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The Olympic Games the Big Question: What Were the Olympic Games?

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The Olympic Games the Big Question: What Were the Olympic Games? CHAPTER 4 The Olympic Games The Big Question: What were the Olympic Games? Primary Focus Objectives ✓ Understand the importance of athletics and physical competition to ancient Greeks as evidenced by the Olympic Games. ✓ Describe the Olympic truce, events, prizes, and legacy. ✓ Identify features of the sculpture Discobolus (The Discus Thrower). ✓ Understand the meaning of the following domain-specific vocabulary: emblem, truce, immortalize, priestess, and rite. Materials Activity Pages • Display and individual student copies of Map of the Mediterranean Region (AP 1.3) • Display and individual student copies of Map of Ancient Greece, c. 500 BCE AP 1.3 (AP 2.1) AP 2.1 • Image of Discobolus (The Discus Thrower) by Myron (from Timeline or Internet) • Individual student copies of Domain Vocabulary: Chapters 1–4 (AP 4.1) Core Vocabulary (Student Reader page numbers listed below) emblem, n. a symbol (24) Example: The bald eagle is an emblem of the United States. Variations: emblematic (adj.) truce, n. an agreement to stop fighting (24) Example: The armies agreed to a twenty-four-hour truce for the holiday. 52 ANCIENT GREECE AND ROME immortalize, v. to honor a person or event by creating an artistic or literary work, causing the person or event to be remembered forever (26) Example: Paul Revere, a hero of the American Revolution, was immortalized in a famous poem. Variations: immortalized priestess, n. a woman who has the training or authority to carry out certain religious ceremonies or rituals (27) Example: The priestess performed a ceremony at the temple. Variations: priestesses rite, n. a ritual or ceremony (29) Example: The rite of communion is important in many churches. Variations: rites THE LESSON 70MIN Introduce “The Olympic Games” 10 MIN Activity Pages Display Map of the Mediterranean Region (AP 1.3), and have students locate Athens and Sparta. Then do the same with Map of Ancient Greece, c. 500 BCE (AP 2.1). Ask students to recall the main differences between Athens and Sparta. (Possible response: Sparta was more militaristic; Athens was more AP 1.3 democratic and supportive of the arts.) AP 2.1 Have students locate the city-state of Olympia on AP 2.1. Explain that in this chapter, students will read about special events that were held in Olympia every four years. Call students’ attention to the Big Question. Tell students to look for details about the traditions and events of the Olympic Games in ancient Greece. Guided Reading Supports for “The Olympic Games” 40 MIN When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities. “Sports Obsession,” Page 24 Scaffold understanding as follows: Read aloud the section “Sports Obsession” on page 24. CORE VOCABULARY—Pause to explain the vocabulary terms emblem and truce when they are encountered in the text. CHAPTER 4 | THE OLYMPIC GAMES 53 Chapter 4 The Olympic Games SUPPORT—Point out the word feuded in the first paragraph. Explain that Sports Obsession Athens and Sparta The Big Question to feud is to continue a long-standing disagreement or conflict. were not the only Greek city-states that had trouble getting along. Many city- What were the states fought and feuded with each other. Olympic Games? However, the Greeks did manage to lay their quarrels aside for a few things, and one of those things was sports. SUPPORT—Point out the idiom “lay their quarrels aside” at the end of One of the most famous athletic competitions was held in the city of Olympia, not far from Sparta. The Olympic Games were held every fourth year. Several months before the games began, a sacred engraved disk—the emblem of the first paragraph, noting that it means to temporarily stop arguing the games—was carried to all the Greek city-states that were expected to compete. The messenger who brought the disk Vocabulary would inform everyone when the games would be emblem, n. a held. The messenger would also explain the terms about disagreements, even though a solution has not yet been found. symbol of the Olympic truce. The city-states agreed to stop truce, n. an fighting during the time it took for athletes to travel to agreement to Olympia, attend the games, and return home again—a stop fighting period of one to three months. SUPPORT—Call students’ attention to the illustration and caption on page 25. Page24 24 G6_U2_Chap04_SR.indd 24 13/02/18 5:09 PM After you read the text, ask the following questions: LITERAL—How did the Olympic Games help promote peace? » The city-states would stop fighting in order to participate in the competition. There was always a truce for the games. INFERENTIAL—Why do you think the messenger carried a special disk? » Possible response: the disk showed that the messenger had really been sent to prepare for the Olympic Games and was not trying to This image is an artist’s impression of athletes competing in a footrace in the ancient Greek Olympic Games. The inset image (above) shows a footrace depicted on a Greek pot from the 400s BCE. Generally, athletes competed without clothing. Page 25 25 trick a rival city-state. G6_U2_Chap04_SR.indd 25 13/02/18 5:10 PM “In the Beginning,” Pages 26–27 In the Beginning Scaffold understanding as follows: The Olympic Games began as part of a religious festival in honor of Zeus, the king of the Greek gods. The festival originally included processions and religious ceremonies. In 776 BCE, a footrace was added. Contestants ran the length of the stadium, about two hundred yards. Later, additional events were added, and the Olympic Games became a regular occurrence. Invite volunteers to read the section on pages 26–27 aloud. The official prize for winning an athletic event at Vocabulary the Olympics was a wreath of olive leaves, which immortalize, v. to was placed on the head of the victor. But the honor a person or real prize was honor. A victorious athlete would event by creating almost certainly become a hero in his native city- an artistic or literary work, causing the CORE VOCABULARY—Stop to explain the meaning of the vocabulary state. He might even be immortalized in songs person or event to be or sculptures. remembered forever terms immortalize and priestess when they are encountered in the text. After volunteers finish reading the text, ask the following questions: LITERAL—How did the Olympic Games originally get started? When an athlete won an event, he received a wreath of olive leaves. » They started as a religious festival in honor of Zeus. Page26 26 G6_U2_Chap04_SR.indd 26 13/02/18 5:11 PM LITERAL—What did winners receive as prizes? » They were given a crown made of olive leaves, and they received honor. LITERAL—Who were the spectators? » They were free Greek males and unmarried priestesses. 54 ANCIENT GREECE AND ROME “Early Athletic Events,” Pages 27–28 Competitors in the early Olympics generally dressed Scaffold understanding as follows: Vocabulary as the Athenians did in their gymnasiums, which is priestess, n. a to say they wore no clothing at all—not even shoes! woman who has the The Greeks did not mind a little nudity, and the training or authority runners didn’t want to be slowed down by clothing. to carry out certain religious ceremonies The spectators sat on sloping hillsides near the or rituals Have students read this section independently. stadium, watching and cheering for their favorite athletes. But only free Greek males and unmarried priestesses were allowed to watch. Other women and enslaved people who were caught watching could be put to death. Greek citizens came to the games from all parts of the known world. SUPPORT—The word pentathalon comes from the Greek words pente, Like modern sports fans, they came to marvel at athletic excellence and experience the thrill of victory. They cheered for the athletes of their own city-state and for skillful athletes from other city-states. meaning “five”, and athlon, meaning “contest.” Ask students whether they Early Athletic Events Most of the original athletic contests were based on physical skills that the ancient Greeks needed for survival. Because there were many wars, it was know any other words that use the root word pente. (Examples include important that Greek men learn to throw the javelin (a kind of spear), run quickly, wrestle well, and ride a horse. At least two of the early Olympic events involved throwing the javelin. In one pentagram, meaning a five-sided figure; Pentatonix, the name of a singing competition, athletes threw the javelin for distance; in another they threw for accuracy. In this last event, it appears that competitors had to throw the javelin at a target while galloping past it on a horse. This required strength, balance, and coordination. group that has five singers; and the Pentagon, a government building that has Another event was the discus throw. The discus was shaped like a Frisbee and was made of stone, iron, lead, or bronze. Each discus weighed about fourteen pounds. Athletes competed to see who could throw the discus the farthest. five sides.) To throw a discus, the athlete had to hold it tucked in his hand, swing it back and then forward, and release it at just the right time. Page 27 27 G6_U2_Chap04_SR.indd 27 13/02/18 5:11 PM After students read the text, ask the following questions: The long jump was meant to see who LITERAL—What types of skills were the original Olympics competitions could jump the farthest. Unlike today’s long jump, the ancient Greek athletic event involved carrying weights while jumping.
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