Journey to Ancient Greece
Lesson Plan 1 Timelines
LEARNING OBJECTIVE
LEARNING RATIONALE
TIME REQUIRED
Students will order a timeline and Catalogue Record sheets and complete a
worksheet of time calculations and historical thinking questions.
• Students will understand different concepts of historic time.
• Students will be able to accurately place information on a timeline.
• Students will engage with historical thinking questions to see examples of
how history is adapted through the lens of our present worldview.
One hour
MATERIALS
(PROVIDED)
• Ancient Greece Timelines Activity Package, containing:
19 timeline pieces (each representing a date range)
7 Catalogue Record sheets
Timeline Activity Worksheet (to be duplicated)
MATERIALS
(SUPPLIED BY TEACHER)
• Rulers
• Copies of the Timeline Activity Worksheet
BACKGROUND
The information in the Catalogue Record sheets comes directly from our
collections database. The sheets contain authentic language (i.e. not at a grade
six level). The activities asked of the students do not require comprehension of
the Catalogue Record descriptions. However, students may ask word meanings.
SUGGESTED PROCEDURES
1. Take the timeline pieces out of the pink file folder or print them off and cut
them out. In a straight line (down a wall or hallway) assemble the pieces in the
correct order, which spans from 3000 BCE to present day.
• Use the reference timeline for assistance, if required.
• Note: the scale is 1 cm = 10 years.
2. Look at the Catalogue Record sheets provided. Place the catalogue sheets
on the appropriate part of the timeline. You should note that all of these
objects were from ancient Greece (in particular, the Classical Period) and that
is why they are within a few hundred years of one another.
3. As a group discuss the terminology BCE (Before Common Era, also known
as Before Christ) and CE (Common Era, also known as ‘Anno Domini’ in
medieval latin, translated as “in the year of our lord”). Why are these more
inclusive terms being used today?
Copyright © University of Alberta Museums 2011
BCE = Before Common Era (also known as BC – Before Christ)
CE = Common Era (also known as AD – Anno Domini)
The phrases “Before Common Era” (BCE) and “Common Era” (CE) are being
used more frequently today, rather than BC and AD. Many historians feel they
are more inclusive terms, especially for people who are not Christian. You will
see both terms still used today, eventually the standard will be BCE and CE.
4. Ask the students to complete the questions on the worksheet. You may want
to pair them up or put them into groups for the discussion activity in part D.
5. As a group, go over the answers together. Focus on the historical
thinking questions in part D to generate a class discussion. The first question
is particularly relevant for this group because they will be studying the
Haudenosaunee (Iroqouis) concept of time later in the year, which is different
from the linear Western model presented in this activity.
CONTINUING THE
JOURNEY
Have students enrich their timelines by adding these cards that identify
technological achievements by different civilizations throughout history:
http://www.oregon.gov/OSP/SFM/docs/Comm_Ed/ESC_Components/
Timeline_cards.pdf?ga=t
Copyright © University of Alberta Museums 2011
Journey to Ancient Greece - Timelines
Lesson 1 - Activity Worksheet
QUESTIONS TO ASK!
A. How old are you?
Using the scale provided (1cm = 10 years), draw a line to represent your age in the space below.
Using the same scale (1cm = 10 years), draw a line to represent your parent/guardian’s age in the space below. If you can’t remember his/her age, just guess.
Compare these lines to the entire timeline. What do you notice?
B. Find the Catalogue Record sheet for the black figure amphora.
If it was made in 550 BCE, how old is this object? __________________________________________________
C. Looking at the Catalogue Record sheets:
Which is the oldest object? _______________________________________________________________________
Which is the newest object? ______________________________________________________________________
D. Discuss these questions with a partner to practice your historical thinking skills:
1. Creating a timeline is one way to experience time. What is another way?
2. Why do you think these artifacts were chosen by the museum for this timeline? What else could be added
to the timeline to give more information and/or more context?
3. Look carefully at the Catalogue Record sheets. What do you notice about how the information is
organized? (e.g. There are many layers of categories for identifying an artifact.)
4. Some of the Catalogue Record sheets have more information than others. Why?
Copyright © University of Alberta Museums 2011
Responses for the Activity Worksheet
A. Responses will vary.
B. Response is dependent upon current year. (e.g. In 2009, the amphora is 2559 years old.)
C. The oldest is the Corinthian pyxis (624-600 BCE)
The newest is the silver tetradrachma (336-323 BCE)
D. Responses will vary:
1. Creating a timeline is one way to experience time. What is another way?
Other ways to experience time include: cyclical models, calendars, seasons, lunar cycles, important political/
natural events, and a family tree. As a side activity you could play the song “Seasons of Love” from the
musical Rent and have the students write down the ways to measure a year that are mentioned in the song.
2. Why do you think these artifacts were chosen by the museum for this timeline? What else could be added
to the timeline to give more information and/or more context?
These artifacts were chosen because they are examples of different forms and styles of ancient Greek pottery.
Also, they were made at different times, so they fit along a timeline. They are also intact or reconstructed,
so you can see the entire artifact. These artifacts are also good examples of material in the W.G.Hardy
Museum of Ancient Near Eastern and Classical Antiquities. More artifacts could be added that were made
by other cultures during that time period, additional Greek artifacts not made from clay, or political artifacts.
The timeline could also have important events highlighted (e.g. the death of a political leader, large military
battles).
3. Look carefully at the Catalogue Record sheets. What do you notice about how the information is
organized?
• There are many layers of categorization that start broad in nature and become more specific.
• Each artifact has its own unique number, called an “accession number”. It starts with the year it became
part of the collection.
• The formatting of information is not consistent across all of the records (i.e. the measurements are not all
reported in the same way).
• The description information is mostly written in short hand and focused on the details of the artifacts.
4. Some of the Catalogue Record sheets have more information than others. Why?
Most museums work with incomplete information about their collections. Archaeologists, historians,
anthropologists and curators have to be puzzle solvers as they work with clues to piece together history. Also,
many artifacts in museum collections were donated by collectors or purchased from art dealers who often do
not have much information about the artifact. Our knowledge about artifacts also changes as researchers
learn more about the role of an object in its time and society. The life story of an artifact is called its
“provenance.” Museum staff do their best to give visitors as much information as possible about artifacts, but
they do not always have all of the answers. That constant need for more knowledge is what makes research
such an important part of museum work.
Copyright © University of Alberta Museums 2011
2750 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines 3000 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines Copyright © University of Alberta Museums 2009
Copyright © University of Alberta Museums 2009
2501 BCE
2571 BCE
2250 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines 2500 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines Copyright © University of Alberta Museums 2009
Copyright © University of Alberta Museums 2009
2001 BCE
2251 BCE
1750 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines 2000 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines Copyright © University of Alberta Museums 2009
Copyright © University of Alberta Museums 2009
1501 BCE
1751 BCE
1250 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines 1500 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines Copyright © University of Alberta Museums 2009
Copyright © University of Alberta Museums 2009
1001 BCE
1251 BCE
750 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines 1000 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines Copyright © University of Alberta Museums 2009
Copyright © University of Alberta Museums 2009
501 BCE
751 BCE
250 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines 500 BCE
Journey to Ancient Greece - Lesson Plan 1: Timelines Copyright © University of Alberta Museums 2009
Copyright © University of Alberta Museums 2009
251 BCE
251 CE
Journey to Ancient Greece - Lesson Plan 1: Timelines 1 CE
Journey to Ancient Greece - Lesson Plan 1: Timelines Copyright © University of Alberta Museums 2009
Copyright © University of Alberta Museums 2009
500 CE
250 CE
751 CE
Journey to Ancient Greece - Lesson Plan 1: Timelines 501 CE
Journey to Ancient Greece - Lesson Plan 1: Timelines Copyright © University of Alberta Museums 2009
Copyright © University of Alberta Museums 2009
1000 CE
750 CE
Journey to Ancient Greece - Lesson Plan 1: Timelines 1001 CE
Journey to Ancient Greece - Lesson Plan 1: Timelines Copyright © University of Alberta Museums 2009
Copyright © University of Alberta Museums 2009
1500 CE
Journey to Ancient Greece - Lesson Plan 1: Timelines 1501 CE
Journey to Ancient Greece - Lesson Plan 1: Timelines Copyright © University of Alberta Museums 2009
Copyright © University of Alberta Museums 2009
2000 CE
2001 CE
2100 CE
Journey to Ancient Greece - Lesson Plan 1: Timelines
Copyright © University of Alberta Museums 2009
Journey to Ancient Greece
Lesson Plan 1: Timelines
W.G. HARDY COLLECTION OF ANCIENT NEAR EASTERN AND CLASSICAL ANTIQUITIES
CATALOGUE RECORD
Accession No.
1987.18.2
Artifact Group
coin
Artifact Name
silver tetradrachma of Alexander the Great
Item Category
currency
Culture
Place
Date Made
Materials
Measurements
Description
Greek
Europe; Greece; Amphipolis
336-323 BCE
silver
diameter: 25 mm
Obverse shows head of Alexander the Great in profile, with
lion hood. Reverse shows a seated Zeus with eagle resting
on upraised right arm and staff in left hand, and a warrior
figure in lower left region.
Image(s):
obverse
Copyright © University of Alberta Museums 2011
reverse
Journey to Ancient Greece
Lesson Plan 1: Timelines
W.G. HARDY COLLECTION OF ANCIENT NEAR EASTERN AND CLASSICAL ANTIQUITIES
CATALOGUE RECORD
Accession No.
1965.39.5
Artifact Group
flask
Artifact Name
lekythos
Item Category
containers
Culture
Place
Date Made
Materials
Measurements
Description
Greek
Europe; Greece; Attica
450-425 BCE
fired clay with white ground and black slip decoration
overall: 90 mm
Ribbed one-handled lekythos or flask (pheidias shape). Black
glaze, underside reserved, flat bottom, decorated with two
painted black rings and a dot, thin lining of notching at the
junction of the wall and neck.
Image(s):
Copyright © University of Alberta Museums 2011
Journey to Ancient Greece
Lesson Plan 1: Timelines
W.G. HARDY COLLECTION OF ANCIENT NEAR EASTERN AND CLASSICAL ANTIQUITIES
CATALOGUE RECORD
Accession No.
1965.39.4
Artifact Group
bowl
Artifact Name
lekane
Item Category
containers
Culture
Place
Date Made
Materials
Measurements
Description
Greek
Europe; Greece; Stere Ellas Evvoia; Boetia
575-550 BCE
fired clay with black and red painted decoration
68 x 256 mm
Footed dish with two recurving handles and a flattened lip.
Black figure on light brown background, painted additions
in red. Handle zone: series of water fowl. Central zone:
pairs of lions separated by siren. Stripes around the base,
filing ornament including dot rosettes, swastikas with dots in
angles, and a cross with segments in angles. Interior black,
undecorated. Partially restored.
Image(s):
Copyright © University of Alberta Museums 2011
Journey to Ancient Greece
Lesson Plan 1: Timelines
W.G. HARDY COLLECTION OF ANCIENT NEAR EASTERN AND CLASSICAL ANTIQUITIES
CATALOGUE RECORD
Accession No.
1974.3.6
Artifact Group
cosmetic jar
Artifact Name
Corinthian pyxis and lid
Item Category
containers
Culture
Place
Date Made
Materials
Greek
Europe; Greece; Corinth
624-600 BCE
fired clay
Measurements
Description
Pyxis jar/lid. Geometric decoration in dull brown and red
on buff-coloured background. Decoration: horizontal lines,
checker patterns on lid and body of jar, vertical triangles
at base of jar. Painted interior. Two small horizontal ring
handles.
Image(s):
Copyright © University of Alberta Museums 2011
Journey to Ancient Greece
Lesson Plan 1: Timelines
W.G. HARDY COLLECTION OF ANCIENT NEAR EASTERN AND CLASSICAL ANTIQUITIES
CATALOGUE RECORD
Accession No.
TEMPID#3
Artifact Group
krater
Artifact Name
Greek red-figure bell krater
Item Category
vessels
Culture
Greek
Place
Date Made
Materials
Measurements
Description
Europe; Greece
410 BCE
fired clay, paint
height: 310mm, diameter: 370mm
Krater in form of inverted bell, decorated with two redfigure panels between two handles. This first panel shows
a running profile of the nude god Apollo (central figure)
holding a laurel branch in the right hand and a bow in the
left, and piece of clothing over the left shoulder. Left side of
panel shows a bearded god (Zeus?) holding a staff in his
right hand standing in profile. The figure of Apollo stands
between two women. The other panel shows three clothed
men, crudely drawn in red-figure style. Clearly the work of a
different artist. Pattern borders.
Image(s):
Copyright © University of Alberta Museums 2011
Journey to Ancient Greece
Lesson Plan 1: Timelines
W.G. HARDY COLLECTION OF ANCIENT NEAR EASTERN AND CLASSICAL ANTIQUITIES
CATALOGUE RECORD
Accession No.
1985.65
Artifact Group
jar
Artifact Name
black-figure amphora
Item Category
vessel
Culture
Greek
Place
Date Made
Materials
Measurements
Description
Europe; Greece; Attica
ca. 550 BCE
fired clay
281 x 128 x 107 mm
Attic, black-figure amphora with two decorative central
panels. The first panel includes a nude male athlete standing
in profile, between two clothed figures. In the second
decorative panel, the central figure (the athlete) is standing
partially clothed between two clothed figures. Figures are
painted black on red background, with finer details added
with incision red paint (hair) and white paint. Two handled.
Image(s):
Copyright © University of Alberta Museums 2011
Journey to Ancient Greece
Lesson Plan 1: Timelines
W.G. HARDY COLLECTION OF ANCIENT NEAR EASTERN AND CLASSICAL ANTIQUITIES
CATALOGUE RECORD
Accession No.
1982.20
Artifact Group
flask
Artifact Name
black-figure oil flask
Item Category
containers
Culture
Place
Date Made
Materials
Measurements
Description
Greek
Europe; Greece; Attica
ca. 500-480 BCE
fired clay
height: 219 mm
black-figure lekythos, Attic brown figure decoration shows
Heracles fighting the Cretan bull, bordered above by
meander and below by 3 reversed incised details throughout
decoration.
Image(s):
Copyright © University of Alberta Museums 2011