Name
• Look at the photograph of the vase on the poster. This was probably a child’s ritual wine vase, presented on a child’s third birthday.
• List three things that it tells us about the life of an Ancient Greek child. Nowadays, we would probably give a child a drinking mug.
• Decorate the mug below to show aspects of your own childhood. JANE BOWER IS A CONSULTANT TO PRIMARY SCHOOLS IN ART, DRAMA, DANCE AND LITERACY, WORKING WITH STAFF CHILDREN
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JET_feb_a3 back.indd 2 1/2/2007, 12:16 PM Famous Greeks
Hypatia Hypatia, who is believed to have lived between 370–415 AD, is the best- known female mathematician and scientist of the ancient world. She worked and taught at the famous library at Alexandria in Egypt. Students from all over the Greek world came to study there. Not only was she an excellent teacher, she is said to have been so beautiful that when she spoke to students she did so from behind a screen, so that her beauty would not ruin their concentration. Hypatia is most remembered for writing commentaries on the books of other famous mathematicians such as Apollonius and Diophantus. As a scientist she worked on the astrolabe, an instrument for measuring the Sun’s altitude, and the hydrometer, a device for measuring the specifi c gravity of liquids. During some riots in 415, Hypatia was murdered by a mob of Christian, while walking in the street. As a result, many students left Alexandria and this led to the city’s decline as an important centre of learning.
Pythagoras Pythagoras and his followers believed that numbers controlled everything in life, not only mathematics but also astronomy, science, architecture and music. These views were often unpopular and Pythagoras and his followers were forced to move several times during their lifetimes. Pythagoras was born on the island of Samos in the Aegean Sea around 580 BC, but he also lived for some time in Croton (now Crotone), a Greek colony in southern Italy. Among the topics he and his followers studied were odd and even numbers, square numbers, angles and the properties of right-angled triangles. He also investigated tessellation – the way in which some shapes are able to fi t together without leaving gaps between them. Pythagoras, who died around 500 BC, never wrote or published his ideas in a book and it is only through the writings of his followers that we know about some of the things he studied.
Euclid Euclid’s writings remain one of the main sources of information about mathematics today, despite the fact he lived more than 2000 years ago. His most important book, The Elements, has 13 volumes. It deals with mathematical topics like number, calculation and shape. He worked on the strength of triangles in construction and the importance of parallel lines. Another book, The Optics, looked at the science of light and vision. ANCE WRITER Euclid was an excellent teacher and was able to describe, explain and develop the work of those who had gone before him, in such a way that it was easy to understand. Little is known about Euclid as a person. He lived around 300 BC and seems to have spent most of his life working in the important library and school of mathematics at Alexandria. JOHN DAVIS, TEACHER AND FREEL
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Common objectives for all activities in 2.4 develop their ability to organise and structure this issue their writing in a variety of ways. Programme of study: history 1.2. use conventions that describe the passing Page 9 Great Greeks of time Programme of study: mathematics 2.1 learn about the characteristics of periods studied Shape, space and measures 2.2 identify and describe main events, situations and 2.1 make 3-D shapes, recognise their geometrical changes within periods features and properties, and use these to solve 4.1 use a range of sources and where appropriate problems. ICT 4.2 ask and answer questions about the past Pages 10-11 Home sweet home 5.1 select, recall and organise historical information Programme of study: English 5.2 use appropriate vocabulary Oracy 5.3 present results in a variety of ways, including 1.5 participate in a range of drama activities including visual, oral, writing and the use of ICT. improvisation and role play, and the writing and performance of scripted drama. Additional objectives for specific activities Writing Pages 2-3 Influencing our world 1.5 write in forms which include diaries. Programme of study: geography 1.1 observe and ask questions about geographical Pages 12-13 Good times features Programme of study: English 1.6 estimate and calculate distances Oracy 1.8 identify and locate places using atlases and 1.5 participate in a range of drama activities including globes improvisation and role play, and the writing and 1.9 use secondary sources to obtain information. performance of scripted drama. Reading Pages 4-5 A tale of two cities 1.6 read a wide range of literature including myths, Programme of study: English legends and traditional stories. Oracy Writing 1.4 make a range of contributions in class discussions 1.5 write in forms which include poems, dialogues, 2.2 organise what they want to say drama scripts. 2.4 listen carefully, and recall or re-present features of an argument Pages 14-15 Wealth of evidence 2.5 extend and follow up ideas As objectives for pages 12-13 above. 2.7 qualify or justify what they think after listening to other opinions. Page 16 Playing with words Programme of study: English Pages 6-7 Working and trading Reading Programme of study: English 2.3 extend their phonic and graphic knowledge Writing 2.8 use dictionaries and glossaries to explain 1.1 write in response to a range of stimuli unfamiliar vocabulary, noting the meaning and 2.2 write in response to more demanding tasks and use of newly encountered words. wider range of purposes
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Common objectives for all activities in c) observe conventions and structures of various this issue forms of writing. Programme of study: history Skills and concepts Page 9 Great Greeks a) develop chronological awareness Programme of study: mathematics b) develop a sense of the past: Shape and space • know some characteristic features of past societies b) use materials to construct various 3-D shapes; • know some similarities and differences between name and describe common 3-D shapes ways of life at different times c) recognise geometrical properties and use these to • identify the feelings people may have had at a time solve problems. in the past c) be aware of historical evidence: Pages 10-11 Home sweet home • use sources of information appropriate to their age Programme of study: English and ability Talking and listening activities d) communicate by b) improvise a scene based on curricular topics • describing orally and in writing main events. e) describe and talk about people, places, things or events. Life in Early Times Writing range c) investigate a topic linked to ‘Life in Early Times’. • diaries.
Cross-curricular theme: EMU Pages 12-13 Good times • explore aspects of the way of life of people through Programme of study: English time which have changed or remained the same. Talking and listening activities b) improvise a scene based on curricular topics Additional objectives for specific activities e) describe and talk about people, places, things or Pages 2-3 Influencing our world events. Programme of study: geography Writing range Skills • poems a) use photographs, plans and maps of different • dialogues. scales Writing outcomes f) use a globe and an atlas to locate places. c) observe conventions and structures of various The environment forms of writing. a) the location, size, shape and use of common Reading activities landscape features. d) recreating stories through individual and group dramatisation. Pages 4-5 A tale of two cities Programme of study: English Pages 14-15 Wealth of evidence Talking and listening outcomes As objectives for pages 12-13 above. b) present ideas and information c) observe conventions of discussion Page 16 Playing with words g) comment on their own and others’ talk. Programme of study: English Reading Pages 6-7 Working and trading h) discussing features of language and noting how Programme of study: English words are constructed. Writing outcomes b) present and structure ideas, information and opinions
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Greek myths King Midas and his golden touch
ing Midas was counting his money, when a courtier appeared and told him that Khe had found a shabby satyr sitting in the palace gardens. The king ordered the intruder to be brought before him for punishment, but when he saw the satyr, he cried out in recognition: ‘Silenus, what are you doing here?’ Silenus had been drinking rather a lot of wine and had forgotten his way home. King Midas was very understanding – the satyr belonged to his friend, Dionysus, the god of wine. The king thought it would be nice to take Silenus back home. Dionysus was delighted to see his favourite satyr. He thanked Midas profusely and declared: ‘Wish for whatever you want! I will make sure that it comes true.’ Now, Midas was a pleasant, easy-going man, but he was not very clever. His only real fault was that he loved gold. So, he closed his eyes and whispered to Dionysus: ‘My greatest wish is that whatever I touch for the rest of my life will turn to gold.’ Without hesitation, Dionysus told him that his wish had been granted. Midas could not believe his luck. He rushed home to see if Dionysus was telling the truth. As he entered his palace garden, he snapped a twig off a nearby tree. Immediately, it turned to gold. ‘So, my wish has come true!’ he cried. ‘I will be the richest man on earth.’ Midas then plucked a rose and that, too, turned to gold. Entering his palace, he called for food and wine to celebrate his good fortune. But, as he began to eat and drink, they too turned to gold. Finally, it dawned on Midas that he would no longer be able to eat his favourite food or drink wine. He wouldn’t be able to hug or kiss his wife and children, or ride his favourite horse. ‘What have I done?’ he cried. ‘Oh, Dionysus, please free me from this curse!’ Dionysus took pity on him and told him to bathe in the nearby river to wash away his greed. Midas did so and the magic was washed away. But, if you happen to walk by the river when the sun is shining brightly, you can still catch a glimpse of tiny pieces of gold dancing on the water. ITER
Activities • Many of the Greek myths contain a moral or lesson. What is the moral of the story of King Midas? Why wasn’t the king happy even though his greatest wish had
L JOURNALIST AND CHILDREN’S WR been granted? If you could wish for anything, what would it be and why? • King Midas also features in another popular and humorous myth – the story of King Midas’ ears. What do both stories tell us about the kind of person the king was? TERESA SAUNDERS, EDUCATIONA
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JET_feb_a1 back.indd 5 1/2/2007, 11:11 AM
Common objectives for all activities in turns in discussion this issue c) qualify or justify what they think after listening to Programme of study: history others’ accounts. 1 a) place events, people and changes into correct periods of time QCA History b) use dates and vocabulary relating to the passing Unit 14 – Who were the Ancient Greeks? of time 2a) learn about features of periods and societies Pages 6-7 Working and trading studied, including experiences of men, women and Programme of study: English children En3 Writing d) identify historical events, situations and changes 1 d) use and adapt forms of writing, drawing on their in periods studied reading 4 a) find out about events, people and changes from e) use layout, presentation and organisation appropriate sources, including ICT-based sources effectively 5a) recall, select and organise historical information 10 use writing to help thinking, investigating, b) use dates and historical vocabulary to describe organising and learning. periods studied c) communicate their knowledge and QCA History understanding in a variety of ways Unit 14 – Who were the Ancient Greeks? 12 study a way of life, beliefs and achievements of people living in Ancient Greece. Page 9 Great Greeks Programme of study: mathematics QCA History Ma3 Mathematics – shape, space and Unit 14 – Who were the Ancient Greeks? measures Unit 15 – How do we use Ancient Greek 1 h) use mathematical reasoning to explain features ideas today? of shape and space 2 c) make 3-D shapes, recognise geometrical Additional objectives for specific activities properties and use these to solve problems. Pages 2-3 Influencing our world Programme of study: geography QCA History 2c) use atlases, globes and maps at a range of scales Unit 15 – How do we use Ancient Greek d) use secondary sources of information, including ideas today? aerial photographs. Pages 10-11 Home sweet home QCA History Programme of study: English Unit 14 – Who were the Ancient Greeks? En1 Speaking and listening 4 c) use dramatic techniques to explore characters Pages 4-5 A tale of two cities and issues Programme of study: English 11 a) improvisation and working in role. En1 Speaking and listening En3 Writing 1 c) choose material that is relevant to the topic and 1 d) use and adapt features of a form of writing, to the listeners drawing on their reading. d) show clear shape and organisation with an introduction and ending QCA History 3 a) make contributions relevant to the topic and take Unit 14 – Who were the Ancient Greeks?
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Pages 12-13 Good times Programme of study: English En1 Speaking and listening 4 c) use dramatic techniques to explore characters and issues 11 a) improvisation and working in role b) scripting and performing in plays. En2 Reading 8 f) range should include myths, legends and traditional stories. En3 Writing 12 range should include poems, playscripts.
QCA History Unit 14 – Who were the Ancient Greeks? Unit 15 – How do we use Ancient Greek ideas today?
Pages 14-15 Wealth of evidence As objectives for pages 12-13 above.
QCA History Unit 14 – Who were the Ancient Greeks? Unit 15 – How do we use Ancient Greek ideas today?
Page 16 Playing with words Programme of study: English En2 Reading 1b) use word recognition and graphic knowledge. En3 Writing 4 g) know the meaning, use and spelling of common prefixes and suffixes i) know the relevance of word families, roots and origins of words.
QCA History Unit 15 – How do we use Ancient Greek ideas today?
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Sound Name of letter Upper case Lower case a alpha A a b beta B b g gamma G g d delta D d e epsilon E e z zeta Z z e/ay eta H h th theta Q q i iota I i k kappa K k lq lambda L l m mu M m n nu N n xi/ks xi X x o omicron O o p pi P p r rho R r s sigma S s t tau T t u/y upsilon U u f phi F f ch chi C c ps psi Y y o omega W w ITER
• There are 24 letters in the Greek alphabet. • Practise writing the Greek alphabet. Try writing a few words. Can you write your
L JOURNALIST AND CHILDREN’S WR name? TERESA SAUNDERS, EDUCATIONA
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JET_feb_ibc.indd 1 1/2/2007, 12:38 PM Name
Athens and Sparta The statements below were made by Athenians and Spartans, but they have been muddled up. Cut them out and sort them into the correct boxes. Athens Sparta
I have never My mother can My mother We don’t have met anyone from go wherever she cannot leave beautiful public outside our city. likes in our city. the house alone. buildings in our city.
My father votes I have some We live by We are ruled for members of toys from the sea. by two kings. our assembly. overseas.
When I go to school Our city is full I will grow up to We don’t use I shall read poetry of beautiful be a brave and money.
ATIONAL CONSULTANT and play music. marble buildings. strong soldier.
I am a girl and will We are not Sometimes we learn to wrestle allowed to watch plays at We live 25 when I am seven. travel abroad. the theatre. miles inland. RHONA DICK, INDEPENDENT EDUC
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JET_feb_a1 back.indd 1 1/2/2007, 11:11 AM Famous Greeks
Archimedes Archimedes was born in the town of Syracuse in Sicily in 287 BC and, apart from short spells on visits away, spent most of his life in his home city. He was a scientist who loved to try out his ideas in practical situations. He invented a spiral screw for lifting water and experimented with moving heavy weights with levers and pulleys. Weapons he had designed were used in the defence of Syracuse, including a giant catapult and a crane for pulling enemy ships out of the water. Perhaps his most famous discovery was the theory of water displacement. In mathematics he investigated 2D and 3D shapes, especially the areas of cylinders, cones and spheres. He is also credited with finding the relationship between the diameter and circumference of a circle. Archimedes’ life came to a tragic end in 212 BC when he was killed by a soldier during the Roman invasion of Syracuse.
Herodotus Herodotus was one of the ancient world’s chief historians and is often called ‘the father of history’. His best-known work is The Histories, a collection of accounts about the places and people he came across during his wide-ranging travels around the Mediterranean. He visited many places, not only the city-states of Greece, including Sparta and Athens, but also other countries such as Egypt, the Ukraine, Italy and Sicily. He wrote about events that happened and some of the marvellous sights he saw. He was particularly interested in the wars between some of the city- states and also the long-running conflict between the Greeks and the Persians or Medes. Initially, Herodotus (484 BC to about 425 BC) would have told stories orally. He made tours of the Greek cities and the main religious and athletic festivals where he would offer to put on a performance and expect to be paid. It was only later that details were written down.
Hippocrates Hippocrates may have lived almost 2500 years ago but many of the things he discovered about medicine are still practised today. He tried to get rid of superstitions about illness and taught that diseases came from natural causes. Physicians were encouraged to observe patients carefully and record their symptoms. Doctors were told to make sure their hands were clean before they treated patients. They were also encouraged to follow a code of conduct, often referred to as the Hippocratic Oath, and to work as hard as ANCE WRITER possible for the good of the sick. Hippocrates, who was born in 460 BC and died in 377 BC, believed that good food and exercise also played an important part in healing people and wrote ‘The natural healing force within each one of us is the greatest force in getting well.’ JOHN DAVIS, TEACHER AND FREEL
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JET_feb_a1 back.indd 3 1/2/2007, 11:11 AM Name
Greek myths Heracles
he god, Zeus, often angered his wife, Hera, by falling in love with mortals. TOne day he fell in love with Alkmene, whose husband was away fighting in the wars. Later that year, Alkmene had a baby son called Heracles. Hera was so jealous that she put two dangerous serpents into Heracles’ cradle, hoping they would kill him. In the morning, however, the baby was still alive and the serpents were dead. Heracles had strangled them with his bare hands. He was hailed as a hero and grew into a strong and brave warrior. But Hera still hated Heracles. Determined to get her revenge, she cast a spell on him which made him go mad for a day. During that day, Heracles killed his beloved wife and three children. Beside himself with grief, Heracles went to the gods to ask what he could do to show his remorse. He was told to perform the Twelve Labours – twelve of the most difficult tasks in the world. These were designed to test Heracles’s bravery, intelligence, speed and strength. His first task was to kill a ferocious lion. Heracles choked it to death and wore its skin as a trophy. Then he had to kill the Hydra. He cut off each of the serpent’s nine heads and burnt each stump so that another could not grow in its place. His third and fourth tasks were to capture two of the world’s swiftest creatures – a sacred deer with golden antlers and a fierce wild boar. Next, Heracles had to clean out the royal stables, where 30,000 beasts lived, in one day. Cleverly, he diverted a river so that it ran through the stables, washing away all the dirt. Labour number six involved destroying a flock of killer birds, and for the seventh and eighth tasks he had to tame a wild bull and a herd of dangerous, human-flesh eating horses. His next three labours involved stealing from fierce opponents – a golden girdle from Hippolyte, queen of the Amazons; a herd of oxen from the monster, Geryones, and golden apples from the daughters of the Titan, Atlas. His final task was to seize Cerberus, the three headed-dog from Hades, king of the ITER underworld – and then return him again. Heracles completed all the tasks and was voted the greatest hero of all time.
Activity L JOURNALIST AND CHILDREN’S WR • Make notes on the kind of tasks that Heracles (Hercules in Roman) had to perform for his twelve labours. What was each task meant to test – his strength, speed, bravery, cleverness or daring? Can you think of some modern tasks that Heracles might have been given if he had lived today? TERESA SAUNDERS, EDUCATIONA
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JET_feb_a1 back.indd 7 1/2/2007, 11:11 AM Name
• Look at the photograph of the Ancient Greek doll. Compare this with male and female dolls of today. Many dolls have outfits for different occasions which the doll owner can collect, such as horse-rider, ball gown and so on.
• Imagine you were an Ancient Greek man or woman, who has come up with a great new idea for a business venture – outfits for dolls.
• Make a list below of possible outfits you think would sell well, (two ideas are given to start you off) and then draw designs for them in the boxes provided. Potential good sellers: • an outfit for a banquet • ______• an outfit for a slave • ______AFF AND CHILDREN , DRAMA, DANCE AND LITERACY, WORKING WITH ST , DRAMA, DANCE AND LITERACY, JANE BOWER IS A CONSULTANT TO PRIMARY SCHOOLS IN ART JANE BOWER IS A CONSULTANT
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JET_feb_a3 back.indd 1 1/2/2007, 12:16 PM Famous Greeks
Socrates Socrates (470–399 BC) who was born in and lived most of his life in Athens, is credited for laying the foundations of philosophy. He spent most of his time searching for wisdom through either personal thought or serious discussion with friends, followers and other teachers. To some extent he may have been successful, as later in life he earned the reputation as ‘the wisest man in all of Greece’. He had many supporters and greatly infl uenced the beliefs of other philosophers who came after him, such as Plato and Aristotle. But he also had his critics and this eventually led to his death. In 399 BC Socrates was commanded to stop his public debates – when he would not do so he was arrested and accused of corrupting young people. Following a trial he was sentenced to death. Despite having the opportunity to escape, he drank the poison hemlock and died.
Plato Plato spent much of his early life in Athens. However, the shock of his good friend, Socrates’ execution in 399 BC caused him to travel widely. He visited places such as Egypt, Italy and Sicily. Evidence suggests that Plato also spent some time as a soldier and was decorated for bravery. He returned to Athens in 387 BC and set up his own school called the Academy. The school was devoted to research and instruction in philosophy, and the sciences. Plato presided over it until his death in 347 BC, at the age of 80. Of Plato’s writings, his book, The Republic, is perhaps the best known. Plato’s Academy fl ourished for nine hundred years until it was closed down by the Christian Roman Emperor Justinian, who claimed it had a pagan background. It is believed to be the longest known surviving university.
Aristotle Aristotle was a philosopher who taught people to think systematically, and used logic to consider the essential questions of life. He was born in the Macedonian region of Greece in 384 BC. Aristotle’s parents died when he was young, so he was brought up by an uncle, Proxenus. At the age of 17, Aristotle became a pupil at the Academy of Plato in Athens. Later he became a teacher there and stayed for more than 20 years, before moving to the island of Assos with his own followers, where he started work on one of his greatest books, Politics. ANCE WRITER In 335 BC, after becoming close friends with Alexander the Great, Aristotle founded his own school of philosophy called the Lyceum in Athens. He trained his own staff and supplied the school with a wide range of teaching materials. After the death of Alexander, Aristotle retired to Chalcis. He lived here until 322 BC, when he died of a stomach complaint, aged 62. JOHN DAVIS, TEACHER AND FREEL
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JET_feb_a1 back.indd 4 1/2/2007, 11:11 AM Name
Greek myths The City of Athena
he great god Zeus had a terrible headache. From his magnificent palace on the Ttop of Mount Olympus he summoned his son, Hephaestos, the god of fire and metals. Writhing in pain, he asked Hephaestos to strike at his aching head with an axe. With great reluctance, Hephaestos brought his axe crashing down on Zeus’s head. A terrible fierceness overtook the whole world. Mighty winds rushed across the land, Mount Olympus rumbled and shook, and great storms blew. Then, from out of Zeus’s cracked head appeared the goddess Athena, dressed in full battle armour and shouting a war cry. Zeus loved Athena more than any of his other children, because she had been born from him. She became not just goddess of war, but also goddess of peace and wisdom, and patron of the arts. Athena was also a great protector, using her powers to safeguard warriors and heroes – she helped Odysseus in the Trojan Wars, Heracles in his 12 impossible labours and Perseus as he fought to slay the gorgon, Medusa. One day, Athena began quarrelling with her uncle, Poseidon, god of the seas, over who should possess Kekropia, the city perched on the great rock, Acropolis. It was decided that the god who offered the city the best gift, would become its patron. Poseidon struck the rock with his trident and a beautiful stallion appeared, the first horse ever to be seen. Athena then struck the rock with her spear and an olive tree, the symbol of peace and prosperity, sprung from the ground. More than anything, the townspeople wanted peace and so Athena was declared the winner. In celebration, they renamed their city Athens. Under her protection Athens became the most sophisticated city in the whole of Greece. On the rock where Athena’s olive tree appeared, they also built a great temple dedicated to her, called the Parthenon. Today, you can still see the remains of the temple high up on the Acropolis. It is a lasting tribute to the great goddess Athena and a symbol of the spirit and high ideals of classical Greece. RITER
Activities • Imagine that you are one of the judges in Athena’s contest with Poseidon to possess the great city of Kekropia. Think about the two gifts – the horse and the
NAL JOURNALIST AND CHILDREN’S W olive tree – that were being offered. Which one would best help the townspeople? Would you have voted for Athena or Poseidon? Why? • Use travel guides and tourist brochures to discover how much of the ancient city of Athens still remains. © TERESA SAUNDERS, EDUCATIO
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JET_feb_a1 back.indd 6 1/2/2007, 11:11 AM Name
Important Greek gods and goddesses
• Where names were changed and used by the Romans, they have been put in brackets after the Greek name.
Zeus (Jupiter): The king of the gods
Hera (Juno): The wife of Zeus, queen of the gods and goddess of women and marriage
Poseidon (Neptune): God of the seas and oceans
Hades (Pluto): God of death and the underworld
Demeter (Ceres): Goddess of nature and harvests
Athena (Minerva): Goddess of war and wisdom
Ares (Mars): God of war
Aphrodite (Venus): Goddess of love and beauty
Dionysus (Bacchus): God of wine and enjoyment
Hephaestos (Vulcan): God of fire and metals
Artemis (Diana): Goddess of hunting
Apollo: The sun god and god of music and poetry
Asklepios (Aesculapius): God of healing ITER Pan: God of shepherds and wild places
Activity L JOURNALIST AND CHILDREN’S WR • Find out as much information as you can about each of these gods and goddesses and write short biographical profiles about them. Put all the profiles together in a class book for future reference. TERESA SAUNDERS, EDUCATIONA
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Common objectives for all activities in Page 9 Great Greeks this issue Mathematics People in the past, levels B-E: Shape, position and movement • describe the diversity of lifestyles of people in the • collect, discuss, make and use 3-D shapes past • use the rigidity properties of triangles in model- • describe some features of societies, people and making. events from the past • make a comparison between present and past Pages 10-11 Home sweet home lifestyles Drama • identify features that have changed over time • choose, adopt and develop a role • suggest a variety of sources of information about • work cooperatively with others in a variety of the past drama activities, eg role play. • place a number of events on a timeline that crosses the BC/AD divide English language – writing • explain why particular societies, people and events • write in a variety of forms to communicate ideas. from the past are thought to be significant. Pages 12-13 Good times Additional objectives for specific activities Drama Pages 2-3 Influencing our world • choose, adopt and develop a role People and place • work cooperatively with others in a variety of • identify on a map or globe locations appropriate to drama activities, eg role play a particular topic or study • collaborate in the organising of a presentation. • describe the main features of a range of maps at English language – reading different scales • read a variety of texts and in discussion and writing • describe how and give reasons why settlements show that they understand the gist of the text. differ in character, size and function. English language – writing Pages 4-5 A tale of two cities • write in a variety of forms to communicate ideas English language – talking • use appropriate organisation and vocabulary • talk to a group or class giving a prepared oral • set out work giving attention to presentation and presentation layout. • talk clearly and audibly showing a sense of purpose • ask and answer questions relevantly Pages 14-15 Wealth of evidence • show that they know and can use the terms: As objectives for pages 12-13 above. introduction, conclusion. Page 16 Playing with words Pages 6-7 Working and trading English language – reading English language – writing • show that they understand and can use the • write in a variety of forms to communicate ideas following: root, stem, prefix, suffix. • use appropriate organisation and vocabulary • set out work giving attention to presentation and layout.
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• Abacus: A wooden frame with rows • Hoplite: Heavily armed Greek infantry of beads. Used for counting, it was a kind who fought on foot. of early calculator. • Lyre: A stringed musical instrument rather • Acropolis: The name given to a hill at the like a harp that was used extensively in centre of a Greek city or town. It was often Greek music. a fortress. The most famous is in Greece’s capital city, Athens. • Myth: A story often involving gods, goddesses and heros; myths are usually • Agora: An open space in a town centre. part of a religion or system of beliefs. It usually served as the market place and was also the business and social meeting place. • Oracle: A place where people could consult a god or goddess through special • City-state: A city and its surrounding priests or priestesses. land that had the power to govern itself. The most famous city-states in Ancient • Pentathlon: An athletic event originated Greece were Athens and Sparta. by the Greeks that involved five different sports. • Democracy: A system in which many people have a say in how they are ruled. • Philosopher: A person who uses reason The word comes from the Greek ‘demos’ and deep thought to try to understand, and meaning the people and ‘kratos’ meaning make sense of, human life. power. • Slaves: Men, women and children who • Drachma: Originally a silver coin weighing were not free but belonged to, and worked just over four grams. It later became the for, their owners. They could be bought name of Greece’s main unit of currency. and sold.
• Golden Section: Sometimes known as • Stylus: A thin pointed implement that the Golden Ratio or the Divine Proportion, was used for writing on wax tablets. this special mathematical relationship was used by the Greeks in their architecture • Terracotta: A word meaning and artwork. ‘cooked earth’.
• Greaves: Metal shin protectors, rather like • Trireme: The main type of warship football shin-pads, that were worn by Greek used by the Greek navy. foot soldiers.
• Gymnasium: An open space surrounded by buildings where the Ancient Greeks exercised.
PHOTOCOPIABLE ANCIENT GREECE Photocopy or download from: FEBRUARY 2007 JUNIOR EDUCATION TOPICS
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