths were often painted on vases, pots, and other vessels. An illustration
on a volute-krater from the Greek colony of Apulia c. 330-320 BCE shows Achilles receiving new armor made
by the god Hephaestus to replace the armor taken by the Trojan hero, Hector, after he killed Achilles’ beloved
friend, Patroclus.
Analysis: This scene illustrates the Greek belief that the gods took sides in human conflicts, as well as the belief
that death was not too high a price to pay for one’s honor. The fact that this scene was painted on a large wine
vessel suggests it was part of a familiar and important story.
Concluding statement: Beliefs about the role of gods, men, and honor in ancient Greece were expressed in
their myths, and were frequently the subject of Greek art and literature. Greek mythology has continued to
influence modern writers, thinkers, and artists. For evidence, just read Rick Riordan’s The Lightning Thief, or
look up the origins of the words we use to describe a long, arduous journey (an “odyssey”) or a difficult task
(“herculean”).
Note: Could include several more pieces of evidence with specific evidence.
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