The Balkans
Riley Andrews
Grace Busse
Kelly Dennison
CRIN E05 Culture Kit
Professor McEachron
Fall 2008
Historical Narrative
Introduction
In American curriculum the Balkans are globally ignored areas of the world. It is important that
students in K-6 settings receive a more complete view of the world they live in, and starting with globally
ignored areas with a rich history is a great place. America is such a diverse country with people from all
over the world, it is important that elementary school aged children know a little about the rest of the
world. The Balkans are the geographic region in the southeast of Europe that contains the countries:
Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Greece, Macedonia, Montenegro, Romania, Serbia,
Slovenia, Turkey, and Yugoslavia (Balkan Travellers). This historical narrative will discuss a few of the
countries specifically. The state standards are addressed in the following lessons by studies in geography,
history, art history, civics, and inquiry. The specific state standards are attached as Appendix A.
Children can meet all of these state standards by studying globally ignored areas of the world. There is so
much for students to learn about the world that the possibilities are endless. The Balkans are also an
important place for students to learn about because it has affected American history as well. When
students study different parts of the world, and cultures that contrast with their own, it allows them to see
things from perspectives they may not have noticed before. Students who can understand other people’s
perspectives can help avoid conflict between cultures. It is important that children are able to be tolerant
of others, and studying other cultures, particularly those that are globally ignored, will help children
understand the world they live in.
Key Ideas and Events
Athens is a very important area in the Balkans because it has worldwide historical significance.
Many people believe it was the birthplace of Western civilization. One of the key ideas that began in the
Balkans was the idea of a republic government. Athens is where the first republic was created that many
governments resemble today (Republic, 2008). Greece has an extensive history by itself, but adding the
histories of other countries like Serbia, Bulgaria, and Bosnia makes the study of the Balkans a unique
experience. Another key idea that has worldwide historical significance is communism. The first country
to establish a Communist government was Russia in 1917 (Montagne, 2008). Communism started mostly
in the Soviet Union, but continued as part of the Balkan culture and tradition after the Soviet Union
disbanded, and the Balkans were created. Communism is a key idea because it caused so much tension
between the Soviet Union and the U.S. particularly. The Cold War is a significant part of American
history that students should be aware of, and know a lot about. This was not a physical war, but a war of
ideas between the Soviet Union and the U.S. from the mid-1940s to the early 1990’s (Cold War, 2008).
The countries that make up the Balkans were part of the Soviet Union before it disbanded, so studying the
Balkans shows students the historical and global significance that communism had.
Key events that happened in the Balkans that affect U.S. History were World War II, which
spanned from 1939 to 1945, and also the U.S. involvement in the Bosnian civil war, which started in 1996
and lasted about 2 ½ years (1996). World War II (WWII) was a huge worldwide event that took place
mostly in Europe and the Soviet Union. After the war the Soviet Union completely shut itself out from
the rest of the world, and spread communism throughout Eastern Europe. This is important information
for students to know because it explains why the Balkans have struggled with their economy and
technology compared to the rest of the world. Some Balkan people emigrated to the U.S. before the “Iron
Curtain” fell, which is also a part of American history. In the late 1990’s the U.S. became personally
involved in the Balkans by stationing peacekeeping troops in Bosnia (With independence, 1995). Many
families were affected by the war between Bosnian Muslims and Bosnian Serbs because U.S. soldiers
were stationed there for over two years. (1996: US troops pour into Bosnia). There are many reasons
students should know more about the Balkans because all people are interconnected all over the world.
There are several important people from Greece, particularly Ancient Greece. One of the greatest
leaders to ever live was from Ancient Greece and called Alexander the Great. Alexander the Great was
the first great conqueror who reached Greece, Egypt, Asia Minor, and Asia. He is famous for having
created ethnic fusion between the Macedonians and the Persians. Forming many Greek cities in Syria,
Iran, Bactria and in Egypt, the city called Alexandria. From many victorious battles, Alexander created
empire which had marked history as the beginning of the Hellenistic Age and brought him eternal glory.
Another notable person from Greece was Archimedes. He was a mathematician whose contributions to
the field were revolutionary. Many historians consider Archimedes to be one of the greatest scientists in
history and the greatest mathematician of all time. Archimedes' contributions to science and math include
the discovery and development of the laws and principles of mechanics, calculus, buoyancy, hydrostatics,
specific gravity, the lever, and the pulley; in addition, he discovered how to find the measurement of a
circle and the volume of a solid. Many men in Ancient Greece were training for the military. If they were
not training for the military they were often discussing politics or going to the theatre to watch tragedies
or comedies. In ancient Greece, women endured many difficulties and hardships. Women did not have a
dominant role in public life in ancient Greece, although one public duty was acting as a priestess at a
temple. The lives of women in Ancient Greece were closely tied to domestic work, spinning, weaving and
other domestic duties. Women were excluded from politics, literature, philosophy, entertainment and
sports, particularly the Olympic Games. Women typically married young to much older husbands and
arranged marriages were traditional. Although women were typically sheltered in Greek life, the city of
Sparta had differing gender role boundaries and allowed women greater freedom and a larger role in
society, although still secondary to men. Women in Sparta were educated, could own land, have multiple
husbands and participate in society. Children in ancient Greece usually occupied their time playing with
toys and games. They spent the majority of their time with their mother. Girls would receive their entire
education and training in the home with their mothers and would marry by the age of fourteen or fifteen
(Riechers, 2003 ). Boys would learn their father’s trade or go to school around the age of seven. They
were trained in the military and were not allowed to leave the barracks until age thirty. At age eighteen,
boys in several ancient Greek cities were required to join the army for two years of service. Many cities
also required males to reach the age of thirty before they were able to participate in city politics.
“Children also had roles in private rituals. They took part in marriage processions, helped to mourn the
dead, and accompanied older family members to sanctuaries (Riechers, 2003)”
Serbian men are taught that it is his first duty to protect the woman, and this his own honor is as
stake with hers. The major religions found in Serbia are The Serbian Orthodox church, Roman
Catholicism, and Islam. Serbia has produced several well-known scientists, including Mileva Maric
Einstein, the first wife of Albert Einstein (Stanford, 2007). However, traditionally, women perform only
domestic work in Serbia. Although Serbian culture is traditionally male-dominated, women have gained
significant economic power since World War II. Despite this, many remnants of a patriarchal system are
still evident in women's lower social status (Stanford, 2007). Under communism, however, they began to
take other types of jobs in large numbers. Most women take positions in cultural and social welfare,
public service and administration, and trade and catering. Under the Communist regime, the government
set up day nurseries to care for babies, allowing women to return to their jobs soon after childbirth.
However, even when women work outside the home, they are still expected to take care of domestic tasks.
Serbian families tend to be smaller than families in other Balkan countries but cousins, aunts, uncles, and
other family members often live, if not in the same house, in close proximity to one another. The Serbian
language does not distinguish between cousins and siblings, indicating this closeness of extended families.
Godparents also play a large role in raising children (Stanford, 2007).
Bulgaria is a neighbor of Serbia, they share a border. An important person of Bulgarian decent
was John Atanassoff who is known as the father of the digital computer. Most citizens of Bulgaria have
association with the Bulgarian Orthodox Church. In 2001, the Bulgarian Orthodox Church had 6,552,000
members in Bulgaria (82.6% of the population). Religion is a big part of the Bulgarian culture. Bulgaria
is also structured as a patriarchal system with differing gender roles and societal expectations. Women
tend to do more hand labor, while men work with machinery and animals, in the agricultural sector. Many
women entered paid employment during the socialist era and later in the 20th century made up half of the
workforce. Women are frequently employed as teachers, nurses, pharmacists, sales clerks, and laborers.
Less often they hold jobs more common among men, such as management, administration and the
sciences (Stanford, 2007). Traditionally women were responsible for domestic tasks but also held
authority over household budgeting or agricultural decisions. Women were slightly less educated, held
fewer leadership positions, and were lesser paid than men (Stanford, 2007).
Bosnia is another important Balkan country. In Bosnia, the family is the focus of life and religion
plays an important part in people's lives. Many Bosnians are Muslims, for whom Islam is both their
religion and a way of life. In Muslim society the aged are regarded as valuable members of the family,
providing a wealth of Islamic knowledge. They reinforce family values and assist in raising children.
Bosnia has a patriarchal tradition in which women are expected to be subservient to men. Women are
responsible for all domestic tasks and those that work outside the home generally are paid less and have
lower status than the jobs of men. Women are more equally represented in agriculture than they are in
other fields (Standford, 2007). Both the Eastern European and Islamic traditions have contributed to this
situation. Under Tito's administration, women were given complete civil and political rights. Educational
and lifestyle opportunities have increased significantly since that time, although there are still differences
between women and men (Stanford, 2007). Tito's government, which encouraged women to work outside
the home, established state-run day-care centers for young children. Education is free and mandatory for
children between the ages of seven and fourteen. There are Muslim schools where students study the
Koran and Islamic law in addition to secular subjects and where boys and girls are taught in different
classrooms (Stanford, 2007).
Although the Balkan countries can be described as globally ignored regions of the world, the
study of Greek, Serbian, Bulgarian, and Bosnian societies adds to our depth of understanding of people
and the changing dynamics of culture. Past social, economic, and political developments in the Balkan
countries have created the basis for cultures heavily influenced by specific historical experiences.
Studying the distinct identities of each Balkan country and culture allows us to observe how each is
influenced by their people, language, religion, geography and government and to decide to what extent
this influence is still visible today.
The legacy of Greek, Serbian, Bulgarian, and Bosnian cultures has provided us with a greater
understanding of differing structures of government. The Balkans inclusion in the Soviet Union before it
was dissolved enhances our understanding of the historical and global significance of communism. Key
events occurring in the Balkans have affected U.S History, such as World War II, the spread of
communism throughout Eastern Europe, and the fall of the “Iron Curtain.” The study of such events and
their influence provide explanations for current social, economic, and political struggles in the Balkans in
relation to their own histories as well as the rest of the world.
The legacy of important historical figures and events has also left us with a means of observing
parallels across time between collective humanity and the lives of important individuals, their
accomplishments, and particular societal context. Ancient Greek society left the world the Olympic
Games, a traditional sporting event that remains integral to Greek culture while also connecting cultures
across the world in competitive athletics. In Greece, Alexander the Great left us with a model of
leadership, military strategies, and ethnic fusion that are partially specific to him and his time period yet
allow an analysis of the effectiveness of his approach to his public role, the functions of government, and
the complex issues associated with assimilation. In Greece, Archimedes left his country and the world
revolutionary contributions to the field of mathematics and science. Mileva Maric Einstein was a
prominent Serbian scientist and first wife of Albert Einstein. In Bulgaria, John Atanassoff was known as
the father of the digital computer. An exploration of these individuals’ accomplishments may suggest
fundamental steps toward scientific progress, similarities and differences in approaches to scientific
inquiry as well as the influence of culture and time period on the process and interpretation of discovery.
The lives of past men, women, and children in Greece, Serbia, Bulgaria, and Bosnia has also
provided some insight into the interaction between race, religion, ethnicity, gender and class within these
cultures, allowing us to examine social structures and place their dynamics in global and historical context.
Although historically the Balkans differ somewhat between countries and between cities within countries,
they show similarities in the subservient role of women, expectations of youth, and the importance of
family and religion. Children spent the majority of their time playing with toys and boys were expected to
serve in the military while girls were typically kept at home until old enough to marry. Class differences
prevented many from obtaining higher status jobs and greater pay and government played a large role in
the lives of the people. Men participated in public life and were exposed to literature, music, and theatre.
Women were excluded from these activities, were responsible for domestic tasks, were slightly less
educated, held fewer leadership positions, and were lesser paid than men. The study of gender roles, race,
religion, ethnicity, and class in the Balkan countries enhances our understanding of these countries’
people and culture and provides greater insight into how cultures change and persist throughout history
and influence their current social, political, and economic struggles.
References
1996: US troops pour into Bosnia. (1996). Retrieved October 30, 2008, from
http://news.bbc.co.uk/onthisday/hi/dates/stories/january/2/newsid_2491000/2491713.stm
Balkan travellers. (2008). Retrieved October 30, 2008 from http://www.balkantravellers.com/ExploreBalkans
Cold War. (2008). Retrieved November 5, 2008 from http://en.wikipedia.org/wiki/Cold_War
Montagne, M. When did communism start? (2008). Retrieved November 5, 2008 from
http://wiki.answers.com/Q/When_did_Communism_start
Republic. (2008). Retrieved October 30, 2008 from http://en.wikipedia.org/wiki/Republic
Riechers, M. “Fragments of Childhood: Growing Up in Ancient Greece.” Humanities,
July/August 2003, Volume 24/Number 4. Retrieved November 5, 2008, from
www.neh.gov/news/humanities/2003-07/fragments.html
Stanford, E. “Countries and Their Cultures.” (2007). Advameg, Inc. Retrieved November 5,
2008, from http://www.everyculture.com/
http://www.ancientgreece.com/s/People/Main_Page
With independence came war: recent events in the Balkans. (1995). Retrieved October 30, 2008 from
http://www.cnn.com/WORLD/Bosnia/time/time6.html
World War II. (2008). Retrieved November 5, 2008 from http://en.wikipedia.org/wiki/World_War_II
Lesson Plan One
The four hemispheres, Geography of Greece, and the Parthenon
Context:
Third grade; heterogeneous classroom; 20 students, whole group instruction; 1 hour time; lesson prepared
by Riley Andrews, Grace Busse, Kelly Dennison
Standard:
Geography 3.4 “The student will develop map skills by a) locating Greece, Rome, and West Africa
Geography 3.5 “The student will develop map skills by b) using the equator and prime meridian to
identify the four hemispheres.
Objectives and Its Purpose:
1. Given the class discussion about the equator and prime meridian and how they can be used to
locate the four hemispheres, students will describe and label where the four hemispheres are
located across the world with 100 % accuracy.
2. Given knowledge of map skills students will locate and label Greece, the Mediterranean Sea, and
Athens, and also identify the Parthenon and why it is important to the culture of Greece with 90%
accuracy.
Materials/Time/Space:
Materials: Copy of- Curlee, L. (2004). Parthenon . New York: Simon and Schuster Children’s Publisher.
Paper copies of world map (http://www.personal.psu.edu/ppf102/homepage%20files/800pxPrimemeridian.jpg), Image of Parthenon (http://www.ancient-greece.org), 1 transparency of world map,
20 paper copies map of Greece for each student to label and color
(http://fivejs.files.wordpress.com/2008/08/ancient-greece.pdf), Colored pencils/crayons
Time: 1 hour
Space: whole class.
Anticipatory Set: Explain to students that we are going to learn about the four hemispheres. Tell the
students we will be leaning about a large structure made for the goddess Athena built hundreds of
thousands of years ago and called the Parthenon. Then explain to students we are going to locate the
Mediterranean Sea, Greece, and where the Parthenon is located.
Content Focus: Introduction: Present a picture of the Parthenon to the students showing only one little
square of the building. Have them guess what is in the picture. After a few guesses zoom out more and
more until you can see the entire Parthenon. If no one has guessed the structure correctly explain to them
that it is an ancient structure built by men many years ago in Ancient Greece. Show the class a world map
with the prime meridian and equator labeled. Tell students you will learn where the four hemispheres are
located and which hemisphere holds Greece. Ask if students know the capital of Greece; conclude that it
is Athens and that the Parthenon is located there. Read the students the book Parthenon by Lynn Curlee.
Input: Teacher will circulate the map of the world to the students
(http://www.personal.psu.edu/ppf102/homepage%20files/800px-Primemeridian.jpg) and ask them to
point out where the Equator and Prime Meridian are located. The equator will then be defined (see
background information) and the Northern and Southern hemispheres in turn. The students will see that
the Northern Hemisphere is the area above the equator and the southern hemisphere is the area below the
equator. The students will then point out the prime meridian (see background for definition) and learn that
the area to the west of the prime meridian is the western hemisphere and the area to the east of prime
meridian is the eastern hemisphere. We will go over which hemisphere several countries are located
(United States, Australia, Greece etc.) Checking for understanding: ask them to write the answer to the
following questions in their social studies journal, “What hemisphere is the United States located in?” and
“What hemisphere is Greece Located in?” Modeling: The teacher will have a transparency of the world
map for all students to view. While discussing the four hemispheres the teacher will label the overhead
and model what the students should be writing on their paper.
Teacher will present pictures of the Parthenon. Teacher will then circulate maps of Greece and show
where Athens is located with a symbol (see Greece Map). After the Parthenon background information is
presented to the students the teacher will present the map of Greece. Guided Practice: The teacher will
then label the legend and color the country of Greece, the Mediterranean Sea, Athens, and a symbol for
the Parthenon to model what the students should be doing.
Independent Practice: Give students new paper map of Greece. Tell them to locate the Parthenon and
then put a symbol on the map. Have students locate and color in the Mediterranean Sea. The teacher will
walk around the room and observe the students labeling the four hemispheres and labeling their map of
Greece and aid them as needed.
Closing: Look at a world map and locate equator, prime meridian, and the four hemispheres. Ask
students to volunteer to share the name of a country in the Eastern Hemisphere, Southern Hemisphere ,
Western Hemisphere? Describe where Greece is located and where the Parthenon is within Greece. Ask
students to volunteer something interesting about the country of Greece or the Parthenon?
Background Information:
Equator: The imaginary great circle around the earth's surface approximately equidistant from the North
Pole and South Pole that divides the Earth into a Northern Hemisphere and a Southern Hemisphere.
(http://www.answers.com/topic/equator)
Prime Meridian: The zero meridian (0°), used as a reference line from which longitude east and west is
measured (separates east and western hemispheres). It passes through Greenwich, England.
(http://www.answers.com/topic/prime-meridian)
Greece: a country located in Europe known for its ancient civilizations and its contributions to world
history.
Parthenon: The Parthenon is a temple of the Greek goddess Athena and was originally built out of
limestone on the Acropolis, the highest point in Athens. The Parthenon stood as the glory of Athens and
Athena for eight hundred years. When the Athenians converted to Christianity about 400 AD, they made
their Parthenon into a Christian church, and it continued to stand for another thousand years. This time the
whole building would be made of marble. The Parthenon has been replaced and repaired over time and
continues to be restored today (http://www.historyforkids.org).
Formative: Observation, questioning and discussion. Ask students "What was the main point of today's
class?" “What points were most confusing?" "What points were most interesting?" Collect map
worksheets to check for understanding.
Summative: Multiple Choice Question attached.
Bibliography
Curlee, L. (2004). Parthenon . New York: Simon and Schuster Children’s Publisher.
Unknown. http://www.personal.psu.edu/ppf102/homepage%20files/800px-Primemeridian.jpg. Accessed
September 14, 2008.
Unknown. http://www.ancient-greece.org. Accessed September 17, 2008.
Unknown. http://www.answers.com/topic/equator. Accessed September 14, 2008.
Unknown. http://www.answers.com/topic/prime-meridian. Accessed September 16, 2008.
Unknown. http://www.historyforkids.org. Accessed September 16, 2008.
Unknown. http://www.perseus.tufts.edu/cgi-bin/image?lookup=1993.01.0584;vers=Large;row=5;col=5.
Accessed September 17, 2008
Equator (http://www.answers.com/topic/equator)
Prime Meridian (http://www.answers.com/topic/prime-meridian)
(photo courtesy of
http://www.perseus.tufts.edu/cgi-bin/image?lookup=1993.01.0584;vers=Large;row=5;col=5)
(photo courtesy of http://en.wikipedia.org/wiki/Parthenon)
(Photo courtesy of http://en.wikipedia.org/wiki/Greece)
Multiple Choice Question:
Which hemisphere is the Parthenon located in?
a.
b.
c.
d.
Northwestern
Northeastern
Southwestern
Southeastern
Lesson Plan Two
Primary Level Classic Greek Sculpture Lesson: Myron’s “Discobolus” Sculpture
Context: Grace Busse, Riley Andrews, Kelly Dennison, Grade 3; Whole Group; 1 hour; 20 students
Standards: History and Social Science Standards of Learning in Virginia
3.4 The student will develop map skills by b. describing the physical and human characteristics of Greece,
Rome, and West Africa.
National Standards of Art Education (Visual Arts): (K-8) Content Standard #4: Understanding the
visual arts in relation to history and cultures. Students: a. know that visual arts have both a history and
specific relationships to various cultures. C. demonstrates how history, culture and the visual arts can
influence each other in making and studying works of art.
Objectives: 1. Having participated in a lesson on sculpture in the classic period in Greece with a focus on
Myron’s Discobolus, students will create an example of “harmony and balance” in sculpture.
2. Given a viewing of
examples of Classic Greek sculpture, the students will create a sculpture with realistic proportions.
Materials/Time/Space: Photograph of “Discobolus”; Photograph of “Head of the Horse of Selene's
Chariot”; Air-dry clay for 20 students, example of model sculpture, pack of toothpicks (for details of
sculpture), 20 rulers, 1 hour; whole class.
Lesson Description: Introduction: Review that the Parthenon is located in Greece and was a great
structure made of marble. Tell students that in ancient Greece people used to make sculptures out of
marble too. Explain that students will be learning about sculptures from the Classical Period. Tell them
that you will be showing them some examples of Greek sculptures and you want them to look carefully
and think about what the sculptures show us about Greek culture.
Content Focus: Key Questions: Objective: What are the people and animals doing in these sculptures?
Who are these people? What are the sculptures made out of? Do these sculptures look realistic?
Reflective: How do these sculptures make you feel? What do you notice most about these sculptures?
How would you feel if you were in their situation? Interpretive: Why do you think these people/animals
look so real? Why do you think the artist picked this particular person/animal to sculpt? What are the
people/animals feeling in the sculpture? What are they doing? Decisional: How would you describe what
is happening in the sculpture? How can you relate to these people? Did the artist do a good job of
portraying these people/animals? What if you were to make a sculpture like these, what would you sculpt?
Why?
Explain to the students that the artists made their sculptures by chipping away at marble. They also used
ideas of scale and mathematical proportions in order to create the perfectly realistic figure. Explain that
the students will have a chance to try and recreate a sculpture of someone or something important to them.
Encourage the students to use toothpicks to show details. The teacher should show and example of how to
do this. Then provide the clay for the students and let them work to create a sculpture.
Closing: Ask for student volunteers to present their sculpture. Explain that the Classical Period of
Ancient Greece produced some of the most beautiful pieces of art. Creating realistic proportions was not
the only way used to create statues as life like as possible. A perfectly proportioned figure will still look
unnatural if in a stiff pose. In the late Classical Period "in the round" compositions (intended to be seen
from multiple angles) created more interesting and natural poses. Ask the students to tell you different
aspects of Greek Sculpture.
Assessment: Formative: Teacher will observe the students as they make their clay sculptures to see that
they are trying to create symmetric and realistic art works. Teacher will ask questions to check for
understanding. Summative: Multiple choice question: see attached page.
Background Information: The Discobolus of Myron is a famous Roman marble copy of a lost Greek
bronze original, completed during the zenith of the classical period between 460-450 BC. A discus
thrower is depicted about to release his throw. The moment captured in the statue is an example of
rhythmos, harmony and balance. Myron is often credited as being the first sculptor to master this style.
His pose is said to be unnatural to a human, and today considered a rather inefficient way to throw the
discus. Also there is very little emotion shown in the discus thrower's face. The other trademark of Myron
depicted in this sculpture is how well the body is proportioned, the symmetria.
Head of the Horse of Selene's Chariot is from 438-432 B.C. Selene is Greek for Moon, referring to the
story of the East Pediment. This is one of the hourse which pulled the Moon across the sky all night and
now, exhausted, is pulling the Moon into the sea. This symbolism gives the time of Athena Parthenos's
birth--dawn. The sculptor has indicated the weariness of the horse after pulling the Chariot across the sky
all night in its flaring nostrils, bulging eyes, and drooping jaw.
Sculpture is three-dimensional artwork created by shaping hard or plastic material, commonly stone
(either rock or marble), metal, or wood. A person who creates sculptures is called a sculptor.
Visual Aids:
Bibliography:
Unknown.
http://bp2.blogger.com/_qe_WbtADMjQ/R1kl6yYkJaI/AAAAAAAAAe4/6CickonoMr8/s1600h/Discobolos.jpg. Accessed September 23, 2008.
Unknown. http://en.wikipedia.org/wiki/Ancient_Greek_sculpture. Accessed September 23, 2008.
Unknown. http://puffin.creighton.edu/eselk/intro-phil_on-line-course/Intro-phl-ol_Plato_ApologyCrito/Parthenon-history-sculpture_pg3.htm Accessed September 23, 2008.
Unknown. http://www2.kenyon.edu/Depts/Religion/Fac/Adler/Reln101/Images101/guanyin.jpg
Accessed September 23, 2008.
Unknown. http://www.trendycoolartstuff.com/images/African-Sculpture_6.jpg
September 23, 2008.
Accessed
Model of sculpture from clay
Examples: Cat and Teddy Bear
Lesson Plan 3
Intermediate Level Civic Engagement /Biography Lesson: Alexander the Great
Context:
Fourth grade; heterogeneous classroom; 20 students, whole group instruction; 1 hour time; lesson
prepared by Riley Andrews, Grace Busse, Kelly Dennison
Standard: History and Social Science Standards of Learning in Virginia
History 3.1 “The student will explain how the contributions of ancient Greece and Rome have influenced
the present world in terms of architecture, government (direct and representative democracy), and sports.”
Behavioral Objectives:
3. Given a reading of a picture-book biography of Alexander the Great (read aloud “Alexander the
Great: The Legend of a Warrior King by Peter Chrisp), students will listen and respond to
questions about his character, leadership style, conquests, and influence.
4. Given the class reading and discussion about Alexander the Great, students will work together in
cooperative groups to choose questions for a card game, highlighting important biographical
information, dates and battles, military strategies, related historical figures, and geography
Materials/Time/Space: Blank notebook (social studies journal) for each student; Markers and colored
pencils, scissors and glue; 5X7 blank notecards, graphics/artifact photos and space to spread these
materials out. Time: 1 hour; Space: whole class.
Lesson Description
Introduction: Explain to students that we are going to learn about an important leader in ancient Greece.
Tell students we will read a book about Alexander the Great and have a discussion about his character,
leadership style, and contributions to Greek lifestyle, culture, and government. Tell students that they will
then work in small groups to choose facts about Alexander the Great to cutout and glue to note cards to
create and play an Alexander the Great card game. Students will be encouraged to use their own original
artwork and graphics from other resources for the front of their cards (See “Alexander the Great
Resources for Students”).
Content Focus: Present the book to the students and ask them to predict what the story will be about.
Read aloud “Alexander the Great: The Legend of a Warrior King” by Peter Chrisp. The teacher will
circulate the book to students to review illustrations and key facts about Alexander the Great. Throughout
the story, ask questions that emphasize the acts and deeds by Alexander the Great that led to his portrayal
as a successful leader (e.g., his authoritarian personality; the founding of Alexandria, Egypt; extended the
boundaries of his empire; improved trade and the economy; included foreigners in his army; encouraged
marriages between foreigners; overcame adversity in his conquests; never lost a battle; inspired and
motivated his men; suffered the same wounds as his soldiers; personally led all of his conquests). Explain
to students that after Alexander the Great’s death, myths surrounding his life and battles began to surface
and would persist throughout generations. Some believed that Alexander was a god while others saw him
as an evil king (e.g., the use of brutal force to overtake the conquered peoples, even the sick and elderly;
ordering loyal aides to be killed; spreading Greek culture in other regions viewed as an attempt to destroy
old Persian culture and religion). Leading questions for these topics include: Does Alexander deserve the
title "the Great"? What qualities and actions led him to be viewed as a great leader or a god by some
while others saw him as an evil king? What do you think motivated Alexander? Did he want to spread
peace throughout the regions he conquered or conquer the world to gain power? Was his influence
positive or negative, did he seem to help or harm these other societies? Emphasize Alexander the Great
as an imperfect leader with virtues and shortcomings with a leadership style that influenced Greek culture,
government and society for better and for worse. Define the terms hero/heroine, heroism, leadership and
myth. (bravery—the act of doing something that is taking a risk and sometimes overcoming danger
and/or fear; hero—a courageous or brave man; heroine—a courageous or brave woman; heroism—acts
of courage or bravery). Checking for understanding: Ask students to make a list of the reasons Alexander
was a brave person and a successful or unsuccessful leader. Students will think of a time when they were
brave and write about this in their social studies journal.
Modeling: The teacher will provide materials for the board game to each group of students and present
the class with a completed Alexander the Great game board, highlighting key contributions, biographical
facts and dates chosen. Student will cutout a few graphics to be glued to their games and write questions
about Alexander the Great on cards, including answers on the back of each card. After the games are
completed, groups should exchange their games and instructions and try out each other's creations.
Closing: Ask students to share their journal entry. Ask students to volunteer to share the facts about
Alexander the Great that they chose for their card games. Why were these facts chosen? Why do you think
they are important?
Background Information: Alexander became King of Macedon following the death of his father Philip
II, who had unified most of the city-states of mainland Greece. His childhood tutor and mentor was the
philosopher Aristotle. Alexander III of Macedon later earned the name “Alexander the Great.” He was an
undefeated warrior and one of the most successful military commanders of all time, conquering most of
the world known to the ancient Greeks by the time of his death. He won over 20 sieges and built over 19
cities, including Alexandria, which is still Egypt's second largest city. Alexander integrated many
foreigners into his army. He also encouraged marriages between his soldiers and foreigners, and he
himself went on to marry two foreign princesses. Everywhere he went, he introduced the newly
conquered people to Greek literature, myth, dance, language, money, medicine, art, and theatre. Greek
civilization spread throughout the known world, improving trade relations and economic activities while
also overpowering the culture and structure of the conquered regions. The economic system that began to
form during his reign remained unchanged until the late 18th century. He allowed conquered people the
opportunity to run their own country as long as they learned the Greek ways. However, those people who
refused were killed. At times he also order many of his loyal aides killed. His many exploits along his
journeys led to legends and myths about his life. His conquests included Anatolia, Syria, Phoenicia, Judea,
Gaza, Egypt, Bactria and Mesopotamia, and he extended the boundaries of his own empire as far as
Punjab, India. Alexander died after twelve years of constant military campaigning, although the cause is
unknown. His legacy and conquests lived on long after him and set the stage for centuries of Greek
settlement and cultural influence over distant areas. Alexander the Great had a huge kingdom and after he
died it was split into three parts by his generals. This period is known as the “Hellenistic period,” which
featured a combination of Greek, Middle Eastern and Indian culture. Alexander the Great is featured in
the history and myth of both Greek and non-Greek cultures.
Evaluation:
Formative: Observation, questioning and discussion. Students’ responses during questioning while
reading story and playing the game. Ask students "What was the main point of today's class?" “What
points were most confusing?" "What about Alexander the Great’s life is most interesting?" Collect social
studies journals.
Summative: Collect students’ games and review Alexander the Great facts for accuracy.
Bibliography
“Hellenistic Greece” History For Kids. Retrieved October 24, 2008 from
http://www.historyforkids.org/learn/greeks/history/hellenistic.htm
“Alexander the Great” Social Studies For Kids. Retrieved October 24, 2008 from
http://www.socialstudiesforkids.com/subjects/alexanderthegreat.htm
“Alexander the Great Alexander of Macedon Biography: King of Macedonia and Conqueror of the
Persian Empire.” History of Macedonia.Org. Retrieved October 29, 2008, from
http://www.historyofmacedonia.org/AncientMacedonia/AlexandertheGreat.html
“Alexander the Great” Wikipedia photos retrieved October 30, 2008, from
http://en.wikipedia.org/wiki/Alexander_the_Great
Alexander the Great Resources for Students
(includes possible questions and answers for each chosen graphic)
Alexander the Great took over the throne after whom?
Alexander the Great’s father, Philip II,
who had unified most of the city-states of mainland Greece
Map of Alexander the Great’s empire at the time of his reign.
Alexander the Great expanded his empire to other regions, conquering much of the known world.
True or False? True
Through his conquests, Alexander the Great spread which of the following elements of Greek
civilization to the regions he conquered?
a. Literature & Language
b. Money
c. Art
d. Medicine
e. All of the above
Alexander the Great is featured in the history and myth of both Greek and non-Greek cultures as
which of the following?
a. a legendary hero or god
b. an intelligent military commander
c. a brutal king
d. all of the above
(Detail from the Alexander mosaic from the House
of the Faun, Pompeii, c. 80 B.C. National Archaeologic
Museum, Naples, Italy)
What happened to Alexander the Great’s kingdom after his death?
a. it was split into three parts among his generals
b. it was taken over by surrounding regions
c. it was passed on to one of his children
(An Astronomical diary from the year 323–322 BC that
records the death of Alexander. Located at the British Museum, London)
Write 3 words that describe Alexander the Great’s character and leadership style
Possible answers: Forceful, Persistent, Harsh, Intelligent
(Marble head of Alexander Acropolis Museum Athens, Greece)
Multiple Choice Question:
Which of the following is a good example of Classic Greek sculpture?
A.
B.
C.
Lesson Plan 4
Context
Heterogeneous sixth grade classroom, 21 students; previous exposure to
research using primary and secondary documents; previous knowledge of a general Balkans history, but
not specific issues surrounding the death of Alexander the Great. Lesson prepared by Riley Andrews.
Space: whole-group and small-group (pairs)
Standards/Objectives:
1. Given the opportunity to conduct research about the death of Alexander the Great and the chance to
develop their own specific questions, students will present written evidence of focused research, with 100%
participation.
USII.1 The student will demonstrate skills for historical and geographical analysis, including the
ability to
d) interpret ideas and events from different historical perspectives
e) evaluate and debate issues orally and in writing
Resources/Materials: pictures, video clip, document camera, laptop, projector, computers, books about
Alexander, worksheets, small trash can, dry ice, students will need pencils
Day 1: Catalyst- Show students the picture of Alexander the Great (attached). Have a small trashcan
filled with dry ice and a picture of the poison symbol (attached) taped on the front. Tell students that
Alexander the Great died a long time ago, but to this day no one knows how he really died. Tell students
that some people think the same poison you are making in the trashcan poisoned him, but others have
many different theories about how he died. After students calm down from the “poison” shock tell them
that you are not really making poison, but the mystery is true. No one knows how Alexander died, so
their job is to find out!
Introduction: Play the video clip from the website http://www.youtube.com/watch?v=MQfBinQwPGs.
Tell students that the video documentary was made for people to watch and learn from. Then tell students
that history is all about perspective, historians research what they are interested in, so they may not
always be objective. Tell students that today they are going to research Alexander the Great in small
groups of 3-4 students. Remind students that they need to remember not all sources are reliable.
Encourage them to research something they are interested in and use all the resources available to them.
Tell students to begin they should research the different theories behind the death of Alexander the Great.
Show them the books available, and the bookmarked Internet sites on the computers in the classroom.
Content Focus: Give each group a book or have them using the computers with the two bookmarked
sites about Alexander’s death. These websites should give students a starting point for their
research/interest. Show students the book title Alexander the Great: Selections from Arrian, Diodorius,
Plutarch, and Quintus Curtius and tell them these are translations from people that knew Alexander.
These are called primary sources. Tell students the rest of the books and the Internet sites are secondary
sources. Give students the worksheet (attached) and have them complete them in their small-groups. As
students start getting their information written down, make sure each group gets a chance to look through
every book and the Internet sites.
Predicted Outcomes: The theories students support will vary depending on their interests, and how
much time they had with each source. Tell students it is important to have different sources for
information because it will allow them to form their own opinions about issues. Ask students to write
questions they have as a result of reading the books and Internet cites about Alexander. Some children
will want to know about Alexander’s early life while others may want to know more about Alexander’s
family. Students that have the same questions can work as partners, but groups should not consist of
more than two people.
Day 2
Have students take the questions they formulated the day before and use the sources available to them to
research more about their interests. Allow students time on the Internet to browse websites they think are
good sources of information. Encourage students to find at least one primary source as a starting point for
further research on the questions they formulated. Have students fill out the rest of the sheet they did not
complete the day before.
Closure: Have individual students or pairs share what they found. Tell students to specifically share any
primary sources they were able to find. If students were not able to find answers to their questions have
them come up with ideas about where they can find more information. Encourage the class to help those
students think of places to find information for their questions. If students were able to find answers to
their questions, have them share with the class what steps they took to find their answers. Group students
according to what their “theory” is. Tell students they are going to have the chance to debate their
theories with their classmates. Explain to students that debate is an informed discussion between
opposing groups. Give the class thirty minutes for their debate, and make sure each group gets to answer
a question and ask a question to the group of their choice. As a closing statement tell students that the
imperialism and colonialism shown by Alexander would be considered a form of aggression today. This
can be seen in how the United States has gone over to Iraq. Many people feel the United States going
over to Iraq is a form of imperialism and aggression because the United States was not “invited” to Iraq.
Give students the opportunity to think of any forms of imperialism and colonialism they can think of.
Evaluation:
Formative- Students fully participated in their research groups/pairs/independent work. Were students
able to formulate feasible questions?
Summative: Collect the worksheet students filled out while they did their research. Give students the
essay question and grade it.
Background Information: Alexander the Great was a fierce Greek king. He was also the military leader
that conquered most of the world the ancient Greeks knew about. He died at the age of 32 or 33 of
unknown causes. There is still inconclusive evidence about what exactly killed Alexander at such a
young age. A few of the theories about how Alexander died are malaria, poison, pancreatitis, and
alcoholism, but none are proven. Historians have struggled with finding evidence because his body and
tomb were stolen, and no one knows where they are. Alexander is remembered for his reputation as a
brutal military commander, but a caring king. He showed no mercy to his enemies, and was undefeated
in battle until his death.
Bibliography
Heckel, W. The last days and testament of Alexander the great: a prosopographic study. (1998).
Germany.
This book gives detailed descriptions of Alexander’s last days alive. There is also information about his
family and his close military friends.
“Intestinal bug likely killed Alexander the great.” (2008). Retrieved on November 6, 2008 from
http://www.umm.edu/news/releases/bug.htm
This website is a medical study by doctors at the University of Maryland Medical Center. Their argument
is that Alexander showed symptoms of pancreatitis that flared up and caused his death.
Prevas, J. Envy of the gods: Alexander the great’s ill-fated journey across Asia. (2004). Cambridge,
MA: Da Copa Press.
This book is about Alexander’s conquests in Asia, and how he was the “envy of the gods.”
Saunders, N. Alexander’s tomb. (2006). Cambridge, MA: Basic Books.
This book is a study of the missing tomb of Alexander the Great. The mystery is revealed for readers to
draw their own conclusions.
Stoneman, R. Alexander the great: a life in legend. (2008). New Haven, CT: Yale University Press.
This book is a biography of Alexander the Great’s life.
(Ed. J. Romm), Alexander the great. (2005). Indianapolis, IN: Hacket Publiching Company Inc.
This book contains translated selections from Greeks that knew Alexander. The translations contain
information about Alexander’s life.
Untereker, J., Kossuth, J., & Kelsey, B. The death of Alexander. (1996). Retrieved on November 6,
2008 from http://wso.williams.edu/~junterek/death.htm
This website gives a brief overview of the night Alexander the Great died. They give factual information
that readers can use to draw their own conclusions.
Skills: The process of inquiry; research; developing theories based on evidence and arguing that
position; examining the impact Alexander the Great had on history
Values: Respect for the use of reason; knowing importance for evidence; questioning; arguing a position
that one supports
Concepts: Some mysteries from history cannot be answered, but the quest leads to other research and
findings.
Vocabulary: primary resources, secondary resources, evidence
Alexander the Great Inquiry Worksheet
I. Given the books and websites you have examined, describe one theory of how Alexander the Great
died.
II. What further questions do you have about Alexander the Great?
III. Investigate your questions by conducting further research. Record your findings below.
Question:
Resource consulted:
Information discovered relevant to question:
Additional information discovered:
Additional questions:
Time devoted to today’s research:
Essay Question:
Answer the essay question below to the best of your ability. Make sure to proofread before you turn in
your essay.
Based on class discussion and the research you conducted today, choose a theory about how you think
Alexander the Great died (1 pt). Pick at least three points of evidence to support your theory (3 pts).
Alexander the Great Inquiry Worksheet
I. Given the books and websites you have examined, describe one theory of how Alexander the Great
died.
I think Alexander the Great died from an intestinal bug because doctors reviewed documents people had
written about Alexander’s death. The doctors used those documents to compare Alexander’s symptoms
with intestinal bug symptoms people have today.
II. What further questions do you have about Alexander the Great?
Did Alexander have any children?
Who took over Alexander’s kingdom when he died?
III. Investigate your questions by conducting further research. Record your findings below.
Question: Who took over Alexander’s kingdom when he died?
Resource consulted:
http://wiki.answers.com/Q/What_happened_to_Alexander_The_Great's_empire_after_his_death
Information discovered relevant to question:
Alexander’s kingdom was split between his top four generals.
Additional information discovered:
Alexander’s son was not yet born, but his wife was pregnant.
Additional questions:
If the kingdom was split into four sections, which section did Alexander’s son take over when he grew up?
Time devoted to today’s research:
45 mins
Greece: Artifact #1 – Greek Vases- Primary Activity
Background Information: Greeks created thousands of vases out of clay on which the paintings represent the
stories of heroes and gods, from poems. We use vases today to keep flowers fresh. There are lots of decorated
Greek vases both painted and carved. The most common form of vase was the amphora. It was of long oval shaped
body, made in all sizes, from the small vase two or three inches high to the large receiver of oil, grain, fruit, wine, or
water. This was a favorite vase for decoration, and was a noble household ornament and decoration on important
occasions. The most common forms of decoration on the outside of the vases were geometric, black figure and red
figure styles.
Whole Group Activity: Teacher will provide a slide show of examples of different Greek vases of a variety of
styles. Students will be asked what they notice about the vases. After the presentation teacher will question
students for observations: 1. What do you think is on the vases you saw? 2. What is the same about the pictures
you saw? What is different? 3. What do you think people did with these vases?
Small Group Activity: Students will be asked to work together with a small group for the following activity. The
teacher will pass out pictures to each group, one of geometric, one of red figure and one of black figure vase. The
group will be asked to look at the pictures and try to gather information.
1. What do you notice from the pictures on the vases? What seems to be happening?
2. Can you figure out which is the geometric, red figure and black figure?
3. Why did you pick those?
4. How are the vases different?
5. How does the picture on the vase make you feel?
Individual Activity: Students will create their own picture on a vase using an Amphora outline.
1. Each student will receive worksheet with a picture of a blank Amphora style vase. They will create a picture that
is relevant to them and color it on the vase with crayons.
2. Students will present their vases to the class.
References: Unknown. http://mkatz.web.wesleyan.edu/vases/vase_shapes.html .Accessed October 10, 2008.
Unknown. http://en.wikipedia.org/wiki/Pottery_of_ancient_Greece#Development_of_Vase_Paintings Accessed
October 10, 2008.
Greece: Artifact #1 – Greek Vases - Intermediate Activity
Background Information: Greeks created thousands of vases out of clay on which the paintings represent the
stories of heroes and gods. Inscriptions on Greek pottery are numerous, both painted and carved. The most frequent
form of vase was the amphora. It was of long cylindrical oval shaped body, made in all sizes, from the small drug
vase two or three inches high to the large receiver of oil, grain, fruit, wine, or water. This was a favorite vase for
decoration. The most common forms of embellishment for the outside of the vases were geometric, black figure and
red figure styles.
Whole Group Activity: Teacher will provide a slide show of examples of different Greek vases in a variety of
styles. Students will take notes during the presentation of what they notice about the vases. After the presentation
teacher will question students for observations: 1. What do you think is being represented on the vases you saw?
2. What is similar about the pictures you saw? What is different?
3. What common themes were present on these vases? What does that represent about the time period?
Small Group Activity: Students will be asked to work together with a small group for the following activity. The
teacher will pass out a different laminated picture to each group. The group will be asked to look at the picture and
try to gather information.
1. What do you notice from the picture on the vase? What seems to be happening?
2. How many characters (if any) are on the vase? Are they people or Gods?
3. What is the picture trying to tell you?
4. Describe the vase. Is it an example of geometric, black figure or red figure?
5. What emotion do you feel when you look at this vase?
Individual Activity: Students will create their own picture on a vase using an Amphora outline and then tell a story
about their vase.
1. Each student will receive worksheet with a picture of a blank Amphora style vase. They will create a picture that
is relevant to them and color it on the vase with markers. They will then cut out their vase. 2. After completing their
art work each student will write their story or poem on a separate piece of paper. 3. Students will present their vases
and stories to the class.
References: Unknown. http://mkatz.web.wesleyan.edu/vases/vase_shapes.html .Accessed October 10, 2008.
Unknown. http://en.wikipedia.org/wiki/Pottery_of_ancient_Greece#Development_of_Vase_Paintings Accessed
October 10, 2008.
Primary multiple choice question:
Which one of these is an example of a Greek Amphora vase? Correct answer- a.
a.
c.
b.
Worksheet:
Examples or Amphora Vases:
Multiple Choice Question Intermediate:
Which of the following is an example of and Amphora style Vase? Correct answer- c.
a.
b.
c.
d.
Artifact #2: Balkan Pact
Primary: Background Information: The Balkan Pact was a treaty signed by Greece, Turkey, Romania, and
Yugoslavia in 1934. The people who signed it agreed to suspend all unclear land claims against each other and
the countries near them. This was to create peace between those countries.
Independent: Read a few of the Articles to students, and explain them as necessary. The articles can be related
to school rules, and how rules are like an agreement students make with administrators to be on their best
behavior. Then explain to students that the agreement the countries made with one another are called treaties.
Individual Activity: 1. Tell students to write in their notebook why they think these Articles were created.
2. Then have the students write a few sentences or draw a picture of a scene where the Articles were not
followed, and the effect it had on the people.
Small-group: Have groups locate the countries mentioned in the Articles. Then allow the studentspick on
country and write a letter to that country’s leader. In the letter the group should tell whether they think the Pact
was a good idea or not, and one reason why they decided what they did.
Whole-class: 1. Have students share their opinions about why they think the Articles were created.
2. This may lead into discussion about war, but if it does not, talk to students about treaties and Articles, and
how they are created to prevent war between neighboring countries.
References: Pozzi, Henri. http://www.hic.hr/books/blackhand/panslavism.htm Accessed on October 10,
2008.
Multiple Choice Question Primary:
What is a treaty?
a) an agreement between nations
c) laws the people live by
b) independence document
d) none of the above
Artifact #2- The Balkan Pact -Intermediate: Background Information: The Balkan Pact was a treaty signed by
Greece, Turkey, Romania, and Yugoslavia in 1934. The people who signed it agreed to suspend all unclear
territorial claims against each other and their close neighbors following the First World War and a rise in several
regional ethnic minority tensions. Give students a copy of Article 2 and have them read it. Tell students this treaty is
like the treaties the Native Americans had with the Colonies. If students struggle with the term treaty tell them they
are like agreements between nations.
Individual: 1. Have students write in their notebooks the similarities and the differences between the Balkan
Treaty and Native American treaties they talked about in earlier classes.
Small-group: Put students in small groups of four. 1. Have the groups make a list of the pros and cons of creating
treaties like the Balkan Pact (reinforcing Articles 2’s statement of protecting from aggressors).
Whole-class: Use a map of the Balkan region so all students can see.
1. Point out the different countries that created the Balkan Treaty.
2. Ask students what they notice about the location of the different countries. (They are close together)
3. Remind students that the Balkan Treaty was created so that nearby countries could get along, just like the treaties
between the Native Americans and the Colonists promoted peace between those two groups.
References: Pozzi, Henri. http://www.hic.hr/books/blackhand/panslavism.htm Accessed on October 10, 2008.
Multiple Choice Question Intermediate:
The Balkan Treaty and the Native American treaties have many similarities. Which one below is a similarity?
a) an agreement between countries
c) an agreement between tribes and explorers
b) a document that prevented aggression
d) a document that promoted economic growth
Artifact #3: Ancient Greeks and Papyrus Making
The Balkans/Primary Activity
Background Information
Papyrus is a writing material invented by the Ancient Egyptians. Our word "paper" comes from the word "papyrus." In ancient times
papyrus was made from a reed like plant that grew in the marshes of the Nile River. Although it was produced exclusively in Egypt,
where the papyrus plant grew, papyrus (the writing material) was used by ancient civilization and was the most popular writing
material for the Ancient Greeks.
There are many ways writing can be used today: handwritten notes, newspapers, name tags, diaries, letters, e-mail, etc. Similarly,
writing was used for a wide range of purposes in ancient Greece, just as it is today. It was used for all public documents, private
letters, and literary texts. Papyrus was also used for important texts such as archives, accounts and religious writings.
“Papyrus Making 101: Rediscovering The Craft of Making Ancient Paper” (2004). The University of
Michigan Papyrus Collection. Retrieved from,
http://www.lib.umich.edu/pap/exhibits/papyrus_making/pm_intro.html
Student Activities
Independent: Interactive Web Project – Papyrus Puzzle
Have students take turns at the computer to play an interactive papyrus web project. Go to the website
http://www.lib.umich.edu/pap/exhibits/ and click “Papyrus Puzzles” (choose “Puzzle 2”)
A piece of papyrus is broken into pieces as students try to put the pieces back together in this online puzzle. Change the shapes of the
pieces and number of pieces to make the game more challenging.
http://www.lib.umich.edu/pap/exhibits/puzzler/puzzle1.html
Small Group: Greek Messages
In predetermined groups (3-4), students will use a symbol key for each letter of the alphabet to decode a short message about Greek
life. Students will choose one word they remember about Ancient Greece and papyrus making and use the key to code their own
original message. After each group has complete their word they will exchange with another group to decode the word the other group
chose.
Whole Group: This activity is a whole class activity in which everyone works to complete one product, a class Ancient Greece
Alphabet Book. This alphabet book is a book that matches the letters to a corresponding word and describes the various aspects of
Greek life.
1.
2.
3.
4.
5.
6.
7.
The whole class brainstorms a list of things the students already know about Ancient Greece and what they want to know.
Letters of the alphabet are placed into a hat and students pick a letter.
Based on their current knowledge, students pick a topic from Ancient Egyptian life that corresponds with this letter.
Students will use books to search for information about the topic.
Organize the information and what you learned using a graphic organizer.
Use the information and what you learned to write a concise, informative description of that topic.
Create a “letter page” (your letter and the summary of the letter topic).
Artifact #3: Ancient Greeks and Papyrus Making
The Balkans/Intermediate Activity
Background Information
Papyrus is a writing material invented by the Ancient Egyptians. Our word "paper" comes from the word "papyrus." In ancient times
papyrus was made from a reed like plant that grew in the marshes of the Nile River. Although it was produced exclusively in Egypt,
where the papyrus plant grew, papyrus (the writing material) was used by ancient civilization and was the most popular writing
material for the Ancient Greeks.
There are many ways writing can be used today: handwritten notes, newspapers, name tags, diaries, letters, e-mail, etc. Similarly,
writing was used for a wide range of purposes in ancient Greece, just as it is today. It was used for all public documents, private
letters, and literary texts. Papyrus was also used for important texts such as archives, accounts and religious writings.
“Papyrus Making 101: Rediscovering The Craft of Making Ancient Paper” (2004). The University of
Michigan Papyrus Collection. Retrieved from,
http://www.lib.umich.edu/pap/exhibits/papyrus_making/pm_intro.html
Student Activities
Independent: Interactive Web Project – Papyrus Puzzle
Have students take turns at the computer to play an interactive papyrus web project. Go to the website
http://www.lib.umich.edu/pap/exhibits/ and click “Papyrus Puzzles” (choose “Puzzle 1”)
While preparing a paper on first century land agreements, students come across a badly fragmented papyrus. The text is used to help
with the argument but cannot be read until the fragments are put back together. (These puzzles were created from images of texts
from the Michigan Papyrus Collection and
free puzzle-making software from Jigzone.com.)
“Papyrus Puzzles” (2004). Exhibits: Interactive Web Projects. The University of Michigan Papyrus
Collection. Retrieved from, http://www.lib.umich.edu/pap/exhibits/
Small Group:
Activity 1: Papyrus Vocabulary
Many of the terms related to papyrus making and use are unclear, often Greek or Latin terms, and can be difficult to remember. After
a short discussion of papyrus vocabulary, students will participate in this activity using memory cards to help define these difficult
terms. (See Intermediate Student Handout for “Papyrus Glossary of Terms” and additional background information for activity 1 and
“A Beginner's Glossary of Papyrological Terms” (2004). The University of Michigan Papyrus
Collection. Retrieved from, http://www.lib.umich.edu/pap/exhibits/glossary.html
Each papyrus term is written on one side of a card for use in this memory game. The cards are laid face down on a surface and two
cards are flipped over each turn. The object of the game is to turn over pairs of matching cards.
Activity 2: Making Papyrus in the Classroom
Before beginning the small group activities, students will receive a discussion on making papyrus in Ancient Greece and instructions
for making their own papyrus in the classroom. (See Intermediate Student handout for alternative activity instructions).
1.
Teacher will pick river reeds for student use (papyrus would be the ideal material but difficult to obtain, reeds will provide the
basic idea).
2. In small groups (3 to 4), students will weave the reeds together as if they were making a placemat, about half the size of a
placemat.
3. Students will anchor the vertical reeds while you weave them, such as with a clipboard.
4. After students weave the reeds, soak the mat in water before you pound it flat on both sides and let dry.
5. Pound the mat flat with a rock or a hammer. Flip it over and pound the other side flat.
6. Let the reeds dry (hang them on a clothesline with clothespins) until it is not green anymore but all brown and dry. You can glue
two piece together to make a larger piece of papyrus.
“Papyrus Project – History For Kids!” Kidipede. Retrieved from,
http://www.historyforkids.org/crafts/projects/papyrus.htm
Whole Group
Students will be prompted with several photos of papyrus and a lesson on the process of papyrus making and its uses, particularly in
comparison to today’s papermaking techniques. Students will examine the photos of each step in papyrus making and create a class
Venn Diagram that shows the similarities and differences between ancient papyrus making and use and papermaking today.
Assessment
Multiple Choice Questions
1. Primary
Papyrus was used by the Ancient Greeks for:
a. walking
b. writing
c. sewing
2. Intermediate
All of the following are true about the Ancient Greeks and papyrus, EXCEPT:
a. they used it for recording important texts
b. it was made from reeds that grow along the Nile
c. several sheets of papyrus were joined end to end to form a roll
d. it can no longer be made today
Ancient Greeks and Papyrus Making
Intermediate Level Student Handout
Small Group Activity 1: Papyrus Vocabulary
Papyrus Glossary of Terms
Use these terms related to papyrus making for your cards.
Papyrus = the term papyrus may be used to denote either the reed which grows in marshes along
the Nile river, or the writing material made from the plant. Plural papyri.
Papyrology = refers to the fact that papyrologists often study texts written on ancient papyrus.
Codex = a form of text that resembles a modern book, consisting of several leaves of parchment or
papyrus bound together. Plural codices.
Roll = the common form of a papyrus, a roll generally consists of several sheets of papyrus pasted
together, on which the writing is in many columns written side by side, with lines running parallel to
the length of the papyrus.
Recto =the term recto denotes the 'front' side of a papyrus. Generally, recto refers to the side of a
papyrus roll which would be written on first, where the papyrus fibers ran horizontally, parallel to the
writing. This can also be thought of as the side of the papyrus that would be inside when rolled up.
(see also verso)
Verso = the term verso denotes the 'back' side of the papyrus. As opposed to recto, it is the outside
of a papyrus roll, where writing would run perpendicular to the fibers, usually only written on after the
recto had been used.
Small Group Activity 2: Making Papyrus in the Classroom
Background Information
In ancient times, several sheets of papyrus were joined end to end to form a roll. These rolls
could be 100 feet or more in length, and were the common form of papyrus in the ancient world.
Papyrus was generally manufactured and sold as rolls. When a roll was used for a long work, such
as literary works, the text was written horizontally along the roll and divided into columns. It could
also be cut into sheets for shorter uses, like private letters. A reader would scroll along, keeping a
segment of the roll flat in front of him to read, while keeping the ends on his left and right rolled up
for convenience. Papyrus sheets are made by arranging two layers of papyrus, one atop the other,
at right angles. The layers are then pressed together, and the gum released by the breakdown of the
plant's cellular structure acts as a glue which bonds the sheet together. The use of papyrus
eventually decreased and gave way to parchment, and later, paper. Two thousand years ago,
papyrus making was a booming industry, and papyrus was made by highly skilled craftsmen working
with a specially cultivated strain of papyrus that was bred to produce a high quality writing material.
Today, papyrus is made from wild strains of papyrus, and the manufacturing process is carried out
on a small scale by the few specialists who choose to make papyrus.
Note: This activity can also be done in the classroom or at home using strips of paper about ½ inch
(1 cm) wide and 11 inches long or so. Mix an equal amount of Crayola® School Glue and water in a
flat bowl. Tear a brown paper bag into strips. Lay a paper towel on the newspaper. Dip strips one at
a time in the glue mix. Lay them on the paper towel with their edges overlapping. Press the strips
smooth. Arrange more strips going across the first layer. Press smooth. Air-dry your paper.
Decorate your paper. Use Crayola Gel Markers to decorate your papyrus paper.
Artifact #4: Interview
Interview with: Andrea Nikcevic, 29. Andrea grew up in a middle class Serbian Family.
Intermediate:
“Fourth grade at that time I would go to the morning shift to school. I would get up around seven and eat
my breakfast, go to school, and I would have approximately five to six classes, you know, every class lasts
for about 45 minutes, then you have like five minute breaks. We don’t have a lunch break like you do, you
know, like the whole hour. We don’t have that. So the school ends around 1-1:15 pm, then I would go
home. We don’t have homework in school you know, you do it in your house. So then I would go home
and probably have some lunch, do my homework, study something if I have to, then um I went to music
school. I would practice my piano and then I would go to music school. Then would sing in the choirs.
If I had some rehearsal I would go back to school, but my school was like a one minute away from my
house. It was very near. Also, I would also go outside for at least half an hour, an hour, with my friends
playing and stuff. Then come home around 6-6:30, to have dinner, have a bath, and go to bed because
you would be too tired. That would be it.”
Background Info: Serbia is a landlocked country in Eastern Europe, and is the gateway between Europe
and the Middle East, particularly Turkey. The climate changes from region to region, but is considered to
have a continental climate in the North, and a more Adriatic climate in the South. This means that
winters are very cold, and summers are hot. The geography is mountainous in some regions. There are
several major rivers that flow through the country, including the well-known Danube River. Serbia is part
of the former Soviet Union, so after WWII the country had many economic struggles to overcome. There
has been a history of civil war that Serbia has had to overcome to be a successful country. Construction,
trades and services, and IT are all important industries for the Serbian economy. Traditional Serbia
culture means multi-generational households and a tight-knit family.
Intermediate Activities
Whole-group: From the background information students should know that Serbian culture has multigenerational households and tight-knit families. Ask the class if anyone’s grandparents live in their house.
Have those students talk about what it’s like to have grandparents living with them. Ask the rest of the
class if they would want their grandparents living with them. Explain to students that many cultures
outside of the United States have multi-generational households. This might be different in the United
States, but it is common all over the world.
Small-group: Group students in groups of about four with lots of different abilities within each group.
Show students the same pictures used for the primary activities. Students can also use geography books
and other resources to research Serbian geography. Have each group make a business of their choice that
they think will succeed in Serbia. Students must use their knowledge of Serbian geography as evidence
for their decisions on what kind of business they chose. If students need clarification show them the
Danube River and how fishing would be a good business for the region near the Danube.
Independent: Have students listen to an excerpt from the interview where a typical day in Serbia is
described. Allow students to look at pictures (attached) of everyday life in Serbia, particularly those of
children. Have students write a journal entry describing a typical day for them as a Serbian child.
Remind students that they are thinking from a Serbian perspective, not an American one.
Artifact #4- Primary Activity
Can you tell me about the Geography in Serbia? Are there Mountains, is it cold?
“In Serbia I would say not so many Mountains, we have some mountains. There are lots of rives, we have
Danube and Sava, which are the main rivers. And we have North Morava river and South Morava same
river. And we have lots of big mountains, how would you say, we only have like 2 mountains that you can
go skiing. That’s it. I would not say big big difference from here. We have lots of Orthodox Church which
people would be interested to see….maybe some old castles. We are mostly Orthodox. Religion is very
important.”
How would you say your childhood different from children in the United States?
“I would say we didn’t have so many toys like you do. You know all sorts of toys. So we quite used out
imagination to make stuff. You could like have just one doll and everything else you would make by
yourself. ..We really played outdoors a lot. We played lots and lots of outdoors games and we used our
imagination for lots of stuff.”
Tell us what a typical day would be like for you at say, 10 years old
“Fourth grade at that time I would go to the morning shift to school. I would get up around seven and eat
my breakfast, go to school, and I would have approximately five to six classes, you know, every class lasts
for about 45 minutes, then you have like five minute breaks. We don’t have a lunch break like you do, you
know, like the whole hour. We don’t have that. So the school ends around 1-1:15 pm, then I would go
home. We don’t have homework in school you know, you do it in your house. So then I would go home
and probably have some lunch, do my homework, study something if I have to, then um I went to music
school. I would practice my piano and then I would go to music school. Then I would sing in the choirs.
If I had some rehearsal I would go back to school, but my school was like a one minute away from my
house. It was very near. Also, I would also go outside for at least half an hour, an hour, with my friends
playing and stuff. Then come home around 6-6:30, to have dinner, have a bath, and go to bed because
you would be too tired. That would be it.”
Primary Activity
Background Information: The climate in Serbia changes from region to region, but is considered to
have a continental climate in the North, and a more Adriatic climate in the South. This means that
winters are very cold, and summers are hot. The geography is mountainous in some regions. There are
several major rivers that flow through the country, including the well-known Danube River and Sava
rivers. Serbia is a European country that borders several other countries such as Hungary, Bulgaria,
Romania, Albania, and Croatia.
Whole Group: Students will look at pictures for examples of the landscape and geography of Serbia.
Students will be told the different river names. After the presentation students will be asked about
observations. 1. What did you notice about the picture that was similar? What was different? 2. How does
the land in Serbia look the same as in the United States? How does it look different? 3. What kinds of
jobs do you think people have in Serbia?
Small Group: Students will get be gathered into small groups. Each group will receive a map of the
world with Serbia highlighted in red. Students will be asked to think about how that geographical location
affects the country. Teacher will ask students to answer a few questions in their Social Studies notebook.
1. Serbia is located in what continent? 2. How does Serbia’s location compare to the location of the
United States? Do we have a similar or very different climate? 3. What are some other countries that are
located near Serbia?
Individual: Students will listen or be read the portion of the interview where the differences between
Serbian childhood and American childhood and a typical day as a 10 year-old in Serbia is described.
Students will be asked to write out what a typical day is like for them in their social studies journal. They
need to list all the important aspects of a normal day. After they write they are to compare what their day
looks like to that of a middle class Serbian child. How are they alike? How are they different? What might
we have in the United States that they don’t have in Serbia?
Bibliography
Slani, I. Serbia: Life and Customs. Press: Ulupuds.
Unknown. http://www.biztos.com/bileca/bileca_fish_farmers.jpg . Accessed October 24, 2008
Unknown. http://upload.wikimedia.org/wikipedia/commons/2/2c/Srb_map.png . accessed October 27,
2008
Multiple-Choice Question:
Intermediate:
What kind of job would someone have if they lived near the Danube River?
A. Fisherman
B. Construction Worker
C. Farmer
D. Military
Primary:
Which is the major river in Serbia
A. Nile River
C. Thanes River
B. Danube River
D. Amazon River
Picture Examples for Intermediate:
Pictures for Primary Activity:
Map for primary Small Group Activity:
Appendix A
Virginia Social Studies Standards
3.1. The student will explain how the contributions of ancient Greece and Rome have influenced the
present world in terms of architecture, government (direct and representative democracy), and sports.
3.4. The student will develop map skills by a) locating Greece, Rome, and West Africa
3.5. The student will develop map skills by b) using the equator and prime meridian to identify the four
hemispheres.
USII.1. The student will demonstrate skills for historical and geographical analysis, including the ability
to d) interpret ideas and events from different historical perspectives; e) evaluate and debate issues orally
and in writing
Virginia Art Standards
3.2. The student will use various art processes and techniques to produce works of art which
demonstrates craftsmanship.
3.6. The student will create a functional object that reflects the contributions of Greco-Roman
civilizations, as found in artifacts.
3.13. The student will discuss how history, culture, and the visual arts influence each other.