CURRICULUM GUIDE: ANCIENT CIVILIZATIONSCURRICULUM GUIDE: ANCIENT CIVILIZATIONS ... 1..

Volume 1, I s sue 15

© 2002 The Washington Post Company

CURRICULUM GUIDE: ANCIENT CIVIL IZATIONS

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PostNewspaperInEducationProgram

An Integrated CurriculumResource Program

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Looking at Civilization

Lincoln Memoriala Greek Temple?

Word Study: a lookat sweet desserts

Market Day Math

Academic ContentStandards

210775

Word find4

ABCDE][

IN THIS ISSUE

Apri l 9 , 2002

2

An Integrated Curriculum For The Washington Post Newspaper In Education Program

Volume 1, I s sue 15 Apri l 9 , 2002KLMNO


Lesson: Influence of ancientcivilizations on our food andarchitecture

Level: Beginning to AdvancedSubjects: History, Social ScienceRelated Activity: Math

Procedure

Read and DiscussBefore reading the KidsPost

articles ask students to define“civilization.” What are thecharacteristics of a civilization?Can students think of anybuildings or monuments inWashington, D.C., which remindthem of another country orcivilization?

Read the KidsPost articles.Give students the followingquestions and discuss theanswers.

1. Where was Mesopotamialocated? Find it on a map. Whatmodern countries are nowlocated in that area?

2. What symbols communicate“stop,” “cross the street here,”“boys bathroom,” “girlsbathroom”? Who were the firstpeople to use symbols torepresent ideas and objects?

3. What is cuneiform? Why is itimportant in the development ofa written language?

4. How does cuneiform differfrom the alphabet? In what waysdid Greek and Romancivilizations influence ourwritten language?

5. Find Mexico, the Andes andthe Amazon River on the map.What foods that we eat were firstcultivated by civilizations inMexico, Central and SouthAmerica?

6. How did foods fromMexico, the Andes and the

Amazon River regions get toEurope and North America tobe raised and eaten?

7. Upon what Roman buildingwere both the West Building ofthe National Gallery of Art andthe Jefferson Memorialmodeled? What characteristics ofa Roman building do they share?

8. Which civilizationsinfluenced the development ofmathematics?

ReadGive students “Word Study: a

look at sweet desserts.” Studentsare given background of some ofthe fruits eaten by ancientcivilizations and themselves.

Find the FoodGive students the Word Find,

“Foods from China and CentralAsia.” Discuss how many ofthese foods they have eaten. Whymight these foods haveoriginated in China and CentralAsia? Where are they growntoday?

Do the NumbersConsumer mathematics is

combined with a recipe similarto one served to Romanemperors. Give students “MarketPlace Math” reproducible.

Compare and ContrastHow similar is the Lincoln

Memorial to a Greek temple?For the Greek people, templeswere sacred places. Whatemotions do your students havetoward the Lincoln Memorial?Students will need to knowsomething about Greek cultureto do this assignment, or theywill need keen observation skills.

Looking at Ancient Civilization

http://www.digonsite.com/

DIG: The archaeology magazine for kidsLearn about ancient civilizations through archaeology.

http://www.pbs.org/empires/romans/

The Roman Empire in the First CenturyPBS online supplement to its program of the same title. In addi-tion to an introduction to the leaders, soldiers, poets andphilosophers, students learn of Roman society and daily life inthis empire that rose from the chaos of civil war “to embracehundreds of cultures and till the soil from which western civi-lization would grow.” Also, 8 lessons, a timeline and an“Emperor of Rome” game.

http://school.discovery.com/lessonplans/programs/ancientgreece/index.html

Reflections of Ancient GreeceThe Discovery Channel School provides a K-5 lesson focusingon elements of ancient Greek civilization and its influence ontoday’s society.

http://www.ancientgreece.com/

Ancient GreeceClearly organized in sections such as geography, history,mythology and other resources. The Art & Architecture sectionhas illustrations of columns in each style.

www.historyforkids.org

History for KidsUniversity professors write this site for use by middle schoolstudents. Egypt, Greece, Rome, Islam are some of the areasexplored. Visitors are warned that this kid-safe site is funded bythe books visitors buy.

http://www.pbs.org/foodancestors/hsplan1.html

Food for the Ancestors: Two Worlds MeetA lesson for older students. Looks at implications of theSpanish conquest of Mexico on the relationship between NativeAmericans and Aztecs and the formation of Mestizo culture.

http://cdli.ucla.edu/

Cuneiform Digital Library InitiativeThe form and content of cuneiform tablets are brought to youthrough the efforts of an international group of Assyriologists,museum curators and historians of science. For scholars, butwhen finished this site will provide visual examples of the begin-nings of a written language.

Ancient Civilizations in Today’s WorldKidsPost Article: “Traces of the Past”

3 © 2002 The Washington Post Company



Food for Thought

ON THE WEBhttp://online.sfsu.edu/~patters/culinary/pages/croporigins.html

Food Plant OriginsLists of plants by geographic area of origin

http://www.foodreference.com/

The Food Reference Web siteClick on facts and trivia after reviewing the day’s culinary quiz tofind quick background of many foods.

http://dig.archaeology.org/drdig/greece/67.html

Ask Dr. DigDr. Dig answers a student’s question about ancient Roman food.

http://www.lewiskappes.com/LK/Pompeiiana/TheRomanCookery/SOTHEMEALS.htm

So the Meals of Apicius BeginA sampling of recipes and secrets of cookery during the reigns of theCaesars collected by Apicius, translated into English. If this whetsyour appetite, get The Roman Cookery of Apicius translated by JohnEdwards.

http://www.ontheline.org.uk/schools/chocbix/index.htm

Welcome to Chokky CentralA lesson in trade and economics using Chokky bikkies, populartreats in Great Britain. Children learn about the connection of cocoaplantations in Ghana to English factories and consumers. Interactivequizzes and activity suggestions are provided.

http://aboutpizza.com/history/

Pizza’s Colorful HistoryPizza Hut gives you the origin of pizzas, tomatoes and mozzarellacheese and about anything else you want to know about pizza.

IN PRINTHendrickson, Robert. Ladybugs, Tiger Lilies & Wallflowers: AGardener’s Book of Words. New York: Prentice Hall GeneralReference. 1993.

Insects, flowers and foods make their way into this collection.Etymology, legends and stories are arranged in alphabetical order foreasy use.

Know Your MonumentInstead of looking at the

influence of Greek architectureon the Lincoln Memorial, seewhat your students knowabout the Lincoln Memorial.This reproducible could beused as the springboard for amini-research activity. Givestudents “The LincolnMemorial.” Students can workalone, in pairs or groups ofthree to complete theworksheet. Teachers areprovided “Lincoln MemorialBackground” to help with thisassignment and to give youadditional lesson ideas.

Enrichment1. What two other places

associated with AbrahamLincoln should people visit inWashington, D.C.? Tell whyyou have selected these places.Give directions on how to getto one of these places. Startyour instructions at school. Besure to include the school’saddress and the address of thedestination.

2. Research the relation ofolives to the city of Athens.Include Helen of Troy, thehero Academus and thephilosopher Plato.

3. Study the role of fruit andvegetables in art. Read “AFeast of Pears Painted for theMedicis, Preserved for theAges” (found athttp://www.washingtonpost.com/wp-dyn/education/kidspost/nie/A25780-2002Mar27.html.

If you have time, arrange fora docent-led tour of theNational Gallery of Artcollection. Paint your own stilllife.

A NoteThe KidsPost article and

activities in this curriculumguide remind students of theinfluence of earlier cultures ontheir own. You may wish toencourage your students toattend this summer’sSmithsonian Folklife Festivalon the Mall. The event will bededicated to an exploration ofthe ancient Silk Road and itsinfluence on American lifetoday. Musicians, artists,storytellers and cooks from 20countries will share their lives.Watch the Washington Post forplans and daily scheduledevents.

Tuesday, April 9 KidsPostarticle on ancient civilizations.“Traces of the Past” can befound at http://www.washingtonpost.com/wp-dyn/education/kidspost/nie/A16889-2002Apr8.html

February 10, 2002, BookWorld page 8“With Charity for All,” Post Book World reviews ofLincoln’s Virtues: An EthicalBiography and Lincoln’sGreatest Speech: The SecondInaugural.http://www.washingtonpost.com/wp-dyn/education/kidspost/nie/A42632-2002Feb7.html

© 2002 The Washington Post Company4

NAME __________________________________________________ DATE _____________

Foods from China and Central AsiaBotanists believe the following foods originated in China and Central Asia. See if you can discover them by reading left to right,right to left, up and down and diagonally. Foods from China: buckwheat, kiwi, lotus, orange, peach, tea. Foods from Central Asia:almonds, apple, carrot, cherry, garlic, grapes,onion, parsnip, pear, peas, plum, radish, spinach, tarragon, wheat. Can you also locateChina and Asia within the word find? Although lotus root is the food, only “lotus,” not “lotus root,” is in this word find.

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Market-Day Math: Dazzling Your Guests with Drizzle

THE PROBLEM1. Eight people will be eating

dinner. You are in charge of buyingthe carrots, collards and dessert.Read the recipe for Olive OilDrizzled Carrots. What three ingre-dients must be on your grocery list?Check the Food section of the Post.Can you find a store with betterprices than those at Market A orMarket B?

MARKET Acarrots: $1.25 per poundolive oil: $2.79, 8.5 oz. bottlesalt: $.99 small container

MARKET Bcarrots: $1.99 per poundolive oil: $2.99, 8 oz. bottlesalt: $.99 small container

2. At which store will you buyyour groceries? Show your figures sowe know how you came to thisconclusion.

You have $30 to spend. How muchmust you budget for ingredients tomake the Olive Oil Drizzle Carrots?Don't worry about tax for this exer-cise.

3. You are also serving collards.These greens originally came fromAsia Minor. Romans liked them. Astheir empire expanded, they tookcollards with them to England. BothMarket A and Market B are sellingthem for $.99 per pound. You will

need three pounds. How much willthe collards cost?

4. Now let’s think about dessert.You will need $8.00 to purchase asmall cake and honey. Subtract$8.00 from the money you have left.What is your balance?

5. Which of these fruits will youbuy? How many can you buy fromwhat’s left of your $30?

apples: $1.29 per poundfigs: $5.98 per poundpomegranites: $1.50 each

6. What is the total you havespent? Now it is your turn to relax.Someone else is responsible forcooking the meal.

NAME __________________________________________________ DATE _____________

Roman RecipeOLIVE OIL DRIZZLED CARROTS

IngredientsCarrots, for 4 servings, 1 poundSalt, 1 teaspoonOlive oil, to taste

1. Scrape a fine layer off exterior ofcarrot. Cut off the ends. Slicelengthwise into 3/8-inch-widestrips.

2. Boil 2 cups salted water. Addcarrots.

3. Cover pan with a lid and bringto boil again.

4. Cook until carrots are tender—18–20 minutes.

5. Drain. Place carrots on servingdish.

Do like the Romans. Drizzle oliveoil over the top.

It is an orange root.It is a member of the parsley family.It is good for us.The Romans ate it and so should we.What is it?

The Latin word for it was carota, which was derivedfrom the Greek word, karoton. We call it carrot.

You might like potatoes better, but today we are eatingwhat the Romans ate. We don't know about potatoes,tomatoes or corn. They are products of the New World.

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In what ways is the Lincoln Memorial similar to a Greek temple?

In the two columns list ways the two have parallel features or similarities.

Greek Temple Lincoln Memorial

1.

2.

3.

4.

5.

In what way does the Lincoln Memorial differ from a Greek temple? Write a paragraph on the reverse side.

Three Greek OrdersColumns hold up roofs. This

doesn’t mean they have to be hiddenor plain. In classical architecture,columns have three sections: thebase, the long section or shaft andthe top that is called a capital. TheGreeks developed three styles, ororders, of columns.

The Doric: The oldest column hasno base. Its shaft, that tapers at thetop, has vertical fluting. Flutinglooks like rounded grooves runningup the column in parallel rows. Thiscolumn has the greatest circumfer-

ence. Its capital is an undecorated,square slab set on top of a roundshape.

The Iconic: Set on a richly moldedcircular base, the Iconic column isalso tapered. It is not as wide incircumference as a Doric columnand its fluting is narrower. Spiralshapes decorate the capital. Thespiral, scroll-like ornament is calleda volute. Iconic temples may alsohave a sculpted frieze.

The Corinthian: Built on a base andplinth below it, the Corinthian

column is the most slender andlight. Its capital, carved in the shapeof an inverted bell, is ornately deco-rated. This deep capital usually hascarvings of foliage Acanthus leaves.

These styles defined the threeGreek classical architectural orders.The Doric order was developed onthe mainland and western colonies.Most consider the masterpiece ofthe Doric order to be the Parthenon(448-432 B.C.). The Iconic orderoriginated in Asia Minor. Last,came the Corinthian order, anembellishment of the Iconic.

Greek TemplesMost Greek temples resembled a rectangular box. To

the right was the entrance porch or pronaos. In themiddle was the central hall or cella. To the left was theback porch or opisthodomos. Statues of the gods beinghonored were placed in the center of the cella.

You entered the temple at the pronaos. Columns

placed at this entrance created a verandah. If columnswere placed outside the opisthodomos, a back porch wascreated in the rear.

If columns were placed all around the exterior ofthe temple, a colonade was created. In order tosupport the roof, columns were sometimes addedinside the temple.

The Lincoln Memorial: A Greek Temple?


ASSOCIATED PRESS

The Lincoln Memorial: A Closer Look

Quick Facts. Place your answer on the blank before the question.

_______________ 1. What war took place when Abraham Lincoln was President of the United States?_______________ 2. Number of states in the Union at the time of President Abraham Lincoln’s death. Count the

number of columns outside the Lincoln Memorial to confirm the answer._______________ 3. Type of Greek column used in the design of the Lincoln Memorial._______________ 4. Number of states named in the upper frieze of the Lincoln Memorial._______________ 5. How many years after the death of Lincoln was the memorial dedicated?

Importance of Details. Write your responses on yourown paper. State your answers in complete sentences.

6. Who designed the statue of Lincoln? Why was heselected to be the sculptor?

7. Describe the statue of Lincoln. What emotion isexpressed on his face?

8. Who was the architect of the Lincoln Memorial?Why was his design selected?

9. The Lincoln Memorial is placed at the western endof the Mall in Washington, D.C. Why do you think thissite was selected? Is the Lincoln Memorial’s physical

relation to other monuments, government buildings andgeographic features important?

10. Passages from what two speeches of Lincoln areinscribed on facing walls of the memorial? Of all hisspeeches, why do you think these two were selected?Include quotations from the speeches as part of youranswer.

11. What experiences, beliefs and hopes of theAmerican people are revealed in the design details ofthe Lincoln Memorial?

12. What events have taken place at the LincolnMemorial?

NAME __________________________________________________ DATE _____________

8




Lincoln Memorialon www.washingtonpost.com

Prominent on both theWashington skyline and the back ofU.S. currency, the LincolnMemorial is one of the city’s mostrecognizable landmarks. Thestriking marble monument anchorsthe western end of the Mall, andwhile its design suggests somethingfrom the Greek Parthenon, its effectis quite somber.

Designed by architect HarryBacon, the classical structure islined with 36 Doric columns, andthe facade is etched with the namesof the 36 states in the union duringLincoln’s presidency. The upperlevel frieze contains the names ofthe 48 states at the time the memo-rial was dedicated in 1922.

In the atrium at the top of thesteps sits the 19-foot marble statueof Lincoln, designed by DanielChester French. Lincoln sits on athrone-like structure with a contem-plative expression, his arms at hissides. The statue gazes due east, overthe Reflecting Pool on a direct axiswith the Washington Monumentand the Capitol Building.

The east and west walls areengraved with passages fromLincoln’s second inaugural addressand the Gettysburg Address. On thenorth and south walls are twomassive murals by Jules Guerin, onean allegory of Truth and Justice, theother depicting the Angel of Truthfreeing a slave.

As is appropriate for the presidentwho delivered the EmancipationProclamation, the LincolnMemorial has been the site ofsignificant events in the civil rightsmovement—Martin Luther King Jr.

ended his march on Washingtonwith a speech from the steps, andnoted African American operasinger Marian Anderson gave anoutdoor concert on the groundsafter being denied the stage atnearby Constitution Hall.

A small exhibition center beneaththe memorial covers Lincoln’s life,the construction of the memorialand important events in its history.

With Charity for Allon www.washingtonpost.com

Book World reviews of Lincoln’sVirtues: An Ethical Biography andLincoln’s Greatest Speech: TheSecond Inaugural. Even if you do nothave time to read these two works,read Edwin M. Yoder’s insightfulevaluation of these two works andLincoln. Lincoln’s Second InauguralAddress is only 701 words, but waswritten by a man who, according toYoder, “was that rarity, a statesmantelling his audience what they mightnot wish to hear.”

The Lincoln Memorial: A Guide for Teachers

AGENCE-FRANCE PRESSE

This April 10, 1865, file photo was the lastportrait of President Abraham Lincoln. He wasassassinated later that month.

Sites About SightsON THE WEBhttp://www.nara.gov/education/teaching/memorial/memhome.html

The Unfinished Lincoln MemorialA lesson from the National Archives and RecordsAdministration for teaching with documents

http://www.americaslibrary.gov/pages/jb_0420_chester_1.html

American Sculptor Daniel Chester FrenchA quick introduction to the sculptor

http://www.archrecord.com/WEEKLY/ARCHives/cram.asp

Architectural Record ArchivesA pdf file: “The Lincoln Memorial, WashingtonDC -Henry Bacon, Architect” by Ralph AdamsCram, Architectural Record, June 1923

http://www2.cr.nps.gov/pad/adventure/land-mark.htm

Great American Landmarks AdventureAn artist’s sketch of each of 43 NationalLandmarks that can be downloaded and a briefdescription of the role of the place or building inAmerican history is provided by the National ParkService. Go to teachers guide for activities, list ofbooks and supplemental resources.

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/62wash/62wash.htm

The Washington Monument: Tribute in StoneA National Park Service “Teaching with HistoricPlaces Lesson Plan” provides maps, readings, imagesand activities.

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/19decatur/19decatur.htm

Decatur House: A Home of the Rich and PowerfulA National Park Service “Teaching with HistoricPlaces Lesson Plan” provides maps, readings, imagesand activities, including “What Makes a Hero?”

http://www.chesterwood.org

Chesterwood Estate and MuseumVisit the 122-acre estate of Daniel Chester French inStockbridge, Massachusetts. See working models ofthe seated Lincoln and The Minute Man.

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Word Study: A Look at Sweet Desserts

What will you have for desserttoday? How about something rich infiber and naturally sweet? Yes, fruitfor dessert.

You might have an apple fromWashington or grapes fromCalifornia, a peach from Georgia oran apricot from Oregon.

Fruits are the parts of the plant thatprotect the seeds, or future plants.Some are dry fruits such as walnutsand pea pods. Some are juicy andbrightly colored fleshy fruits. Plumshave one seed; others, such as squashand cucumbers, have many seeds.

The wind and humans can scatterseeds to new locations. So do birdswho eat the fruit, fly away,then pass the seeds in theirwaste.

“Fruit” is a Middle Englishword that came from an OldFrench word which was basedon the Latin word fructus,which means “enjoyment” and“fruit.” This Latin nouncomes from the verb frui,which means “to enjoy.”

Botany, the study of plants,helps us understand wherefruits originally grew. Writtenaccounts and etymology, thestudy of word origins, alsoreveal who ate what foods.

Cherries have been eaten bymany people. Botanists believethat cherries originally grew inCentral Asia. The Assyriankarsu and Semitic kerasosbecame kerasia in Greek andceresia in Latin. Cherrygrowers and botanists in the1800s developed new varietiesand gave them names such asBing and Lambert, but they

were still cherries.Peaches and cantaloupes originated

in Persia. It was Columbus whobrought seeds for the muskmelon,what Americans call cantaloupes, toHispaniola on his second voyage tothe New World.

The Arabic word for finger is“banana.” It is no surprise that thecluster in which bananas grow iscalled a “hand.”

The names for orange can be foundin many languages. Oranges arebelieved to have first grown in China.“Orange” is most likely of Dravidianorigin, according to the AmericanHeritage Dictionary. People who

spoke this language lived in southernIndia and northern Sri Lanka. See ifyou can find these countries on theglobe. Travel west to Persia, today’sIran, where oranges were callednarang. In Old Italian, an orangewas called melarancio (mela, fruit +arancio, orange tree) from which OldFrench got pume orenge. Around1380, “orange” was used in a MiddleEnglish text. If you choose to eat anorange, you will be joining ancientsailors and today’s antarcticexplorers who include oranges intheir food supply.

Whatever fruit you select fordessert—enjoy.

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Academic Content StandardsThis lesson addresses academic content standards of Maryland, Virginia and the District ofColumbia. Among those that apply are:

MarylandSocial StudiesWorld History (3.0): Students willexamine significant ideas, beliefs,and themes, organized patterns andevents, and analyze how individualsand societies have changed overtime in the World. 3.2 Studentsdemonstrate understanding of howcivilizations emerged inMesopotamia, Africa, China, andthe Indus River Valley. 3.2.8.1analyze the criteria anthropologistsand archeologists use to definecivilizations, such as socialhierarchy, government, writingsystems, and long distance trade.

Peoples of the Nations and World(7.0): Students will understand thediversity and commonality, humaninterdependence, and globalcooperation of the people of theUnited States and the worldthrough a multicultural and ahistorical perspective. 7.1 Studentsdemonstrate understanding of thesimilarities and differences in theways individuals, groups, societies,and cultures live and interact in theworld. In the context of U.S.History through 1877, world historythrough the middle ages, and incontemporary world geography atthe end of grade 8, students knowand are able to: 7.1.8.4 analyze howthe environment and culturaldiffusion influence the developmentof the United States and othercultures.

A complete list of Standards of Learning ofMaryland can be found on the Webat http://www.mdk12.org/mspp/standards/.

VirginiaHistory and Social ScienceIntroduction to History and SocialSciences, Grade 3: Develop anunderstanding of the elements ofcivilizations and theirinterrelationship by studyingseveral early civilizations. History3.1 The student will explain theterm “civilization” and describe theancient civilizations of Greece andRome, in terms of geographicfeatures, government, agriculture,architecture, music, art, religion,sports, and roles of men, women,and children.

Geography 3.5: The students willdistinguish between meridians oflongitude and parallels of latitudeand use the equator and primemeridian to identify the Northern,Southern, Eastern and Westernhemispheres and the locations ofthe ancient civilizations.

Grade 8 8.2 The student willcompare selected ancient rivercivilizations, including Egypt,Mesopotamia, the Indus Valley andShang China, and other ancientcivilizations, in terms of thedevelopment of language andwriting;

8.3 The student will describe,analyze, and evaluate the history ofancient Greece from about 2000 to300 B.C., in terms of its impact onWestern civilization;

8.4 The student will describe,analyze and evaluate the history ofancient Rome from about 700 B.C.to 500 A.D., in terms of its impacton Western civilization;

8.8 The student will describe andcompare selected civilizations inAsia, Africa and the Americas, interms . . . and contribution to latercivilizations.

A complete list of Standards of Learning ofVirginia can be found on the Webat http://www.pen.k12.va.us/.

Washington, D.C.HistoryChronology and Space in HumanHistory, Content Standard 1:Students understand chronologicalorder and spatial patterns ofhuman experiences, by placing thestories of people and events in thecontext of their own time andplace. By the end of Grade 3, thestudent will

■ recognize the prominentmonuments in Washington, D.C.,and

■ distinguish between past, presentand future time.

Religious, Ethical andPhilosophical Forces in History,Content Standard 5: Studentsexplain the beliefs and principles ofthe major religious, ethical systems,philosophies and ideologies thathave guided individual lives, shapedeconomic, social and politicalinstitutions, and influences thecourse of history. By the end ofGrade 3, the student willdemonstrate an understanding ofthe people, events, problems andideas that were significant increating the history of Washington,D.C.

Cultural History: Tradition,Creativity and Diversity, ContentStandard 6: Students understandthe different ways individuals haveexpressed experiences, beliefs andaspirations in art, architecture,music and literature.

A complete list of Standards for Teaching andLearning of the District of Columbia PublicSchools can be found athttp://www.k12.dc.us/.

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