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The Ancient Civilization of Greece A Teaching Unit for 3rd Grade Students
Prepared by: Shannon Palmer Url: http://srpalm.wmwikis.net/
Submitted as Partial Requirement for ED 405 Elementary and Middle Social Studies Curriculum and Instruction Professor Gail McEachron The College of William and Mary Spring 2009
Contents Historical Narrative Map/Globe Skills Lesson: Locating Greece on Map, Physical characteristics of Greece, and location of architectural structures Critical Thinking and the Arts: Painted vases in Ancient Greece Civic Engagement: Alexander the Great and importance of strong Government Global Inquiry: Ancient and Modern Olympics Assessments: Objective and Essay Bibliography Appendix: National and State Standards Palmer 2
Ancient Greece: A Historical Narrative
Introduction
The period known as Ancient Greece refers to the time that began around 2600 BC with the rise of the Minoan culture on Crete and ends with the Roman overthrow of the Greek empire in
30 BC. The period of time that spans these years encompasses a rich history that has left many important legacies for both historians and learners living in the present world. By studying the
Ancient Greeks, learners will be able to see the inspiration for such things as the Olympics,
American democracy, and drama.
Studying the Ancient Greeks and their way of life is also important in developing multiple perspectives. Children in American schools today live in a diverse society, with many different cultures represented in schools. By studying the Greeks, their culture, their religion, and their values, elementary students will be able to gain perspective and see how cultures different from their own have contributed to the modern world.
The topics covered in this unit cover numerous SOL’s. SOL 3.1 requires that students know the impact that Ancient Greece had on modern day government, architecture, and sports.
Students will also develop their map skills in this unit by studying Greece’s location on a map and the physical characteristics of Greece, as required by SOL 3.4. Please see Appendix A for a complete list of standards. This unit also fulfills many national standards. According to the
National Council for the Social Studies, students should know about traditions that are carried from the past into the present by different cultures, and the Olympics and the democratic system developed by the Ancient Greeks is just such a tradition. These national standards also require that students know about the impact of the family life and religious organizations and the impact Palmer 3 that these had on daily life. The ancient Greek families and religious traditions were both very influential on the Greeks’ way of life.
Key Ideas and Events
Greece is a country with a rich past and thousands of years of history. The Ancient Greece period begins around the year 2600 BC with the rise of the Minoan culture and lasts until 30 BC
(Nardo, 1994). A complete history of Ancient Greece would be extremely ambitious, so this unit will focus mainly on the influential events of the Classical and Hellenistic Ages. However, there are certain events that happened prior to these ages that are important in understanding the history of Greece. During the Middle Period of Ancient Greece, which lasted from 1150 BC to
800 BC, Greece experienced a dark age. Trade and expansion into new territories declined during this time. However, it was during this time that the Greeks formed the polis, or city-state, that served as the precursor for the system of democracy that would emerge in later years. A polis was a large city and its surrounding territory, and each polis was a separate unit that governed itself (Terzi, 1992). The definition of citizenship differed from polis to polis, but slaves and foreigners were always excluded. Citizenship itself was defined “by one’s ability to fight, vote, hold office, and own land” (Belorzerskaya and Lapatin, 2004, p. 34). The age after the
Dark Ages was known as the Renaissance period, which lasted from 800-480 BC. During this time trade increased, and the Greeks developed their alphabet (Terzi, 1992). This historical narrative highlights events that are relevant to a third grade curriculum.
Much of the richness of Greece’s history began once the Greeks entered into the Early
Classical period, which lasted from 480-450 BC. Around 480 BC, Athens established the world’s first democracy, or government ruled by the people (Belorzerskaya and Lapatin, 2004). Only Palmer 4
Greek citizens could participate in the government at this time, and a citizen was defined as any male over the age of twenty. Only citizens were allowed to vote, and women, children, slaves, and foreigners were excluded from this privilege. Various positions throughout the city were filled by drawing lots from men over the age of thirty (Freeman, 1996). This democracy run by the common people was an extremely innovative way of thought for the world at this time, despite the fact that women and slaves were not given such rights.
This democratic form of government was a concept unheard of by other countries in the time of Ancient Greece. Countries such as Egypt and Mesopotamia had an absolute monarch as their ruler, and the common people had little to no say in political matters. The ancient Greeks changed this way of thought when they introduced the idea that the each individual man is important and has something to offer his fellowman. Under this democracy, the Greeks were the first to believe that each man’s thoughts mattered and that man had the power to shape his own destiny (Nardo, 1994) As discussed later, this early system of democracy had lasting effects throughout history.
Playwrights during this time perfected the tragedy and comedy that would later serve as the foundation for all Western theater (Belorzerskaya and Lapatin, 2004). Greeks during this period stressed beauty, both within and without. They admired virtue, but they also strove for the perfection of their physical bodies. As a result, this time period saw the birth of the Olympics, where ancient Greeks competed against each other in order to achieve this physical perfection
(Belorzerskaya and Lapatin, 2004). In addition to perfecting their physique, the Ancient Greeks participated in the Olympics in order to honor the gods, mainly the king of the gods, Zeus
(Pearson, 1992). The Early Classical Period saw many changes that were crucial in molding the ancient Greek way of life into the structure we now know it as. Palmer 5
The later Classical Period, lasting from 450-323 BC also saw many changes. During this time, Athens sought to exert its power over the whole world, a feat which resulted in the
Peloponnesian War against Sparta. Athens entered into an economic depression as a result of losing this war. (Belorzerskaya and Lapatin, 2004). As a result of trade and its contact with other countries during this time period, Greek culture began to spread to the West (into Italy and
Sicily) and East (into Asia Minor) during the Classical Period. Because of these expanding political relations, the Greek visual language was often combined with native and Persian traditions. (Belorzerskaya and Lapatin, 2004). This expansion heightened the impact ancient
Greece had on the world.
Ancient Greece entered into one more age, the Hellenistic Age, before it met its end in 31
BC. During the Hellenistic Age, Alexander the Great conquered much of the known world
(Belorzerskaya and Lapatin, 2004). His reign lasted from 336-323 BC (Terzi, 1992). Theaters and stadiums became a main part of the city as ancient Greeks sought to serve the gods through dramas and sports. This age also saw an increased focus on the individual and emotions, which was reflected in the art of this time period. The Hellenistic Age, and the time known as Ancient
Greece, ended in 31BC with the Roman overthrow of the Macedonian dynasty (Belorzerskaya and Lapatin, 2004). The period of Ancient Greece is a time rich with history and is filled with lasting import that can still be seen today.
The people of Ancient Greece had many facets to their lives, but most of these facets would have been colored by their service to the ancient gods. According to ancient Greeks, these gods appeared in human form and even interacted with humans, but they were endowed with various supernatural powers. The Greeks worshipped all of the gods, but individual Greek poleis were each under the protection of a different god. For example, Athens was under the protection Palmer 6 of the goddess Athena. Because of this, sanctuaries in various cities were usually dominated by only one god or goddess, the one that was the protector of that city (White, DeVries, Romano,
Romano, 2002). Within each temple stood a statue of the god for whom it was built and a place for sacrifices to be made in honor of that particular god (Ganeir, 2005). Because of the great emphasis that the ancient Greeks placed on the gods, many of the buildings and art forms of ancient Grecian times, and many of the remains that have survived until today, are temples built in honor of a specific god (Architecture in Ancient Greece, 2008). The ancient gods played a major role in the ancient Greek way of life.
The Greeks believed that each god watched over a different part of their lives. As such, the list of Greek gods is extensive. Zeus was the king of the gods and god of the sky, and he lived on Mount Olympus. Hera was Zeus’ wife and the queen of the gods, and she was also the goddess of women. Apollo was the god of the sun and healing. Aphrodite was the goddess of love, and Athena was the goddess of wisdom and war (Ganeri, 2005). Poseidon was the king of the sea, (Nardo, 1994) but he was also known as “Earthshaker” since he was the god who caused earthquakes (Woodard, 2007). The Greek way of worshipping their gods focused mainly on rituals and ceremonies performed in attempts to win the favor of the gods. There was no official creed, as long as the individual was a part of the official ritual, and worship could take place in many places ranging from the home to the temple. Music was always a part of these ancient religious rituals (Nardo, 1994). The ancient Greeks’ honor of the gods had a large impact on the way the ancient Greeks lived their lives.
Since the gods were such a large part of the lives of the Ancient Greeks, there were many temples and other architectural structures built to their service (Ganeri, 2005). The Acropolis
(literally “the Sacred Rock, the high city”) of Athens, one of the most famous ancient Greek Palmer 7 temples, was primarily dedicated to the goddess Athena (Architecture in Ancient Greece, 2008).
It was a fortress built on a rock promontory 500 feet high. Crowning the Acropolis is one of the most famous Ancient Greek temples, the Parthenon. This was built in 447 BC to Athena, the goddess of wisdom. Another famous temple is the temple of Apollo at Delphi. It is believed that
Apollo delivered oracles and indications of future events. Apollo was the god of music and the sun (Terzi, 1992). The Temple of Poseidon, also another famous Greek structure, was built on a piece of land that was the first land seen when coming into Athens from the west and the last piece of land seen when leaving Athens. For this reason, the temple was built to the god of the sea, Poseidon (Behor 1997). Although many of the ancient structures built to the gods did not survive the test of time, these particular structures still stand in various states of ruin throughout
Greece.
Men, Women, Youth, and Children
Many of the people who lived in Ancient are remembered today. One of the most famous
Grecians, who lived during the Hellenistic Age, is Alexander the Great. The son of King Philip of Macedonia and taught by Aristotle in Plato’s school, Alexander was given a position of power in the military at age sixteen (“Alexander the Great,” 2003). At the age of twenty, Alexander assembled forces at Corinth, and these men recognized Alexander as their leader. It was at this time that Alexander the Great began his conquest to take over the world. Through Alexander’s conquests, the Macedonian empire grew to the south, east, and north. In the south, Alexander conquered Persia, Phoenicia, and Egypt. To the north, Alexander conquered Syria and
Mesopotamia, and to the east, Alexander spread the Macedonian rule as far as present-day India.
He died at the age of thirty-three with no successor. As a result of his conquests in the Persian Palmer 8
Empire, Alexander is famous for creating ethnic fusion between the Persians and the
Macedonians (“Alexander the Great,” 2008). Alexander the Great’s conquest is an exceptional example of the rulers who lived in ancient Greece.
The life of the common Grecians was very different from those of rulers like Alexander the Great. The males had the dominant role in the public life and were in charge of politics and other public events. In ancient Olympics, only males were allowed to participate (Rymer, 2008).
The everyday clothing was a robe-like garment called a chiton, and the quality of the cloth and extent of decoration indicated the status of the man who wore it. Those with higher status had more decorative chitons made of more expensive fabric than men with a lower status in society.
They worked outside of the home during the day and were in charge of the family (Fisher and
Harlan, 1998). There were three classes of males. Citizens were males born in the city-state and allowed to participate in political events. Metics were males born outside the city-state. Metics and slaves, the third class of males, were not allowed to vote or participate in other political events (Ganeri, 2005). The males very much controlled all aspects of life in ancient Greece.
The lives of women and children were very different from those of men during Ancient
Greece. They could not eat or sleep with the men and were not allowed into the city or the marketplace. The women stayed at home and were in charge of managing the slaves and raising the children. (Fisher and Harlan, 1998). Women in richer homes had slaves help her manage the house, but women in poorer homes had to complete all household tasks on their own (Freeman,
1994). The main purpose of marriage for women was to have children (Pearson, 1992). Once a woman was married, she was no longer allowed to attend the Olympics (Drees, 1968). Women during this time were often viewed as nothing more than housekeepers and childbearers. Palmer 9
Despite the fact that the common woman was seen as the weaker and lesser of the two sexes, there are stories in Greek myths telling how the goddesses demonstrated characteristics that at that time were only seen in men. It is told in the Iliad how the goddess Athena, the goddess of wisdom and war, spurred the Greek soldiers to battle in the Trojan War (Nardo,
1994). Other female goddesses were also given high status in mythology. Hera was the queen of the gods. The goddess Artemis ruled over the moon and hunting. Hestia was the goddess of the hearth and home. Even though common women at this time were given a low status and very little respect, the ancient Greeks gave respect to their goddesses.
The houses in which the ancient Greeks lived were modeled very similarly to one another. The rooms were built facing an open courtyard. The family lived at the back of the house, and the bedrooms and women’s workshops were kept upstairs. If a family was rich enough to own slaves, these slaves also lived upstairs (Weber, 2005). Although this plan was not true of all houses, this was the common layout of houses in ancient Greece.
Young girls led lives very similar to their mothers. They did not attend school but helped their mothers around the house and were taught to cook, clean, and weave. By the age of fifteen, they were expected to marry the man that their father chose for them. Boys, on the other hand, were viewed as more important than girls and started school at six years of age, where they learned to read, write, add on an abacus, and appreciate and interpret poetry. They were expected to maintain good health and as such were encouraged to participate in sports such as wrestling, running, jumping, and throwing the javelin. At the age of sixteen they began to train for their chosen trade, the three most popular being Olympic athlete, businessman, or a soldier in the army (Fisher and Harlan, 1998). Even from a very young age males were trained and taught that they were to be the rulers of society when they grew up. Palmer 10
Closing and History
Following from such a rich history, Ancient Greece has left behind many legacies that are still present in today’s world. In addition to many ancient structures that specialists are still studying today, the Greeks also contributed to modern architecture through the various styles used in the columns of the ancient temples. The Doric style is very plain. The Ionic style is thinner than the Doric style and also possesses more elegance. The top is adorned with a scroll- like structure. The Corinthian style very rarely appeared in Greek structures, but the top is usually elaborately decorated with acanthus leaves (Pearson, 1992). These artistic designs developed by the ancient Greeks are still common throughout the world today.
It was Ancient Greeks who first perfected the genres of comedy and tragedy in plays.
This work done by ancient Grecian playwrights is the foundation on which all Western theater is built (Belorzerskaya and Lapatin, 2004). It was the Greeks who first used tragedy to help unveil the significance of a historical event and give meaning to reality.
A major event in today’s world is the Olympics, occurring every two years. It was the
Ancient Greeks who first began this tradition, and it has become a tradition that has evolved through time to include both summer and winter games and the participation of over 200 countries in the 2008 Summer Olympics (2008 Summer Participating, 2008). While the Olympic
Games are no longer performed to serve the ancient Greek gods, they are still a time where different people from numerous countries come together in order to compete against each other.
Probably one of the biggest legacies that the Ancient Greeks left behind, at least for the
United States, was the first democratic system. The Greeks believed in a government that is controlled by the governed. Built on the idea that the individual has worth and should have the power to shape his own destiny, the Greek’s system of democracy is one that many nations since Palmer 11 then have borrowed from. This system has evolved over the years to include both males and females and poor and rich. The structure has evolved into the representative democratic system that the United States is now governed by rather than the direct democratic system developed by the Greeks (Nardo, 1994). However, the principles on which the Constitution of the United
States is based were inspired by ancient Greeks’ ideas of democracy.
The country of Greece is still a democracy, although much has changed in this structure since the time of its conception. The system has adapted to encompass vast changes in the world and in the country’s society. The system is still seen in modern day issues where a Greek Police officer is accused of a hit and run that caused a pregnant woman to deliver her baby fifteen weeks early (Hayden, 2008). Students will research the events following the accident and the trial of this police officer. This research will culminate in students deciding whether the events followed the democratic principles that the ancient Greeks believed in. Although it has changed much over the years, the idea of democracy developed by the ancient Greeks has proved to be a powerful influence in the world today.
As this unit shows, the period of ancient Greece is rich with history and full of lasting influences that are still seen in the world today. Studying this period is very important for children in elementary school, as the events of this time are important for understanding where certain traditions such as democracy or the Olympics originated. By studying this period of time, children will be able to see just one culture that has helped shape the world into the system that we live in today. Palmer 12
Lesson #1—Map/Globe Skills Audience: “Where in the World?” Grade 3 (45-50 minutes) by Shannon Palmer Whole group instruction (some work in pairs); 22 students
Standards: Introduction to History and Social Science Geography 3.4 The student will develop map skills by a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs.
Materials/Space/Time: completed map of Greece (color-coded), Map of Virginia, Map of the world, map of Greece for each student; crayons; handout of blank map of Greece, completed model map of Greece
Lesson Description: Anticipatory Set: Show the class a state map. Ask students and have them point on the map where within the state Williamsburg is located. Moving to a larger scale, ask students and have them point on the map to where in the country Virginia is located. Moving to a yet larger scale, ask students and have them point on the map to what continent and what hemisphere we live on.
Objective and Its Purpose: Using their knowledge of the temples of the ancient Greek gods, the students will be able to locate these on a map of Greece With the assistance of the teacher, the students will construct a map of Greece that shows the major physical characteristics By looking at an ancient map and a current map of Greece, students will be able to describe differences in the two maps and infer why these differences are present Input/Modeling: If students did not get questions correct in the introduction, remind students that we live in North America in the Western Hemisphere and show them where we are on the map of the world. Point to Greece on the world map. Explain that it is in the Eastern Hemisphere, that it is located on the continent of Europe, and show what countries surround it. Pull up the map of Greece. Point out the Pindus Mountains, Makedonia, and Peloponnissos (lower peninsula of Greece), Athens, the Acropolis, the Parthenon (both in Athens), Mount Olympus, the temple of Apollo at Delphi, and the temple of Poseidon (city of Sounion). (Students will have learned about these structures prior to this lesson.)
Check for Understanding: Review the locations of the major points of interest in Greece. Take down the maps of the world and the map of Greece. Ask students what hemisphere Greece is in, what continent it is on, some Palmer 13 of the countries that surround Greece. Ask what city the Parthenon, the Acropolis, the temple of Apollo, and the temple of Poseidon are located in. This review will help ensure that the students understand the physical layout of Greece and its physical and architectural structures.
Guided Practice: Hand out the blank map of Greece. Students will need their crayons at this point. Pair up students into groups of two’s. For guided practice, students will locate the main physical characteristics of Greece. (Students will work with their table partner.) They will need to show the locations of the Pindus Mountains, Makedonia, and Peloponnissos (lower peninsula of Greece) on the map and color each of these with a different color crayon. Students will need to make a key for their map so that they know which color represents which physical characteristic. This sheet will go in the students’ interactive notebooks.
Independent Practice: On their own, the students will be given another blank map of Greece and asked to label the main physical features (Pindus Mountains, Makedonia, Peloponnissos) and architectural structures (Parthenon, Acropolis, temple of Apollo, temple of Poseidon) of Greece. Students will color code the major Greek architectural structures and the major physical characteristics of Greece. Students will need to make a key in order to know the difference between the physical characteristics and the architectural structures.
Closure: Collect these worksheets. If time permits, go over the questions with the students so that they will have a full understanding of the map of Greece.
Evaluation: Formative: Student responses to the questions during the “Check for Understanding”. Teacher will monitor students progress during Guided Practice” when they will be making their colored maps of Greece and correct any confusions the student seems to be having. Summative: Teacher will collect both colored map of Greece and map made during Independent Practice to assess student understanding of Greece.
Background Information/Content: Greece is a country located in the Eastern Hemisphere on the continent of Europe and bordering the Mediterranean Sea. Some of the countries that surround it are Turkey, Albania, and Bulgaria.
The Acropolis and the Parthenon are both located in Athens. The Temple of Apollo is located in Delphi. The temple of Poseidon is located at Sounion near the sea. The locations that the students should know are labeled in red on the map below. The Pundis Mountains are the major mountain chain in Greece, and they extend for about 160 kilometers through the western part of Greece. The Peloponnissos is the flat lower peninsula of Greece. It has a rugged mountainous interior. Makedonia is the northern part of Greece.
Students will have learned about major Greek architectural structures like the Acropolis and the Parthenon. They will also have learned about the ancient Greek Olympics and how they took place on Mount Olympia. This lesson serves to give students a visual to all these pieces into place. Palmer 14
Students will keep an interactive notebook throughout their unit on Greece. In this folder, they will keep all projects and handouts that they have completed throughout the course of this unit. Palmer 15
Name______
Greek Map Skills
On what continent is Greece located? a. North America c. Asia b. Europe d. Africa
In what hemisphere is Greece located? Eastern______
Match the architectural structure to the city in which it is located. Choices may be used more than once.
1. __a___ the Acropolis a. Athens 2. __c___ the temple of Apollo b. Sounion 3. __a___ the Parthenon c. Delphi 4. __b___ the temple of Poseidon Palmer 16
Regions and Physical Characteristics of Greece
Completed map
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Regions and Physical Characteristics of Greece
blank map that students will complete Palmer 18
Critical Thinking in the Arts: Lesson #2 Ancient Greece
Audience: Grade 3 (1 hour) by Shannon Palmer Whole group instruction; 22 students
Standards: National Social Studies Standards Content Standard #1: C. Describe ways in which language, stories, folktales, music, and artistic creations as expressions of culture influence behavior of people living in a particular culture. National Standards for Art Education (Visual Art) K-4 Standard 4- Understanding the visual arts in relation to history and cultures. Students: a) Students know that the visual arts have both a history and specific relationships to various cultures b) Students identify specific works of art as belonging to particular cultures, times, and places c) Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art K-4 Standard 5- Reflecting upon and assessing the characteristics and merits of their work and the work of others. Students: a. understand there are various purposes for creating works of visual art. b. describe how people’s experiences influence the development of specific artworks. c. understand there are different responses to specific artworks.
Objectives: 1. After teacher instruction on the history of Greek vase artforms, students will critique various Greek vases. 2. Given models of Greek vases, students will reflect on historical and cultural significance of three examples of painted Greek vases and how painted vases were used to tell stories. 3. Given clay and water-based paint, students will create a vase that tells a story.
Materials/Time: three examples of painted vases, modeling clay, toothpicks, damp paper towels for clean up, plastic plates to set the models on, water-based paint, smocks to prevent paint from getting on students, model of complete painted vase, 1 hour
Lesson Description: Introduction Ask students what are some different ways that they tell stories. If they struggle with this, ask guiding questions such as “Why do you take pictures?”, “If you keep a journal, why do you do that?”, or “Why do you write letters or send emails to people?” Remind students that in today’s technologically-advanced society, there are multiple ways to tell the same story. However, in Ancient Greek times, technology was not nearly as advanced as it is today, so they had to find other ways to tell their stories.
Content Focus Palmer 19
Explain to students that the Greeks were the first culture to paint vases in order to tell a story. Prior to this, vases had been painted to convey religious symbolism or simply to portray beauty. However, although the Ancient Greeks had developed a useful system of writing, they began to use paintings to tell stories. The Greeks used many different styles in painting their vases, but the common theme in all these vases was to tell a story. Show students the pictures of the three vases on the overhead. For the picture of the Olympic runners, have them answer the following questions after presenting the background information on the vase. Objective: What are the people on this vase doing? Reflective: How does this painting make you feel? What kind of atmosphere is being portrayed in this painting? Interpretive: What do you think the artist’s purpose was in painting this vase? Decisional: Why do you think this vase was important to Greek culture? For the picture of the second vase, present the background information on the vase and ask the following questions. Objective: What do you see on this vase? Reflective: What emotions or atmosphere is the artist trying to depict in this painting? How does it make you feel? Interpretive: What story do you think the author is trying to convey? What was his purpose? Decisional: Why do you think this particular vase was important in Greek culture? For the final vase, present the background information and ask the following questions. Objective: What do you see in this painting? What are the subjects doing? Reflective: How does this painting make you feel? What emotions are present? Interpretive: You know what the subjects are doing. What do you think the artist’s purpose was in painting this vase? Decisional: Why do you think this vase is important in Greek culture and mythology? Now tell the students that they are going to make their own Greek vase. They will mold a vase out of clay. Once the clay has dried (probably the next day) they will use the paint to portray a story on the sides of their vase. They can portray any story they want to, as long as they have a story to go along with the painting. Emphasize the simplicity of the picture. The picture does not have to be complex as long as it portrays a story.
Closure Remind students that vase paintings were just one way that the Ancient Greeks communicated their stories to others. The three samples seen reveal different aspects of Greek life and culture. Ask why they thought it was important that Greeks created these vase paintings. Allow students to share their creations and tell the stories that they portray.
Assessment: Formative: students’ answers to questions about three vases, participation in answering questions Summative: vases, answers to multiple-choice questions.
Background Information: Although the Greeks were not the first culture to paint vases, they were the first culture to decorate vases simply for beauty and pleasure rather than to convey religious symbolism. The Greeks further developed their painting of ceramics by introducing the idea of painting to convey a story. In some cases, a vase was painted as an illustration of a poem, and in many cases the poem has been lost and historians are only left with the painted vase that tells the story of the poem. As this art developed, Greeks became more adept at portraying more and more detail in their vase paintings. For example, if they were depicting a war scene, it became easier to distinguish the victors from the defeated. Palmer 20
Vase 1: This vase depicts runners at the Olympic games. Vase 2: This vase depicts Linos (left) and Iphicles (right). Linos was Iphicles’ music tutor, and claimed that Iphicles (who was Hercules’ younger brother) was a joy to teach because of his musical abilities. Iphicles is intent on imitating Linos’ movements as they both are playing their lyres. Vase 3: This picture depicts the two Trojan war heroes, Achilles and Ajax, having retreated from the battlefield to compete in a board game against each other. The artist depicts the psychological tension in how the diagonal lines of their spears meet on the game board.
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Name______
Ancient Greek Art Review
1. The ancient Greeks were the first culture to develop vase painting as a way to a. tell a story c. sell for money b. portray beauty d. derive pleasure through a hobby
2. What is one of the ways that Greeks used vase painting before they used it to tell a story? ______for religious ceremonies; for beautification of community______
3. Which of the following was not found on scenes painted on the vases in ancient Greece? a. everyday life c. religion/mythology b. culture d. self-portraits Palmer 22
1.
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2. Palmer 24
3. Palmer 25
Lesson 3-Biography/Civic Engagement Topic: Ancient Greece Theme/Concept: Alexander the Great Grade Level: 3 Lesson Length: 1 hour Number of Students: 22 Space: Whole group Lesson Preparer: Shannon Palmer
Standards The National History Standards: History for Grades K-4—Historical Comprehension E: Draw upon data in historical maps Historical Issues—Analysis and Decision Making B: Compare the interests and values of the various people involved. National Social Science Standards: Geography 4: K-12 As a result of their activities in grades K-12, all students should a. Understand the characteristics, distribution, and migration of human populations on Earth's surface. b. Understand the characteristics, distribution, and complexity of Earth's cultural mosaics. c. Understand the patterns and networks of economic interdependence on Earth's surface. d. Understand the processes, patterns, and functions of human settlement. e. Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface.
Objectives After listening to a “firsthand account” of the life of Alexander the Great, students will be able to: 1- Identify ways that Alexander the Great showed characteristics necessary for military strength even at an early age. 2- Describe ways in which Alexander the Great successfully led his troops into battle 3- Use the information they learned from the narrative to complete a graphic organizer 4- Create a poster detailing why it is important for governments to peacefully govern their countries and coexist with each other.
Materials Male parent or other male volunteer to dress up as Alexander the Great (need armor and, if possible, a plastic spear), map localizing the conquest of Alexander the Great, map of the world, markers and/or crayons, paper, model of completed poster, space for the whole-group instruction, one hour
Lesson Description Introduction This lesson will come after a map lesson on Greece, so the students will already be familiar with the location and physical characteristics of Greece. Review where Greece is on the map and some countries that surround it, since this will be important in the lesson. Have a male parent or volunteer dressed up as Alexander the Great enter the classroom wearing armor (he may have a plastic spear, if possible). Introduce Alexander the Great to the class and explain that he has come to tell of his conquests that greatly expanded the size of the Macedonian empire.
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Content Focus Have the volunteer give a detailed account of his life, beginning with his birth as the son of Philip II, king of Macedonia. He was given military power at a very young age, when his father left the country to defeat the Greeks. When his father was killed by one of his bodyguards, Alexander took his father’s throne and set out to fulfill his father’s dream of conquering all of Asia. Outnumbered by the Persian army on more than one occasion, Alexander almost met his end more than once, but because of his strong military strategies, he was able to eventually defeat the Persians. His rule was embraced by many people who preferred Macedonian rule to the Persian rule, and the Egyptians even willingly made him their pharaoh. Alexander the Great eventually succeeded in conquering the Persian empire and became one of the greatest military leaders the world has ever known. As the events of Alexander the Great’s life unfold, point to the corresponding locations on a map (both local map and world map) so that the students will be able to visualize just how much land Alexander conquered. Use a localized map of his conquest and a map of the world. When the speaker is done, ask the students if they have any more questions for the guest. Students will then complete a graphic organizer where they fill in the background, young life, education, major contributions and conclusions about Alexander the Great. Closing Ask the students to reflect on why they thought Alexander the Great was so driven to conquer as much of the world as he did. Also ask students to reflect on how the world might respond to a country if this happened in today’s world. Reveal the civic implications of this lesson by explaining how the conquest of Alexander the Great shows the importance of having a government that can peacefully carry out their laws and protect the rights of its individuals while peacefully coexisting with other countries. As an extension for students who finish the graphic organizer, have students create a poster on a 8 ½ * 11” sheet of paper that shows why they think that it is important that governments are able to coexist peacefully, and why it would be bad if a country was able to conquer and fight as much as Alexander the Great did. What might be the results of this? (Stress that there are to be no violent images drawn.) Show the students a completed model. Once students complete this assignment, give the students the lesson assessment. If time permits, allow students to share their drawing with the class.
Evaluation Formative: Student attentiveness during lesson and narrative and questions during narrative Summative: Graphic Organizer, poster, multiple choice questions
Background Information See transcript of narration
Vocabulary: City-state, cavalry, infantry, conquer, siege Palmer 27
Narrative of Alexander the Great Hello, my name is Alexander, but I am also known as Alexander the Great. I was born around July 20, 356 BC. My father was King Philip II of Macedon, and my mother was named Olympias and was a princess from a neighboring kingdom. Now back when I was born, the country that you all call Greece was called Macedon, and my father was king of this nation. Although there were people who were known as Greeks, there was no country called “Greece” yet. The Greeks lived in and around Macedon in their own city-states, which your teacher told me you have already learned about. He appointed Aristotle, the famous philosopher, to be my tutor, and he taught me from the time I was thirteen to the time I was sixteen. Although he was away at war for much of my childhood, my father was very proud of me. In one case, I was even able to tame a horse that no one else was able to tame. I discovered that it was afraid of its own shadow, so I turned it to face the sun, where it could not longer see its shadow, and rode it. I got my first taste of being a ruler when my father went to war against some neighboring Greeks in 340 BC and left me in charge at home. On of the smaller Macedonian tribes rebelled while he was away, and it was left up to me to stamp out that rebellion, which I did. In 338 BC, I went away to battle for the first time against the Greeks. My father had placed me in charge of the cavalry, which was the part of the army that rode horses into battle and the most important part. Although I don’t like to brag, my charge of the cavalry played a large part in the Macedonians winning that war. Just two years after this, my father was killed at a party by one of his own bodyguards. It was now my turn to ascend to the throne at the young age of twenty. The first thing I had to do as king was to suppress he revolts of the Greeks. These were the same Greeks that my father and I had gone to war against just a few years earlier. Since they did not like being ruled by someone living so far away in Macedon, they threatened to revolt, but I organized my army and marched against them so swiftly that they did not have time to revolt. The Greeks attempted more than once to revolt, but my strength and power quickly showed them that I was in control. Before my father died, he had a dream of invading Asia and gaining even more land for the Macedonian empire. After making sure that the Greeks and the rest of my empire would remain in peace while I was away, I set out in 334 BC to fulfill my father’s dream. My army with me was made up of 37,100 men. Most of these were infantry, which means the men that march into battle, but I also had about 5,000 cavalry, which were the men that rode horses into the battle. The first country I invaded was the Persian Empire, and I almost died during this first battle. We fought against 40,000 Persians, and at one point I saw a gap in the Persian army. I thought I could make my way through the gap to the back, which is where the commanders and leaders of the army usually are. One of the Persians attacked me, and I would have been killed if one of my bodyguards hadn’t killed him first. Soon after this close call, the Persians fled, but we took 2000 prisoners to be sent back to Macedon as slaves. After this first battle, I led my army south to conquer more land. Along the way we met many Greek city-states. Now, as I said before, Greeks did not have their own country, but they lived in city-states, and these particular city-states were under Persian rule. These Greeks put up very little resistances as I moved my army against them, and this could be that these Greeks were happier with the thought of being ruled by a Macedonian than being ruled by a Persian. Ancient Macedonians and Greeks, after all, shared a very similar culture. By the end of 334 BC, I had already conquered much of the coasts of the Persian Empire. In the spring of 333 BC, I was ready to move my conquests inland. Palmer 28
By this time in my conquests, my reputation as a fierce and strong conqueror had reached Persians ahead of me. In one instance, the Persians fled before any fighting had begun, allowing me to easily take control of Tarsus, which was a very prosperous city. Around this time, I developed a fever. One of my doctors, whom I had known my whole life, gave me a potion that he said would cure me. Right before I was about to drink the medicine, someone arrived saying that Darius had bribed my doctor to poison me. However, I trusted my friend and was not afraid of danger, and drank the potion. It took me a few months to fully recover, and during the time that I was ill, my army’s task was to defeat any Persian armies in the surrounding area. When I recovered, I heard that the king of Persia had assembled an army nearby, and I left my sick and wounded soldiers and went with the rest of my army to fight Darius. Now this turned out to be a clever trap laid by Darius, because as I marched my army southward around the mountain, he marched his over the north side of the mountain and cut me off from my supplies and the rest of my men. My army was greatly outnumbered. However, the place where Darius had marched to was on a strip of land next to a river that did not allow him to make full use of his large army. Because of this mistake, I was, with my army, able to defeat the Persians once again. After this battle, I continued to march south with my army, capturing many cities without resistance. The island city of Tyre put up a good fight, but after a seven month siege, I was able to defeat them. A siege simply means that my army surrounded the island and did not allow anyone to escape from the city or any supplies to get into the city. When I reached Egypt, they made me their pharaoh, or king, since they were also against Persian rule. I now had control of all the east coasts of the Mediterranean, and I set my sights to conquer the Persians once and for all. Before this, however, I decided to found a city called Alexandria, which I named after myself. This was a highly civilized city and was very important for trade in the ancient world. I met Darius again in battle at Guagamela, and although my army was outnumbered, I was able to win by charging through a gap in the Persian army. Darius saw this and fled, and the Persian army weakened when they saw their king was gone. In my desire to be king of the Persian Empire, I pursued Darius and met little resistance from the cities that I encountered along the way. I finally learned that Darius had been arrested by his own generals and quickly pursued them. When I neared, the Persian generals recognized me, and out of fear, they stabbed Darius and fled. It was at this point, in 330 BC, that I became king of the Persian Empire only four years after I had first invaded it. In an attempt to ensure peace in my kingdom, I began to mix the Greek, Macedonian and Persian cultures. Many were against this, but it was necessary to ensure peace. Although I was now officially king, I desired to continue to expand westward into India. I began my return to Persia in 326 BC, but along the way I was shot and believed to have been killed. This news reached my men, and they were greatly grieved, but were overjoyed when I returned alive. When I returned to Persia, I made plans to begin invading Arabia. However, I replaced many of the men in Persia whom I had placed in power because they had been ruling the people in a way that I did not like. I also continued to mix the Greek, Macedonian, and Persian cultures in order to ensure that my kingdom would be a peaceful one. Palmer 29
Name______
Review of Alexander the Great
1- How old was Alexander the Great when he became king? a. 15 c. 45 b. 20 d. 30
2- What was the name of Alexander the Great’s tutor? a. Aristotle c. Socrates b. Plato d. Bob
3- What was the name of the empire that was Alexander’s constant enemy? a. Egyptian c. Macedonian b. Greek d. Persian Palmer 30
Biography Graphic Organizer
Background Young Life/Family
Name of subject:
Education Major Contributions Conclusion and Motivation Palmer 31
Palmer 32
Lesson 4-Inquiry Topic: Ancient Greece Theme/Concept: Olympics Grade Level: 3 Lesson Length: four class periods Number of Students: 22 Space: Whole group and group work Lesson Preparer: Shannon Palmer
Social Studies SOL 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. Reading SOL 3.7-The student will demonstrate comprehension of information from a variety of print resources. a) Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials. b)Use available technology Social Studies Standards of Learning for Virginia: CE.1 The student will develop the social studies skills citizenship requires, including the ability to a) examine and interpret primary and secondary source documents
Objectives 1- After research on the ancient and modern Olympics, students will be able to state similarities and differences between the two. 2- Using the research they have gathered, students will construct a Venn diagram to organize their data into a presentable form. Materials Laptop cart (checked out from school library) with access to Internet, worksheet, books on ancient Olympics
Lesson Description Introduction Show the students the video of the USA men’s 4x100 freestyle at the 2008 summer Olympics (http://www.youtube.com/watch?v=sVZrne7X5ww). This will spark interest in the topic of the Olympics and let students see how competitive they are. Invite students to voice any questions they may have about what they just watched. Expand this to allow students to voice questions or interests they may have about any of the Olympics they have seen. The topic of these questions may include, but are not limited to, some of the sports they have seen during the winter and summer Olympics, how often the Olympics occur, how many countries they think participate. Then ask students to reflect on the period of ancient Greece that they have been studying. Invite students to voice questions they may have when comparing these two periods. These could be questions like how they think the Olympics were they same back then as they were now, why and how the Olympics developed over time, and what they were like in ancient times. Tell students that they will be spending the next few days investigating the answers to these questions. Content Focus (Rest of day 1 and days 2 and 3) By this point in the lesson, the students will have generated many questions about the Olympics, both ancient and modern. Review the questions with the students and write some of the questions they ask on the board. This will help students remember what they are researching as they begin Palmer 33 the next part of the lesson. The following are some examples of questions they students may ask. What countries participated in the Olympics? How often do they occur? Some students may already know the answer to some of these questions. Share these answers with the class and instruct students to write the answers in the “Intro to Olympics” space provided on worksheet. This information will be needed for the rest of their exploration on the Olympics. Explain to students that they will be doing research in order to answer their own questions that they may have on the Olympics. They will use Internet sources, books written on the subject of Olympics, and a news article about modern Olympics. Students will go through the steps laid out in the worksheet. Pass out laptops to students. Divide the class into five groups. One group at a time will be able to use the books on the Olympics, since there are not enough for everyone to have one at once. Tell students to get as far as they can on the first day. When students return on the second day, pass out laptops to anyone who still needs them to do research and allow students to finish gathering information. Students should be finished gathering information by the third day. They will use this day to make a Venn diagram showing differences and similarities they have found between the ancient Olympics and the modern Olympics. On the fourth day, review what the students have found. Ask volunteers to share their original questions and the information they gathered to answer these questions. These questions may include, but are not limited to, the following: Who was allowed to participate in the ancient Olympics? Who is allowed to participate now? Why were the Olympics begun, and what was the original purpose of the Olympics? What is the purpose of the modern day Olympics? What countries participated in the ancient Olympics? What are some countries that participate today? What sports did people compete in during the ancient Olympics? What are some of the sports (winter and summer) that athletes compete in today? Allow students to share any other relevant information that they may have found.
Closure Allow volunteers to share their Venn diagram with the class and note any similarities that they have found between the ancient Olympics and the modern day Olympics.
Evaluation Formative: student participation in research activities and class discussion Summative: worksheet, response to essay question Compare and contrast the ancient Olympics and the modern Olympics. In what ways are they the same or similar? (7) In what ways are they different? (7) 14 points total
Background Information See Resources Palmer 34
Ancient Olympics The Olympics in Ancient Greece-http://historylink102.com/greece3/olympics.htm-This site is part of a larger website on life in ancient Greece. The ancient Olympics were begun in 776 BC as a religious celebration to the god Zeus. They were held every four years, and Greeks competed against other city-states for the prize of a sacred laurel wreath.
Greek Olympic Games-http://www.historyforkids.org/learn/greeks/games/olympics.htm-Only men were allowed to participate in the ancient Olympic games. When it came time for the Olympics, all the city-states had to form a truce with each other and allow others to pass safely through on their way to the Olympic games. The Olympics were banned in 393 when people converted to Christianity and the games were seen as irreligious. Sports and the Ancient Greece Olympics-http://www.woodlands- junior.kent.sch.uk/Homework/greece/sports.htm- The Olympics was the most important national sporting event in ancient Greece. Only free-born Greeks could compete in the Olympics, and there were different divisions for men and boys. Those who cheated in the ancient Olympics were fined, and the money from this fine was used to set up statues of the god Zeus. There are many different stories about the beginnings of the Olympics. One says that it was the guardians of the infant god Zeus who held the first footrace, and this evolved into the sporting event that was common in ancient Greece. These books have a lot of overlapping information on the ancient Olympics. Each is a book with general information about ancient Greek life, but each book has a few pages devoted to information on the ancient Olympics. Freeman, C. (1994). The ancient Greeks. New York, New York: Oxford University Press. Pearson, A. (1992). Eyewitness ancient Greece. New York, New York: DK Publishing. Weber, B. (2005). The best book of ancient Greece. Boston, Massachusetts: Kingfisher. Ganeri, A. (2005). Ancient Greeks. Minneapolis, Minnesota: Compass Point Books.
Modern Olympics Olympic Games-http://encarta.msn.com/encyclopedia_761562380/olympic_games.html Introduction section (page 1)-The Olympics are an international sports event in which athletes from different nations come together and compete. There are two kinds of Olympics: the summer Olympics and the winter Olympics. Each kind is held every four years, with one kind or the other occurring every two years. The modern Olympics began in Greece in 1896 Athletes and Eligibility Section (page 1)-Individual athletes are chosen to represent their home nation based on their skill and abilities. Over time, women began to participate in the modern Olympics, although it was contested at first. Both amateurs and professionals are allowed to participate in the Olympics. Ceremonies (page 2) [Only first paragraph]-Ceremonies of the modern Olympics emphasize international friendship and peaceful cooperation. The opening ceremony includes the parade of nations with the Greek team coming first (to commemorate the Olympics’ Greek beginnings) and the host team enters last. Kidzone-http://www.cbssports.com/u/olympics/nagano98/features/kidzone/-This is a list of the different winter games, and when you click on one, it gives a brief description of the event. Summer Olympic Sports-http://www.pocanticohills.org/olympics/summerolympics2.htm-This page gives a list of the different summer games, and when you click on one it gives the history of the event as well as a brief description of the event. Palmer 35
Comparison Olympics First: New Countries on the Olympic Map http://www.olympic.org/uk/news/olympic_news/full_story_uk.asp?id=2770 - This is an article from the Olympics website that tells how countries that have previously not won any medals, such as Afghanistan, Togo, Tajikistan, and Mauritius, won medals for the first time in the Beijing 2008 Olympics. This article is to show the students the continuing diversity of the modern Olympics. Palmer 36
Intro to Olympics
Write two questions you have about the ancient Olympics.
1-
2-
What is a question you have about the modern Olympics?
Choose one Internet source for the ancient Olympics (listed on board) and visit this site.
Question:
Resource consulted:
Relevant information discovered:
Any other interesting information:
Select one of the books on the ancient Olympics.
Question:
Resource consulted:
Relevant information discovered:
Any other interesting information: Palmer 37
Go to one of the websites on modern Olympics.
Question:
Resource consulted:
Relevant information discovered:
Any other interesting information:
Go to http://www.olympic.org/uk/news/olympic_news/full_story_uk.asp?id=2770 and list one thing that this article tells you about how the Olympics are different today than they were in ancient times.
Go to http://www.cbssports.com/u/olympics/nagano98/features/kidzone/, choose one winter Olympic sport and write one thing you learned about it.
Go to http://www.pocanticohills.org/olympics/summerolympics2.htm, choose one summer Olympic sport and write one thing you learned about it.
Write down any other questions you may have about the Olympics here
Palmer 38
Intro to Olympics Some of the countries that participated in the most recent Olympics were Japan, China, Ireland, France, Spain, Morocco, and many others. Each type of Olympics occurs every four years, with an Olympics games occurring every two years.
Write two questions you have about the ancient Olympics.
1- Why were the Olympics started?
2- Who participated in the ancient Olympics?
What is a question you have about the modern Olympics? Where are the modern Olympics held?
Choose one Internet source for the ancient Olympics (listed on board) and visit this site.
Question: Who participated in the ancient Olympics?
Resource consulted: http://www.historyforkids.org/learn/greeks/games/olympics.htm
Relevant information discovered: the ancient Greek city-states would compete against each other in the Olympics. If there was fighting, a truce would be declared throughout the region, allowing the athletes to travel safely to Athens, where the Olympics were held. The rulers of Elis sent out invitations to the city-states, and each city-state paid for a few athletes to travel to Athens to compete
Any other interesting information: if you had done anything against the gods, you were not allowed to participate. Most historians think the Olympics were begun in 776, but historians aren’t exactly sure
Select one of the books on the ancient Olympics.
Question: Why were the ancient Olympics begun?
Resource consulted: Pearson, A. (1992). Eyewitness Ancient Greece. New York, New York: DK Publishing
Relevant information discovered: the Olympics were started in honor of the Greek gods Zeus and Hera; men would come together to compete against each other in honor of these gods
Any other interesting information: only males were allowed to participate in the ancient Olympics, although women were allowed to watch
Go to one of the websites on modern Olympics.
Palmer 39
Question: Where are the modern Olympics held?
Resource consulted: http://encarta.msn.com/encyclopedia_761562380/olympic_games.html
Relevant information discovered: the Olympics are held at a different site each time they are held. Each country must submit a proposal to the International Olympics Committee. The committee votes on the sites, and the one with the majority wins
Any other interesting information: The modern Olympics began in 1896, two years after a French educator proposed that they be started up again in order to promote a more peaceful world. These Olympics had only had the summer games, and had only 300 athletes from fewer than fifteen countries.
Go to http://www.olympic.org/uk/news/olympic_news/full_story_uk.asp?id=2770 and list one thing that this article tells you about how the Olympics are different today than they were in ancient times. Countless countries from around the world participate in the modern Olympics. This article tells how more countries than ever are participating and winning medals. In ancient times, only Greeks in their respective city-states participated in the Olympics.
Go to http://www.cbssports.com/u/olympics/nagano98/features/kidzone/, choose one winter Olympic sport and write one thing you learned about it. Bobsled- two man or four man, both men and women compete in this sport. After pushing the bobsled down the beginning of the track, the teammates work together to try to make the fastest time down the track
Go to http://www.pocanticohills.org/olympics/summerolympics2.htm, choose one summer Olympic sport and write one thing you learned about it. The triathelon-this first became an Olympic event in 2000. There are three parts: swimming, cycling, and running, and these occur one right after the other. Athletes swim for about one mile, cycle for about twenty-five, and run for about six.
Write down any other questions you may have about the Olympics here How many different events can one athlete participate in?
Palmer 40
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Freeman, C. (1994). The ancient Greeks. New York, New York: Oxford University Press.
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Langley, A (1997). Alexander the Great. New York, NY: Oxford University Press.
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Appendix A
Curriculum Framework SOL 3.1- The student will explain how the contributions of ancient Greece and Rome have influenced the present in terms of architecture, government (direct and representative democracy), and sports. SOL 3.4 - The student will develop map skills by a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs. Reading SOL 3.7-The student will demonstrate comprehension of information from a variety of print resources. a) Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials. b)Use available technology
Social Studies Standards of Learning for Virginia: CE.1 The student will develop the social studies skills citizenship requires, including the ability to a) examine and interpret primary and secondary source documents
National Council for the Social Studies Theme II: Time, continuity and change: The student will learn key symbols and traditions that are carried from the past into the present by diverse cultures in the United States and world Theme III: Peoples, places and environments: The student will learn about cultural patterns and their interactions in community, state and region such as migration and settlement, changes in customs or traditions ideas, and ways people make a living; Theme V: Individual, group and institutions: the impact of families, schools, religious organizations, government agencies, financial institutions, and civic groups on their lives.
National Social Studies Standards Content Standard #1: C. Describe ways in which language, stories, folktales, music, and artistic creations as expressions of culture influence behavior of people living in a particular culture. Geography Standard #4: Geography 4: K-12 As a result of their activities in grades K-12, all students should f. Understand the characteristics, distribution, and migration of human populations on Earth's surface. g. Understand the characteristics, distribution, and complexity of Earth's cultural mosaics. h. Understand the patterns and networks of economic interdependence on Earth's surface. i. Understand the processes, patterns, and functions of human settlement. Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface.
National Standards for Art Education (Visual Art) K-4 Standard 4- Understanding the visual arts in relation to history and cultures. Students: Palmer 45 a) Students know that the visual arts have both a history and specific relationships to various cultures b) Students identify specific works of art as belonging to particular cultures, times, and places c) Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art K-4 Standard 5- Reflecting upon and assessing the characteristics and merits of their work and the work of others. Students: a. understand there are various purposes for creating works of visual art. b. describe how people’s experiences influence the development of specific artworks. c. understand there are different responses to specific artworks.