Download GMM Travel Manual-4 Education

School Programs
Guided interactive programs that focus on the Socratic learning method plus hands on
workshops for a variety of age groups. Some workshops will be drama based, some will be
art workshops.
Ancient Greece Kits for the Classroom – kits with background info and object replicas that
are sent to schools either as a pre-visit kit (to be returned when they visit) or a kit they can
keep for the duration of their Greek unit.
Two Session School Group Programs: an educator from CMOM will go to the classroom to
do an activity and discussion preparing students for their visit to Gods, Myths and Mortals.
Slides, School Programs.
Goal: To further show how the ancient Greece influenced our culture in profound and
enduring ways, though classes for school-age children about mythology, science, theater,
arts and architecture.
Myths and Heroes: Explore Greek myths and heroes through storytelling, acting, and art
activities.
Greek Science: investigate various discoveries and scientific concepts explored by the
Greeks: water clocks, the circumference of the earth, Archimedes screw, etc.
Greek Architecture: investigate different famous Greek buildings and their uses. Recreate
architectural aspects with clay.
Refer to the Appendix: Education for more education materials.
Social Studies Workshop and Guided Exhibition Tour
AN ANCIENT ODYSSEY
In CMOM’s God’s, Myths and Mortals: Discover Ancient Greece exhibition, explore the
achievements of the ancient Greeks and experience chapters of the epic story of The
Odyssey through an interactive guided tour and archeology workshop in which students
problem solve to learn how a variety of artifacts were used by the ancient Greeks.
Objective
Students in 3rd through 8th grades explore ancient Greek myths and artifacts to better
understand the culture of ancient Greece and how the values and beliefs of that time were
communicated through myths. Meets NYC/NYS Learning Standards in Social Studies 2, 3
meets and NYC Performance Standards E3b, E5a for English Language Arts.
Materials
Archaeological Field Guide Booklets, Pencils, Colored Pencils, Rulers, Greek Artifacts.
Education
Background Information
Archaeologists study artifacts of the near and distant past to develop a picture of how
people lived in earlier cultures and societies. Over time, wood and fabric turn to dust, and
metals usually end up melted down spoils of war. It was the clay vessels fired to a rock-like
hardness left behind by invading armies that survived over time buried in the dirt.
Archaeologists find bits and pieces of thousands of works of pottery, many possible to
reassemble into the ancient food and liquid vessels, the vases, drinking cups, and oil
carriers of the Ancient Greeks. It's from these fragments that a story can be told, dates can
be matched with names, and a fuller picture of the ancient Greek people can be discovered.
Because while the size of the temples or the ornate decorations of the King's furnishings are
interesting, artifacts from daily life teach us about how ordinary citizens lived.
Workshop Discussion
Introduce to students that they will be learning about life in ancient Greece, Greek
mythology, and the information available to us to learn about life long ago.
Ask students to describe the job of archaeologist. Be sure to include that archaeologists go
on digs to discover artifacts from people who lived before us. Sometimes on the digs they
are able to find fragments, and then they do research on the fragments to figure out what
they were, and how they were used. These discoveries help archaeologists to learn more
about the past. Inform the students that they will work in groups as archaeologists. Each
group will get their own artifact, and they will work together to answer the questions in their
archaeological field guide. As students work in groups on their booklets, educators may use
suggested questions below to guide their discussions as needed.
Ask the students to describe the material used to create the object. Do they think it is plastic,
metal, wood, or something else? Have them carefully describe how the object looks and
feels including: texture, size, weight, movable parts, a signature or stamp, etc.
Ask students to hypothesize about the original use of the object, who might have used it,
where it might come from, and when it was used. Ask them to explain their answers.
Ask them to consider what we can learn from the object about the technology of the time in
which it was made and used. In conclusion, ask what it tells us about the life and times of
the people who made it and used it.
After each group has analyzed their artifact and filled-in their workbooks, they will present
their findings to the group. The educator will guide the conversation and help the class arrive
at the correct answer. Ask the other groups if they agree with the group’s findings.
Station 1: Strigil- The strigil was used by the ancient Greeks after a bath. They would rub
olive oil into their skin and then scrape it off with this metal tool.
Station 2: Rattle – This rattle could be used to make music at a celebration.
Station 3: Shin Guard- The shin guard would be worn as part of a Greek soldier’s protective
armor.
Station 4: Loom Weight- Archaeologists find dozens of loom weights when they excavate
ancient houses. Ancient weavers hung these weights to keep the threads straight and tight.
Loom weights could be made out of stone or clay, and some were decorated. For example,
an owl on loom weights would show the symbol of Athena, the goddess of weaving.
Note to educators: These artifacts are modern reproductions of the types of artifacts that
archaeologists find.
Transition to/from Exhibition
Now that we have worked as archaeologist to learn how these artifacts were used by the
ancient Greeks, let’s go down to the exhibit to learn more about Greek mythology and life in
ancient Greece.
Background Information for the Temple Discussion
The Olympian gods and goddesses had great power over the lives of humans who lived on
earth below. Here are descriptions of three important gods and goddess who are depicted
in the exhibit:
Zeus is the god of hospitality, justice and rain. Zeus is king of the gods and always smiles on
those who welcome travelers. Zeus commands thunder and rain, and carries a mighty
thunderbolt.
Poseidon is the god of the sea, sailors and earthquakes. Poseidon has a terrible temper and
holds a grudge. He travels across the waves in a chariot pulled by horses. Symbols: trident,
horses.
Athena is the goddess of wisdom, crafts and war. Brilliant and resourceful, lovely Athena
never marries or falls in love. As guardian of Athens, she presented its people with the olive
tree that made the city-state wealthy. Symbols: olive tree, owls
The people of ancient Greece built temples, or beautiful houses, for their gods and
goddesses. They placed a statue of each god in its temple, in hope that the god would come
to live their and take good care of them. Most ancient Greeks didn’t ever go into temples.
Only the priests and priestesses who took care of the gods were allowed inside. Temple
visitors honored the gods by offering them food and drink on outdoor altars, and by giving
them votives (sacred gifts).
STORY OF HERMES AND THE LYRE
Hermes was very mischievous. Right after he was born he began to think of trouble. As
soon as Maia, his mother, had fallen asleep, he wriggled out of his wrappings and tiptoed
out of their cave. In the dark of night, he toddled straight to the pasture where Apollo kept a
large herd of white cows. Hermes snuck into the pasture and stole the fifty best cows. To
keep Apollo from knowing which way they had gone, Hermes wrapped the hoofs of the cows
in bark to disguise their prints, and tied brooms to their tails so they would erase their own
tracks. To confuse Apollo even further, he drove the cows backward out of the pasture and
tied bundles of branches to his own little feet so it looked as if a giant had led something into
the pasture, but nothing out.
Education
Hermes hurried home. He sacrificed two of the cows to the gods of Mount Olympus. He
found an empty tortoise shell and began to place strings across it. He had created a musical
instrument and he called it a lyre. Pleased with himself, he hid the lyre under his arm and
tiptoed back into the cave. He climbed into his basket, closed his eyes and pretended to be
sound asleep, but he did not fool his mother. She knew what he had been up to. She
scolded him for sneaking out and stealing Apollo’s cows. Hermes defended his actions by
saying that he only did what was necessary for them to survive. Then he pulled out his lyre
and played his mother to sleep with a lullaby.
At dawn, Apollo stormed into the cave where Hermes lay in his basket pretending to be
sleep. But Apollo wasn’t fooled. He jerked little Hermes out of his crib and commanded him
to return the cows at once.
Hermes whimpered that he could not have stolen Apollo’s cows because he was only a
newborn babe. He claimed to not even know what a cow was, and encouraged Apollo to
look around the cave himself.
Apollo angrily told Hermes that he was not only a thief but a liar as well. He chased Hermes
out of the cave and straight up to Olympus and to Zeus.
Apollo wanted their father, Zeus, to tell Hermes to give back his cows at once. Hermes
wanted his big brother to stop bullying him because he was a helpless newborn infant. He
insisted that he was not a liar, and reiterated that there wasn’t a single cow in his mother’s
cave.
Zeus told Hermes to lead Apollo to the cattle. He hid a smile in his beard because he was
proud of both his sons and wanted them to be friends.
Hermes had to obey his father, and without any more tricks he led his brother to the woods
where the cows were hidden. Apollo forgave him, but when he counted his cows and found
that two were missing, his anger flared again. Hermes had expected this and quickly pulled
out his lyre and began to play. Apollo listened spellbound to the beautiful sounds from the
new musical instrument, and he quickly forgot his anger. As the god of music, he insisted
that he must have the lyre and offered Hermes his whole herd in exchange for the
instrument. From then on the two brothers were the best of friends. Hermes became the god
of the shepherds, travelers, merchants, thieves and all others who lived by their wits.
Discussion
Ask student to describe what they see (as you point to the temple structure.) After
establishing that this is small copy of what a temple in ancient Greece may have looked like,
ask why the ancient Greeks built temples. Does anyone recognize any of those figures?
Briefly introduce Poseidon, Zeus, and Athena, three of the most powerful gods and
goddesses. The ancient Greeks believed in many gods and goddesses. They were an
important part of daily life. For example, the goddess Athena, goddess of wisdom was
thought to be the guardian of Athens, and the people there built a huge temple, The
Parthenon, to honor her. Ask the students how we know about the gods and what they did.
Introduce myths as stories the ancient Greeks created to explain the way things were in the
world around them. If time permits, tell the story of Hermes and the Lyre.
Exhibition Component
Point out the base of the column outlined in the carpet, and the height of the column painted
on the wall.
Follow Up Discussion
What was the purpose of the myth of Hermes and the Lyre?
Background Information for the Oikos Discussion
The looms of Greece were never still. From the minute a little girl was given her first
spindle, until the day she was buried with her spindle by her side, she had spent most of her
time spinning and weaving. The women made all of the fabric needed in the household-bedding, clothes and table linens, even the cloths used for harvesting olives. As girls
learned the craft, they listened to stories about goddesses and famous heroines.
In wealthier homes, female slaves made plain fabric for everyday use. Their mistresses
created elaborate tapestries that told stories from Greek myths.
Women in ancient Greece did not participate in public life. They spent most of their time in
the oikos, and only left the house to fetch water, to go to weddings and funerals, to help with
childbirth and to gather with female family members.
ARACHNE AND ATHENA
Arachne sat at her loom, weaving brilliant threads into wonderful patterns. She smiled as
she worked and sang a happy little song. People came from her village and all over the
country to see the beautiful things this girl wove. Arachne loved hearing them tell her how
clever she was and she grew conceited. She grew so conceited that she started bragging to
one of her neighbors that she could weave better patterns than the goddess Athena. The
neighbor warned Arachne not to say such things because the goddess may hear her, but
Arachne responded that she didn’t care if Athena heard her boasting.
Everyone knew that it was very dangerous to talk about the gods and goddesses. If they
heard something they didn’t like, they could play nasty tricks on people. At that moment,
Athena appeared in the doorway of Arachne’s house. Arachne leapt up from her loom and
knelt in front of the goddess of weaving, looking proudly up at her.
Athena told her that she heard her bragging and that she came to see her weaving. She
smiled but her voice was so icy, everyone watching scurried away in fright. Athena looked at
the weaving on the loom and admitted that it was very good. Arachne boldly asked Athena if
she could do better. Athena challenged Arachne to a weaving competition to see who was a
better weaver.
Athena and Arachne set to work at their looms, weaving away for days. They used the
brightest threads and the most unusual patterns. At last, the two pieces were finished. They
took them off the looms and laid them down, side by side. Everyone came to admire them
and try to decide which was best. Athena stared at the two lovely pieces of weaving in
silence. Then she screamed with rage. Although she would never admit it, she could see
Education
that Arachne’s weaving was better than her own. She grabbed it and ripped it from top to
bottom.
Athena said that if you are so clever at weaving, you shall weave forever, and no one will
ever want you to weave. She tapped Arachne lightly on her shoulder. The girl dropped to the
ground. As everyone watched in horror, she shriveled to a small dark blob, grew eight legs
and ran away in a dark corner. Athena had turned Arachne into a spider. From that moment
on, Arachne and all her many descendents have woven beautiful webs. You may see them
in dusty corners or sparkling with dew in the early morning.
Discussion
Ask children to observe what they see in this area. Introduce the oikos and the importance
of weaving in ancient Greece. Then introduce the importance of the goddess Athena. As the
goddess of weaving, she was also very important to women and girls. Share the touch
objects including: raw wool, wool that has been carded or combed, dyed wool, thread, and
sample cloth. Explain that a child living thousands of years ago in the Greek city of Athens
would hear myths to help them learn how to be a better person. Tell the story of Athena and
Arachne.
Exhibition Component
Ask the students to describe the loom. Show them how it is used, and let them know that
they will have a chance to practice weaving during the free time at the end of the tour.
Follow Up Discussion
What do you think the boys were doing while the girls were home weaving?
Background Information on the Olympics Discussion
The ancient Olympics let athletes from different city-states compete against each other in
sports that were related to military skills. The ancient Olympic Games were part of a great
festival at Olympia dedicated to the god Zeus. Even though ancient Greek city-states were
often at war with each other, they agreed to allow athletes and spectators from all over the
Greek world to travel safely to Olympia to honor the god Zeus by participating in the festival.
The traditional date of the first Olympic Games is 776 BCE, with the games taking place
every four years afterwards. The earliest games featured only simple foot races, but more
events were added over time. Winning athletes received prizes like wreathes made from
olive branches to wear like a crown and sacred olive oil from olive trees planted in Olympia,
but they also became rich, famous and powerful. Athletes might give a gift to the gods of a
wreath of gold leaves if they wanted to do well at the Olympic Games or to thank the gods.
The only female event at the Olympic Games was a running race to honor the goddess
Hera. Only young girls who had not reached puberty were allowed to enter. The Olympic
Games brought the ancient Greek world together in peace.
KALLIPATEIRA
In ancient Greece, women were not allowed to participate in, or even attend athletic
competitions, with the exception of young girls. If caught attending the Olympic Games, they
would receive a harsh punishment. For example, one woman was thrown off mount
Typaion. Kallipateira (kahl-ee-PAH-tur-uh) didn’t obey the rules. Her father and brother were
Olympic winners, and after her husband died, she trained their son for the Olympics.
Kallipateira dressed up like a trainer to watch him compete. She walked boldly into the
stadium. When her son won, she leapt over a barrier to congratulate him. Her clothes got
tangled and came loose. It became clear she was not a man! Oh no, Kallipateira faced
certain death. But Kallipateira was lucky. Because she was from a famous family, the
authorities did not punish her
.
Discussion
Ask the students what they know about the Olympics. Ask if they know about the origins of
the competition. Briefly describe what the games would have included in ancient Greece.
Ask the students to compare what they have learned about the ancient Greece Olympics to
the modern Olympic Games.
Exhibition Component
Discuss the different events included in the ancient Greek Olympics. Show students the
exhibit components on high jump and wrestling, and encourage them to come back on their
own to try it during free time.
Follow Up Discussion
Ask the students if they think it would be worth the time and effort to train for the Olympic
Games.
Background Information
Odysseus is a character from Greek poems and stories such as The Iliad and The Odyssey.
He was a brave and brilliant warrior famous for solving problems and storytelling. The Iliad
and The Odyssey tell of this famous hero’s adventures in war and on his long journey home.
Characteristics of an ancient Greek hero include: bravery, confidence, ambition, mastery of
a skill, loyalty to family and beliefs, and participation in an adventure. The Odyssey was so
important to the Greeks that people memorized parts of it, and used it to teach lessons
about manners and behaviors.
The Greeks fought the Trojans for 10 years. After the Greeks won the war, they started their
journey home. Odysseus and his crew faced many challenges on the way. Some important
events in Odysseus’ journey home from the Trojan War:
Odysseus’s ship sailed on and soon came to a very rocky island. Here Sirens, who were
sea nymphs, sat on the rocks and sang enchanting songs to the ships that passed. Sailors
were lured to the island, their ships were wrecked on the rocks and they were drowned.
Circe had warned him of the danger, but he wanted to hear their songs. He told his men to
tie him to the mast and then fill their ears with beeswax until they past the island. They did
as he ordered, and then they started to row. The Sirens sang their enchanting songs but the
men couldn’t hear them. Furious that the ship was getting away, the Sirens sang louder and
louder. Only Odysseus fell under their spell, and struggled with the ropes that held him. He
wanted his men to untie him so that he could go to them, but his men couldn’t hear his
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pleas. They rowed steadily on and on until they were at a safe distance. Then they untied
Odysseus’s ropes and took the wax out of their ears.
After safely passing the sirens, Odysseus had to strategically maneuver his ship between
two terrifying dangers. One was the monster called Scylla. She was a terrifying creature with
twelve dangling feet and six long necks, each leading to hideous heads with three rows of
teeth. The other was a monster at the bottom of the sea called Charybdis who created a
dangerous whirlpool that sucked down entire ships. Odysseus had to choose between
losing a few men and losing his entire ship. He chose to go closer to the monster Scylla and
lose some of his men.
Odysseus was loyal to his wife and family, and he kept trying to get home. In the end, he
was the only one of the crew who survived (with the help of Athena). After 20 years, he
finally made it back to his island. He arrived to find his wife, Penelope, being courted by
other men. He knew that their bed could not be moved because he built it out of a tree
whose roots were still in the ground. When he revealed this knowledge, Penelope
recognized him as her husband and the whole family was happily reunited.
THE TROJAN WAR AND THE WOODEN HORSE
Long ago in ancient Greece, there lived a man named Odysseus. He was king of his island,
but he lived a simple life of tending his fields and working with his hands as a carpenter. He
loved spending time with his family.
One day, everything changed because Odysseus had to leave his family and answer the
call to war. A Trojan prince had kidnapped a Greek queen named Helen, and Agamemnon
wanted all of the Greek princes and kings to go to war against the faraway city of Troy.
Odysseus sailed with a large army and fleet of ships to Troy. For the next ten years,
Odysseus fought the Trojans and camped with thousands of Greek warriors outside the
walls of Troy. He worried that the war would ever end. The Greeks killed many of the
Trojan leaders in battle, including the prince who had stolen Helen from her Greek husband,
but Helen herself remained captive within the thick walls of Troy. The Greeks had not been
able to find a way to enter the city and take her back.
Odysseus finally came up with a plan to end the war once and for all. The Greek army got to
work collecting huge piles of wood on the beach. The Trojans watched from the top of their
city walls and wondered what the Greek soldiers were up to. They saw them sawing, cutting
and hammering all day and night.
One morning the Trojan guards went out to do their rounds and were amazed to see that the
beach was empty. The Greek camp and all the ships had vanished. Nothing was left but an
enormous wooden horse. The Trojans thought that they had won the war, and they opened
the city gates and rushed down to the beach to celebrate.
They inspected the wooden horse, and wondered why the Greeks left it. They came to the
conclusion that it must have been a gift for the goddess Athena. The Trojans dragged the
wooden horse into the city square. That evening, they all had a huge party with lots of food
and wine to celebrate the end of the war. They sang and they danced until they couldn’t
dance anymore and went to bed.
When the whole city was quiet, the wooden horse creaked and a secret door opened. Inside
were ten Greeks soldiers. Odysseus instructed them to silently make their way out of the
horse and down a rope. They slid down it, ran silently through the city, knocked out the
sleepy guards, and opened the city gates.
In the night, the Greek fleet of ships had sailed back to Troy and the army was waiting on
the beach. When the gates were opened, they rushed into the city. Before the Trojan men
could get out of bed and grab their weapons, the Greeks killed them. They rescued Helen,
made the women and children their slaves, stole all the treasure and set fire to the city.
Odysseus’ plan had worked and the war was over. At last, they could go home, taking Helen
with them. The Greeks divided the Trojan’s treasure between them, loaded up their ships,
and joyfully rowed away from the ruined city of Troy and started toward home.
Discussion
Ask students to describe what they see in the area. Be sure to include the Trojan horse, the
sling bullets, the armor, the image of Odysseus and the diorama. Explain that these are
clues to an event that happened in the ancient Greek world. Tell the students the story of
the Trojan War and the wooden horse.
Exhibition Component
Point out the inscriptions on the side of the horse and encourage them to read the other
inscription inside of the horse during free time.
Follow Up Discussion
Ask the students why this story would be passed down from generation to generation
among the ancient Greeks.
Free Exploration
Explain that students will have a chance to look around the exhibition on their own and find
out more about life in ancient Greece. Review the different areas they can explore. Give
specific examples of what they can do in each area. Let students know they can follow
Odysseus’ journey and find the computer stations to help them learn about what it would
take to be a hero in ancient Greece. Review the rules/behavior guidelines established
earlier. Remind students that they must stay in the exhibition area. Remind them to move to
a different part of the exhibit if they see something is crowded. Review the clapping signal
as the signal to meet near the Trojan Horse. Release a few students at a time, in a calm
way, directing small groups to start in different areas. (If they all start to head for the horse,
ask them to start their exploration in the temple area etc.)
It is crucial to monitor safe and appropriate behavior during this longer exploration time.
Make sure teacher/chaperones spread throughout exhibit to assist. Keep moving throughout
the exhibit often, checking behavior at the wooden horse, PlayMotion (it does NOT help you
steer the ship by jumping up and down and yelling), and other gross motor activities in the
exhibition. Check in with students about what they are finding out too!
Education
Conclusion/Transition to Go
Just before it is time to go, alert students to the fact that they will be leaving shortly. When
time is up have students line up using the clap signal. When everyone is gathered back at
the horse and the number of students counted, ask them about what they learned about
what it was like to grow up in ancient Greece.
Programs Outside the Exhibit
Permanent archaeology display in another room in your museum
Goal: Explore the science we use to learn about the past through guided programs in a dig
site environment.
Investigate archaeological techniques that scientists use to uncover information about
Ancient Greece.
Participate in a mini archaeological “dig”.
Using conservation techniques, recreate an artifact
Display of Archaeological Tools
Resources
For Students
Eyewitness Ancient Greece, By Anne Pearson, Published by DK Publishing Inc.
Greeks, By Susan Peach and Ann Millard, Published by Usborne
Ancient Greeks, By Stephanie Turnbull, Published by Usborne Beginners
The Gods and Goddesses of Olympus, By Aliki Brandenberg, Published by Harper Trophy
D’Aulaires Book of Greek Myths, By Ingrid and Edgar D’Aulaires,
Published by Delacorte Press
Greek Myths for Young Children, By Heather Amery, Published by Usborne Publishing
The Trojan Horse, By Albert Lorenz, Published by Abrams Books for Young Readers
The Odyssey, By Adrian Mitchell, Published by Dorling Kindersley Classics
Tales from the Odyssey series, by Mary Pope Osborne, Published by Hyperion
Hour of the Olympics, by Mary Pope Osborne, Published by Random House
Science in Ancient Greece, By Kathlyn Gay, Published by Orchard
What’s Your Angle Pythagoras?, By Julie Ellis, Published by Charlesbridge
The Librarian Who Measured the Earth, By Katherine Lasky,
Published by Little, Brown Young Readers
For Teachers
Daily Life in Ancient Greece, By Robert Garland, Published by Greenwood Press
The Odyssey, By Homer translated by Robert Fagles, Published by Penguin Classics
Web Resources
www.historyforkids.org
www.museumupenn.edu
www.metmuseum.org
www.archaeological.org
Education
Public Programs
This is a list of programs to extend and enrich the exhibition experience for families,
students and educators.
How does Ancient Greek culture live on in our culture today?
What were important Ancient Greek values?
What is special about Ancient Greek art, architecture and literature?
What can we learn about democracy from the Ancient Greeks?
Why was balancing the mind and body important to the Ancient Greeks?
What important contributions did the AG’s make to mythology and science?
How do historians and archaeologists learn about the past? How can I learn about the past?
How were the lives of Ancient Greek men and women different?
How were stories used to teach life lessons and model values of children growing up in
ancient Greece?"
What does the Examined Life mean to us?
VICTORY WREATHS
Description: Children will learn about the original Greek Olympics and make their own
victory wreaths inspired by those that athletes from Ancient Greece wore.
Objective: To help students understand the importance of the original Olympics and to give
insight into life in Ancient Greece.
Materials: Variety of green papers, brown construction paper, glue sticks and stapler.
Prep: Cut out leaf shapes from variety of green papers. Cut out strips of brown paper 24
inches long for the head band.
Setup: Four tables covered with butcher paper with four chairs each, glue sticks and bowls
of collage materials ready on the side to be distributed after introduction.
Visual Resources: Photos of wreaths and artwork depicting Olympic games.
Intro: Welcome children to the Creativity Lab. Introduce yourself (or yourselves). We ask
that you stay for the whole program so that everyone will have a chance to share what they
have learned and/or created.
The Discussion
Key Points and Questions:
-Does anyone know anything about the Olympic games?
-What sports do they play in the Olympics?
-Did you know that the Olympics originally started in ancient Greece?
-How do we reward the winners of the games?
Background Information
The ancient Olympics let athletes from different city-states compete against each other in
sports that were related to military skills. Each ancient Greek city and sanctuary held special
religious festivals to honor the gods. These festivals included feasts, public processions, the
performance of plays, and many different types of contests, from poetry reading to athletic
competitions and horse racing. The ancient Olympic games were part of a great festival at
Olympia dedicated to the god Zeus. Even though ancient Greek city-states were often at
war with each other, they agreed to allow athletes and spectators from all over the Greek
world to travel safely to Olympia to honor the god Zeus by participating in the festival.
Legend tells us that the Olympic Games—the athletic competitions that were part of the
festival of Zeus—began in 776 BCE, and took place every four years. The earliest games
featured only simple foot races, but more events were added over time. Winning athletes
received prizes like a wreath they wore like a crown made from olive branches and sacred
olive oil from olive trees planted in Olympia by the hero Herakles, but they also became rich,
famous and powerful. Athletes might give a gift to the gods of a wreath made of leaves of
gold if they wanted to do well at the Olympic games or to thank the gods. The only female
event at the Olympic games was a running race to honor the goddess Hera.
Kallipateira
There was one woman who didn’t obey the rules. Her name was Kallipateira (kahl-ee-PAHtur-uh). Her father and brother were Olympic winners. After her husband died, she trained
her son for the Olympics.
Kallipateira dressed up like a man to watch him compete. She walked boldly into the
stadium. When her son won, she leapt over a barrier to congratulate him. Her clothes got
tangled. They came loose. It became clear she was not a man! But Kallipateira was lucky.
Because she was from a famous family, she wasn’t punished.
Project Steps
After the introduction tell the children the myth of Kallipateira
Distribute bowls of leaf shaped collage materials to every table and glue sticks children.
They can begin to glue materials to their strip of brown paper (which will become their
wreath.
When children have finished gluing materials they can raise their hand and the educator will
help them fit the paper around the child`s head and when it is the right size they can staple
it.
Sharing
-Have you ever played any of the Olympic sports?
-Would any of you want to play in the Olympics?
Education
ONE EYED CYCLOPS MASK
Description: Children will hear the story of Cyclops, the One-Eyed Giant and have the
opportunity to make their own Cyclops mask inspired by the story
Objective: Children will understand the significance of mythological creatures to the ancient
Greeks and learn a portion of the story of the Odyssey
Materials: paper plates that have been cut in half to make a semi-circle shape, Construction
paper (white, blue and brown), brown and black yarn, other collage materials, markers, glue,
hole puncher
Prep: Cut large white circles and slightly smaller blue circles out of construction paper for
the eye/eyes of the monster. Cut or rip up brown construction paper into four inch strips for
the hair. Cut up yarn into four inch pieces to be used for hair, beards and/or eyebrows. Cut
paper plates in half to make a semi-circle shape and then punch holes in paper plates near
the straight edge.
Setup: 4 tables covered with butcher paper, eight bowls of markers (two per table), pour
glue into small white cups and place a craft stick in each cup (one cup of glue per child),
place large white circles, small blue circles, brown strips, collage material and yarn into
larger bowls (two per table)
Visual Resources: Cyclops, the One-Eyed Giant taken from Greek Myths for Young Children
published by Usbourne, Various images featuring mythical creatures from the ancient Greek
exhibit
Intro: Welcome children to the Creativity Lab. Introduce yourself (or yourselves). We ask
that you stay for the whole program so that everyone will have a chance to share what they
have learned and/or created.
The Discussion
Key Points and Questions:
-What is a mythical creature/monster?
-Does anyone know of any monsters or creatures from stories they have heard or read?
-Has anyone ever heard of Odysseus?
-Odysseus was a Greek Hero who traveled for 10 years from Troy back to his family in
Ithaca. Along the way he encountered many monsters.
-Does anyone know any of the monsters that Odysseus encountered in his journey?
- Who was the Cyclops?
Cyclops was a scary, one-eyed giant named Polyphemos. In order for Odysseus to escape
he had to blind the monster. Son of the god Poseidon, who made Odysseus’ trip home as
long as and difficult as possible.
Background Information:
Odysseus was a Greek Hero who traveled for 10 years from Troy back to his family in
Ithaca. Along his journey home after the Trojan War, Odysseus encountered many
challenges, and problems. He came in contact with monsters that stood in his way and
creatures that helped him escape and fight his way along his journey. One of the most
famous of challenges during his journey was the
Project Steps:
Read the story of the Cyclops from the book Greek Myths for Young Children
Place bowls of markers and construction paper on the tables and hand each child a cup of
glue.
Hand each child in the class one paper plate and explain that this will use this to make their
own mask inspired by the Cyclops using the materials on each table
When children have finished their masks, assist the children in tying two long pieces of yarn
to the masks, one in each hole, which will be used later to fasten masks in back of their
heads.
Sharing
What are some of the unique features you added to your Cyclops mask?
What did you learn today?
MYTHOLOGICAL MONSTERS
Description: Children will learn about the different monsters in Greek Mythology and create
one of their own.
Objective: Children will learn the different monsters that Greek Heroes encountered in
Greek mythology.
Materials: air-dry clay balls (slightly bigger than golf balls), acrylic paint, paper and pencils,
paintbrushes, paper towels, brown clay boards (or other hard surface to work on), paper
bags with children’s names written on it
Prep: PLEASE CUT CLAY AS NEEDED, not beforehand as clay pieces will dry out
Setup: tables should be butcher papered, acrylic paint poured in large palettes, clay pieces
cut
Visual Resources: pictures and images from books of different mythological monsters, black
and white photocopies on tables
Intro: Welcome children to the Creativity Lab. Introduce yourself (or yourselves). We ask
that you stay for the whole program so that everyone will have a chance to share what they
have learned and/or created.
Education
The Discussion
Key Points and Questions:
-Can anyone tell me what a monster is?
A monster is a creature that cannot exist in the natural world. Some monsters are a
combination of parts from real creatures and some are more like human beings.
-Does anyone know of any monsters or creatures from stories they have heard or read?
-Has anyone ever heard of Odysseus?
Odysseus was a Greek Hero who traveled for 10 years from Troy back to his family in
Ithaka. Along the way he encountered many monsters.
-Does anyone know any of the monsters that Odysseus encountered in his journey?
Cyclops: a scary, one-eyed giant named Polyphemos. In order for Odysseus to escape he
had to blind the monster. Son of the god Poseidon, who made Odysseus’ trip home as long
as and difficult as possible.
Aeolus: the king of the winds. Gave Odysseus the gift of all the winds that would slow his
ships and put them in a bag. Odysseus was told not to open the bag, but his men did not
listen and they were sent back to Aeolus.
Circe: the beautiful and dangerous goddess who warned Odysseus to sail past the Sirens
and the dangerous whirlpool called Charybdis.
Sirens: creatures like birds with the heads of women who lived on the rocky coastline and
sang sweetly to lure in sailors whose boats would be smashed on the rocks. Odysseus
listened to the Sirens music while tied up and made his crew put beeswax in their ears as
not to be tempted by the beautiful music.
Scylla: the six-headed monster that snatched 6 of Odysseus crew, but did not capture his
ship.
-Today we are going to talk about some different mythological monsters and create our own
out of clay.
Background Information:
Along his journey home after the Trojan War, Odysseus encountered many challenges, and
problems. He came in contact with monsters that stood in his way and creatures that helped
him escape and fight his way along his journey. Some monsters like the sphinxes were a
combination of parts from real creatures. Others like the Cyclops, were more like human
beings. The Sirens were monsters shaped like birds with the head of a woman. The
Minotaur had a human body but the head of a bull. The Chimera was a mixture of a goat
and a lion with a snake tail. Some monsters are unnatural human forms. Any creature with
four legs was called a monster. Here is the story of some monsters from The Odyssey:
Scylla and Charybdis
In The Odyssey, Odysseus must strategically maneuver his ship between two terrifying
dangers. One is the monster called Scylla. She is a terrifying creature with twelve dangling
feet and six long necks, each leading to hideous heads with three rows of teeth. The other is
a monster at the bottom of the sea called Charybdis who created a dangerous whirlpool that
sucks down entire ships. Odysseus must choose between losing a few men and losing his
entire ship. He chooses to go closer to the monster Scylla, and loses some of his men.
Project Steps:
Hand out paper and pencils to each child and have them begin to sketch or draw their
monster. Encourage them to create their own, but allow them to model it after some of the
monsters that were previously discussed.
When the children are ready to create their monster, hand out the clay and place on a brown
board. This keeps them from sticking to the table. Explain that separate clay pieces that
are attached together need to be scratched together. Eg. horns attached to a head, need to
be scratched at the base.
Pass out acrylic paint palettes with dry brushes after children have finished building their
monsters. Brushes can be wiped clean with paper towels. Make sure that palettes stay
clean and the colors do not mix.
Sharing:
-What is the name of your monster?
-Does it have any special powers?
-How did you decide to make your monster the way it is? Did you use any of the monsters
from The Odyssey as inspiration?
SEA SPONGE PAINTING
Description: Children create a seascape painting using natural sponges.
Objective: Children will learn about the ancient Greek god of the sea Poseidon and about
the importance of the sea in ancient Greece.
Materials: Natural sponges, tempera paint (needs to be diluted first), plastic containers for
paint, white or blue cardstock paper, black permanent markers, shallow bowls with water.
Prep: Set aside pencils/black markers for children to make drawing outlines. Clean sponges
from previous class.
Setup: Cover tables with butcher paper, pour paint into palettes and dilute with a small
amount of water.
Visual Resources: Sea sponges, map of Greece, pictures of ancient Greek boats, images of
Poseidon
Intro: Welcome children to the Creativity Lab. Introduce yourself (or yourselves). We ask
that you stay for the whole program so that everyone will have a chance to share what they
have learned and/or created.
The Discussion
Key Points and Questions:
Education
-Does anyone know the name of the ancient Greek god of the sea?
-Why do you think the sea was important for the ancient Greeks?
-What is a seascape? What would we want to put in it?
Background Information:
Poseidon (po-SIE-don) is the god of the sea, sailors, and earthquakes. When he and his
brothers Zeus (ZOOS) and Hades (HAY-dees) drew lots to decide control of the world, Zeus
drew the lot to be king of the gods, Hades as god of the underworld and Poseidon won the
sea. He uses his trident, a three-pronged fishing spear, to raise storms at sea and make the
earth shake. He has a terrible temper, and holds a grudge. Poseidon travels across the
waves in a chariot pulled by horses.
No part of Greece is more than 40 miles from the ocean and is has of hundreds of small
islands, made mostly of steep rocky land. Since ancient Greeks did not have cars or planes,
the easiest way to travel was by water from island to island all over the Mediterranean.
Those who sailed the Mediterranean Sea offered gifts to Poseidon so that he would calm
the waves and speed their journey. The story of The Odyssey by the Greek poet Homer tells
a story about what the ancient Greeks believed happened to someone who didn’t give a
tribute, or a gift, to the God of the sea.
At the end of the Trojan War, the ancient Greek hero Odysseus thought he was clever and
brave enough to sail the sea without Poseidon’s help, and didn’t offer a gift to him before
leaving Troy for Greece. Poseidon was angry to be ignored by this famous Greek, and blew
his ship far off course in a storm. It took Odysseus and his men 20 years to find their way
home, on the way they encountered wild creatures on far away islands such as the Cyclops
and the Sirens. This story showed ancient Greeks it was important to respect the sea.
It was also important for ancient Greeks to respect the sea because for many it was their
livelihood. Sailing, fishing, far away trading and even piracy were some of jobs ancient
Greeks had that depended on the sea. Even if they didn’t work on the water, Greeks used
things from the sea in their everyday lives, including eating a lot of fish and using sponges to
bathe and in their homes.
To ancient Greeks the sea sponge was known as a 'Zoofitan'; a unique category, meaning
half plant/half animal. The sponge has neither brain nor central nervous system and has
many plant-like qualities. There are 5000 types of natural sea sponges known to man, only 7
of which are currently commercially traded. Sea sponges big enough to use for bathing take
from 2-20 years to grow, depending on their size. Sea sponges have the ability to
regenerate themselves, even from the smallest fragment, and the "roots" of every harvested
sponge are left intact to ensure they continue to grow. (Taken from: www.historyforkids.org)
Project Steps:
Tell children: Today we are going to use natural sea sponges to paint a seascape of our
own. A seascape is a picture of the sea, and the things that live inside.
Hand children sheets of cardstock paper, and have them draw the outline of their seascape,
first in pencil, then trace with permanent black marker. Remind the children not to color in
their drawing, as they will be turning it into a painting. Before painting, have children write
their names on the back of the page.
Show children how to dip their sponge into the paint and dab in onto the paper so that they
can see the texture of the sponges. Show what happens when you press too lightly or too
heavily.
Hand out dishes of paint and natural sponges to children and have them fill in their drawings
with paint.
Sharing:
What are some of the objects from the sea we can find in each other’s paintings?
What are some things sailors need to avoid on the sea today?
Would you like to travel mostly by sea, or by land?
Education
Education