Delphi Mythology
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Greek Mythology Lessons Grades 7 or 8 Language Arts/English Joyce Sullivan Brattleboro Area Middle School Brattleboro, Vermont CCSS.RL1 Cite several pieces of t extual evidence to support analysis of what the text says explicit ly as well as inferences drawn from the text. Background Information The Archaic Period (750-500 BC) During this time period, Apollo’s temple was built in Delp hi. The preceding Dark Ages included the fall of Mycenaean civilizations, the Trojan Wars, and then civil war. The Dorian tribe took over after the civil war. In the Archaic time period, art developed through pottery and sculpture which is later refined in the Classical period. The seeds of political theory, democracy, and culture are able to take root. The knowledge of written language, lost in the Dark Ages, is revived which is how modern Greeks know so much about this time period through inscriptions on stones at archaeological sites including Delphi. The Temple at Delphi embodies the art, politics, athletics, and drama of the times. It’s chosen as the backdrop of a series mythology lessons since it incorporates mythological, poetic, and dramatic opportunities for students to explore. In addition, students will get a taste of the culture through learning about the Oracle, the Pythian games, and theater contests. Ideally, the study will conclude with a festival in honor of Apollo with opportunities for students to experience each of these three areas. Purposes Students will be using the archaeological site in Delphi, Greece to develop an understanding of the Ancient Greeks during the Archaic time period. Students will learn about the importance of democracy, religion, and the theater arts in the development of Ancient Greek culture through research, reading myths, and developing activities with their peers. Materials Teacher prepared top down web “An Introduction to Delphi”, time period information cards, site visit photos of Delphi, printed maps from Petsas’ Delphi Monuments and Museum, and excerpts from pages 45-49 on Apollo from Kokkinou’s Greek Mythology. Students will need blank paper or a partially prepared web for notes and a 3”x5” index card Kokkinou, Sophia. Greek Mythology , p. 45-49. Athenes: S.NANOS, 198 9 (ISBN 96031448-0)
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Greek Mythology LessonsGrades 7 or 8 Language Arts/English
Transcript of Delphi Mythology
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GreekMythologyLessonsGrades7or8LanguageArts/English
JoyceSullivan
BrattleboroAreaMiddleSchoolBrattleboro,Vermont
CCSS.RL1Citeseveralpiecesoftextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.
BackgroundInformationTheArchaicPeriod(750500BC) Duringthistimeperiod,ApollostemplewasbuiltinDelphi.TheprecedingDarkAgesincludedthefallofMycenaeancivilizations,theTrojanWars,andthencivilwar.TheDoriantribetookoverafterthecivilwar.IntheArchaictimeperiod,artdevelopedthroughpotteryandsculpturewhichislaterrefinedintheClassicalperiod.Theseedsofpoliticaltheory,democracy,andcultureareabletotakeroot.Theknowledgeofwrittenlanguage,lostintheDarkAges,isrevivedwhichishowmodernGreeksknowsomuchaboutthistimeperiodthroughinscriptionsonstonesatarchaeologicalsitesincludingDelphi. TheTempleatDelphiembodiestheart,politics,athletics,anddramaofthetimes.Itschosenasthebackdropofaseriesmythologylessonssinceitincorporatesmythological,poetic,anddramaticopportunitiesforstudentstoexplore.Inaddition,studentswillgetatasteoftheculturethroughlearningabouttheOracle,thePythiangames,andtheatercontests.Ideally,thestudywillconcludewithafestivalinhonorofApollowithopportunitiesforstudentstoexperienceeachofthesethreeareas.
Purposes
StudentswillbeusingthearchaeologicalsiteinDelphi,GreecetodevelopanunderstandingoftheAncientGreeksduringtheArchaictimeperiod.Studentswilllearnabouttheimportanceofdemocracy,religion,andthetheaterartsinthedevelopmentofAncientGreekculturethroughresearch,readingmyths,anddevelopingactivitieswiththeirpeers.
Materials
TeacherpreparedtopdownwebAnIntroductiontoDelphi,timeperiodinformationcards,sitevisitphotosofDelphi,printedmapsfromPetsasDelphiMonumentsandMuseum,andexcerptsfrompages4549onApollofromKokkinousGreekMythology.Studentswillneedblankpaperorapartiallypreparedwebfornotesanda3x5indexcardKokkinou,Sophia.GreekMythology,p.4549.Athenes:S.NANOS,1989(ISBN960314480)
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Petsas,Photios.DelphiMonumentsandMuseum.Athens:KreneEditions,2013,p.7,12,13.(ISBN9789608924277)Sedita,Joan.KeystoLiteracy:TheKeyComprehensionRoutine.Rowley,Ma:2010orgotowww.keystoliteracy.comEquipment:documentreader,projector,screen,andlaptop.
Lesson1AnIntroductiontoDelphiBuildingBackgroundKnowledge
Concepts:TounderstandthesequenceoftheeachtimeperiodtostudentswhohaveabackgroundinTheClassicalPeriodfromsocialstudiesclass. TounderstandthelocationofDelphiduringtheArchaictimeperiodandthesurroundingareasthatwereinfluencedbyGreecewhicharenotpartoftodaysGreekgeography. TovisitthearchaeologicalsiteofDelphithroughphotos TolearnsomefactsabouttheOlympiangodApolloAnIntroductiontoDelphi***HistoricalBackground Geography SiteVisit Apollo**MycenaeanAge AncientPhocisp.7* photos OlympianTheDarkAges AncientWorldp.1213* patronoftruth,TheArchaicPeriod Greecetoday archeryandmusicTheClassicalPeriod healer godofsunandlight*Petsas,Photios.DelphiMonumentsandMuseum.**Kokkinou,Sophia.GreekMythology***Sedita,Joan.KeystoLiteracyHistoricalBackground Theteacherwillprovideinformationcards(seesamplebelow)onthe4timeperiods.4studentvolunteerswillreadtheircardswhileclassmateslistentodeterminetheorderofthetimeperiodsandlistkeypointsforeach.(Eachcardcanbemadeintoasigninorderforstudentstocreateatimelinewiththeinformationfacingtheclass)
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TimePeriodInformationCardSamples
DarkAges(1100750Thefirstwrittenaccountofmanypopularmythsandlegendsoccurin800.Priortothistimestoriesweresharedthroughstorytelling.TheDorians(agroupoftribalinvadersfromNorthernGreece)takeoveraftertheTrojanWarsandthecivilwar.Acommonlanguagedevelopswithlocaldialects.
ArchaicPeriod(750500BCE)Potteryandsculpturebecometheimportantartformsofthistime.Politicaltheory,specificallythebeginningofdemocracy,developsalongwithcultureandart.Writtenlanguageisreestablished.
MycenaeanAge(16001000BCE)Culturalachievementisamaincharacteristic.Heroicmythsarebasedinthistime.ItsnamedforthekingdomofMycenaewheregoldenstatuesandotherartworksarelaterdiscovered.TheTrojanWarandacivilwarmarkthedestructionofthistimeperiod.HomerspoetrydetailstheeventsoftheTrojanWarandtheAdventuresofOdysseus/Ulysses.
ClassicalPeriod(500336BCE)TheGreeksandthekingdomofPersiacomeintoconflict.AdemocraticsystemofgovernmentisformedunderPericlesofAthens.TheParthenonontheAcropolisisbuilt.TragicstoriesarecreatedaboutSophocles,AeschylusandEuripedes.SocratesandPlatodeveloptheirphilosophies.
StudentAssignment AsyoulistentothedescriptionofeachtimeperiodinGreekHistory,writedown5factsdealingwithhistoryandculture.Historymayincludepolitics,wars,andgovernment.Culturecanincludeart,poetry,stories,andlanguage.Payattentiontothedatesprovidedandwritedowntheorderofthe4timeperiods.(apartialtopdownwebisprovidedbelowasanideaforrecordingnotes)Volunteers Readyourdescriptionaheadoftimeinordertofluentlyreadyourinformationcard.Askaboutpronunciationsfornamesandplacesasneeded.Mixuptheorderofthepresentationstochallengetheclasstodeterminethecorrecttimeorder.
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AncientGreeceTimePeriods_______________________ _________________________ ___________________1. 1. 1.2. 2. 2.
3. 3. 3.4. 4. 4.
5. 5. 5.
order:_________________ ____________________ ___________________
_________________
(Topdownwebresource:Sedita,Joan.KeystoLiteracy:TheKeyComprehensionRoutine.Rowley,Ma:2010orgotowww.keystoliteracy.comAssessment:Eachstudentwillturninacompletedtopdownweb.Detailsforeachtimeperiodwillbe80100%accurate.Geography Studentswillexamine3mapsonthedocumentreaderbeforegettingcopiesofeachmap.Ingroups,studentswillcomparethemapsandlocatethecountriesoftodaywhichformedPhocisandtheAncientWorld.*Petsas,Photios.DelphiMonumentsandMuseum.Athens:KreneEditions,2013,p.7,12,13.(ISBN9789608924277)
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StudentAssignment:MapComparisions1.Lookatpage7,locateDelphi.Listthenamesofthe2gulfsclosesttoDelphiandthe2mountainranges.(Ans.:CorinthianandItea)2.Lookatthemaponpages1213,countthenumberofcitiesdelineatedbyreddotsandnoticethelocationofDelphiamongthesecities.(Ans:23,halfofthemsouthofDelphi)3.SomeoftheseancientcitiesarelocatedinareasoftheworldthatwemightnotconsideraspartofGreecetodaywhatarethey?(Italy,Sicily,Libya,Turkey)Responsestothisassignmentcanbeaccomplishedinpartnersorsmallgroups.Assessment:Studentswillrespondtothe3questionswithnomorethan2errors.SiteVisit TheteacherwillshowphotosoftheDelphiarchaeologicalsitetofamiliarizestudentswiththesettingoftheirmythologicalstudies.Studentswillrecord5observationsfortheTempleofApollo,theTreasury,andtheStadiumusingaseparatetopdownweb.Theseobservationswillbefollowedbylistingquestionsabouteachsite.(PhotographsofDelphiarelocatedonthiswebsite.AgooglesearchofDelphiisalsopossible)Apollo
StudentswillreadexcerptsfromKokkinousbooktolearnaboutApollo.EachstudentwillhighlightinformationonApollosidentityandattributes.Highlightedinformationaboutthegodwillbecheckedbyaclassroomadultforaccuracy*beforethestudentcreatesanindexcardwithApollosnameononesideandhisidentityandattributesontheflipside.Suggestedexcerpts:p.45tothetopof48(abovethepicture),p.49,col.1par.abovephotoandbelowit,columnApollowasworshippedtotheend.**Kokkinou,Sophia.GreekMythology,p.4549.Athenes:S.NANOS,1989(ISBN960314480)(additionalresourcesonthegodsareprovidedinthenextlessonifthisresourceisnotaccessible)Note:studentswhoreadbelowgradelevelwillfindtheDAulairestexttobeeasiertoreadthantheseexcerpts.*Assessment
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Lesson2AnIntroductiontomoregodsandgoddessesofGreekMythology
CCSS.ELALiteracy.RI.7.3Analyzetheinteractionsbetweenindividuals,events,andideasinatext(e.g.,howideasinfluenceindividualsorevents,orhowindividualsinfluenceideasorevents).CCSS.RL1Citeseveralpiecesoftextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.
BackgroundInformationTheArchaicPeriod
(seedescriptioninLesson1)
Purpose
Togatherinformationabout5moreOlympiangodsandgoddesses:Zeus,Dionysus,Athena,Hera,andDemeter.Toread1218myths(23/godorgoddess),inordertoanalyzetheinteractionsbetweenthegods,goddesses,andmortals.
Materials
(note:sourcescompiledwiththeassistanceofGretchenBurch)**Daly,K.(2004).GreekandRomanMythologyAtoZ.NewYork,N.Y.:FactsOnFile,Inc.*D'Aulaire,E.P.(1962).D'Aulaires'BookofGreekMyths.NewYork,N.Y.:DelacortePress**Fisher,L.E.(1984).TheOlympians:GreatGodsandGoddessesofAncientGreece.NewYork,N.Y.:HolidayHouse.**Horowitz,A.(1985)MythsandLegends.Boston:HoughtonMifflin.Malam,J.(1999).AncientGreece:GodsandGoddesses.Lincolnwood,I.L.:PeterBedrickBooks.*McCaughrean,G.(1993).GreekMyths.NewYork,N.Y.:MacmillanPublishingCompany.**Napoli,D.(2011).TreasuryofGreekMythology.Washington,D.C.:NationalGeographicSociety,Osborne,M.P.(1989).FavoriteGreekMyths.NewYork,N.Y.:Scholastic.
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*Philip,N.(1995).TheIllustratedBookofMyths:TalesandLegendsoftheWorld.NewYork,N.Y.:DorlingKindersley.*Suter,J.((1992)WorldMythsandLegends(Greek).Belmont,CA.:Fearon/Janus.Turnbull,A.(2010)GreekMyths.Somerville,MA:CandlewickPress.**suitableforadvancedreaders*suitableforbelowgradelevelreaderStudentswillalsoneed5moreindexcards,ateachercreatedreadinglog,anddirectionsforaresponsetoquestionsoneachmythConcepts:Tolearnsomethenames,identities,andattributesof6Olympiangodsandgoddesses Toreadmythsaboutthesegodsandgoddessesandanalyzehowtheyinteractwithothergodsandmortalsinthetext. TohypothesizehowtheAncientGreekswereinfluencebytheactionsoftheirgodsandgoddesses.StudentAssignments:
1. StudentswillcontinuetheindexcardassignmentfromLesson1onApollowiththefollowingadditions:
OnthesideofthenotecardwiththenameofthegodorgoddessinEnglish,addtheGreekequivalent*Ontheothersidewriteapronunciationofthegod/goddessnameandsomeofhis/herattributesaswellastheRomannameforthegod/goddess.SeechartinSutersGreekMythologyonthematerialslistStudentswithabackgroundontheOlympians,canstudyall12(13includingHestia)orcreate6additionalcardsfromalistofdemigods,mortals,nymphs,fates,musesthatarenewtothestudent. Indexcardscanservemultiplepurposes:
1.Studentscanstudytheindexcardsandbequizzedonpronunciations,Romannames,andidentities/attributes.Thisgivesthemabetterchanceofautomaticallyknowingsomeofthegodsandgoddessesastheyreadstoriesandincreasetheirreadingfluency.
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2.Cardscanserveasareferenceasstudentsreadmythssincetherewillbenumerouscharacters,names,andgods.Theycanusetheircardstolookupwhattheycantrememberastheyread.2.Onceastudenthasfinishedreading2ormoremythsononeofthe6gods(Apollotoo),s/hewillansweroneofthefollowingquestionsinthedigitalclassroom(YoungWritersProjectYWPorgoogledocs)Eachquestioncanbeusedtwice.Studentswillhave6responseswhendone.
1. AnalyzetheinteractionbetweenZeus(substituteothernames)andagod,goddessormortalinamyth.HowdidZeusinfluenceindividualsinthestory?Includeaquotefromthestorytosupportyourclaimandexplainhowthequotesupportsyouridea.
2.Basedonthemythsread,quotetwoormorepiecesoftextevidencetopredicthowtheAncientGreeksmighthavebeeninfluencedbyHera(substituteothernames).3.AnalyzetheinteractionbetweenApolloandtheoutcomeofaneventinamyth.IncludeasummaryoftheeventandexplainhowApollosactionsinfluencedthemythsoutcome.Pleaseincludebibliographicinformationforallthequotesorevidenceusedintheseresponses(author,BookTitle,StoryTitle.p.)Assessment:
Score4 Score3 Score2 Score1
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Topicsentence
Claimclearlystated.
Claimstatedingeneralterms
Claimisemergingandneedsclarity
Claimismissing
Evidence Evidenceisrelevantandclearlyexplained.Evidencelogicallysupportstheclaiminthetopicsentence.
Evidenceisrelevantandexplained.Evidencesupportsthetopicsentenceclaim.
Evidencequoteisirrelevantorthesummaryisunclear.Elaborationmaybemissingorneedmoreinformation.
Evidenceisirrelevantormissing.Elaborationisminimalormissing.
Concludingsentence
Effectivelysummarizedandclear
Summarizedbutmayneedmoreclarity.Mayberepetitiousofthetopicsentence.
Emergingbutneedsfurtherclarity.Wordingneedsmoreclarity.
Missingorminimal
AdditionalIdeastoaddknowledgeaboutthearchaeologicalsiteanditsuses:
1. Basedonthemythsread,quotetwoormorepiecesoftextevidencetopredicthowtheAncientGreeksmighthavebeeninfluencedbyHera(substituteothernames).
1. AnalyzetheinteractionbetweenApolloandtheoutcomeofaneventinamyth.
IncludeasummaryoftheeventandexplainhowApollosactionsinfluencedthemythsoutcome.Pleaseincludebibliographicinformationforallthequotesorevidenceusedintheseresponses(author,FurtherLessontoExtendLearning:Lesson3SiteResearch
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StudentscouldworkwithapartnertopresentinformationtotheclassaboutthefollowingsitesatDelphi:TempleofApollo,TempleofAthena,theOracle,thetheater,theagora,andthestadium.Thepurposebehindtheresearchwouldbetoprovideanunderstandingofthefunctionofthearchaeologicalsiteincludingsacrificingandprayingtothegods,posingquestionstotheOraclebeforegoingintobattleorfollowingapredeterminedfate,andhonoringthegodsthroughperformancesinthetheaterandthestadium.Lesson4PreparationfortheFestivaltoHonorApolloStudentscouldworkinsmallgroupstoprepareforafestival.Individualclassescouldeachhaveagroupofexpertsatthetemples,theoracle,theater,agora,andstadium.Studentswouldhaveopportunitiestoofferobjectstothegodsatthetemples,askquestionsoftheoracle,performpoemsorskitsbasedonscenesfrommyths,offerGreekfoodsorstampedclothattheagora,andrunathleticcontestsatthestadium.ThepurposebehindthefestivalwouldbetoprovideanopportunitytoapplytheirknowledgeoftheirresearchandmythreadingandenjoythefestivalasaparticipantinAncientGreekculture.
