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Time Maps - Ancient Greek Civilization - Clothing
https://www.timemaps.com/civilizations/ancient-greeks/

Students will see a statue of the goddess Athenas. They will come up with similarities and differences compared to what women wear today.

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An Ancient Greek Town
https://archive.org/details/seeinsideancient00rutl
This book shows pictures and description of majoarchitecture buildings in the greek city state.

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Students will create a travel brouchure of ether athens land or sparta land and share it to the class.

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Ancient Greece
http://www.primaryhomeworkhelp.co.uk/greece/athens.htm

This wesbite gives all types of religion, background information, food, schools, people, daily life and buildings for students to see pictures and indepth infomation on these topics.

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360 of the Ancient Acropolis in Athens

3-D video of the ancient acropolis to see materials, architecture and shape it looked like.

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360° Explore the ancient Acropolis in Athens - BBC

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URL: https://www.natgeokids.com/uk/primary-resource/greek-mythology-primary-resource/
This National Geographic primary sources introduces students to Ancient Greek Mythology.

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Treasury of Greek Mythology by Donna Jo Napoli

This books shows and retells stories of Greek myths and teh tales of gods and goddesses.

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Q & A with Donna Jo Napoli: author of National Geographic's Treasury of Greek Mythology: Classic Stories of Gods, Goddesses, Heroes & Monsters

What is your favorite Greek myth and why?
Oh my, I love so many. But maybe Cupid and Psyche is my favorite because it deals with the illusions we have about those we love.

There are a lot of different interpretations of Greek mythology. How did you do your research? Are your versions more accurate than others?
I went back to the poet Hesiod and his (almost) contemporary Homer. If they disagreed, I stuck with Hesiod. If neither of them said much about something that interested me, I looked at Apollodorus. But I never read what the critics had to say about them all. I simply read the originals (but in translation). Every now and then I harked to Ovid, who I have always loved and who i can read in the original (Latin is hard for me, but not impossible). The interpretations of these poets is all mine - with whatever blinders or insights I might have.

What Greek god or goddess often gets overlooked? Why is he/she so special?
Hestia is often overlooked, and I love her, because she was the goddess of family life - the goddess people were most likely to have a statue of in their home. She tries to keep the peace, to hold families together - what an admirable thing to do. So many other gods and goddesses just looked out for their own pleasures and toyed with people, as though no one really mattered except the immortals.

Why do ancient Greek myths still play such a vital role in the education of children?
Myths of any sort are lovely, because they try to provide answers to questions that plague humanity - such as why one person lives to 90 and someone else gets cancer and dies as a teen, why a tsunami washes away a whole village while another goes unscathed, why one person wins the lottery and the rest of us get nothing, why blah blah blah. All those unfair things. But also questions of a deeper nature, such as why, given that we are mortal, why should we live? What's the point of it all? So I believe we'll always be drawn to myths (and, of course, I am including all religions here - since what we call "myths" are simply religions that we expect no one believes in any longer).
But why Greek myths? Perhaps because they are alluded to so often, and we'd feel that we weren't given our children real access to understanding world literature without it. But, maybe also because the Greek gods are so very fallible. They make us feel better - because if a god can be so spiteful or so dense about something, then maybe it isn't so shameful that we are also spiteful sometimes and dense sometimes.

The images in this book are stunning. How did the collaboration with Christina Balit, the artist, work?
Christina had already done a small handful of the illustrations, and National Geographic asked me if I'd like to do the words. I wrote the words, and then Christina did more illustrations and there were various negotiations over the illustrations. However, I also had to make changes in my words now and then, especially if her illustrations took more space or less space than we had anticipated. Through it all, Christina and I felt very collaborative and supportive. Indeed, we are now working on a book of Egyptian gods for National Geographic.

Which god or goddess gets an unfairly bad rap?
Wow, I don't know. I don't know how people talk about the gods today. As I said, I didn't read any literary criticism and I didn't read anyone else's interpretations of the originals. Perhaps people see Athena as being very bellicose. I see her as a bit more intellectual and more of a huntress. But I really don't know.

There are different ways of approaching writing stories that are well-known. One way is to look at what everyone else has said and then go forward from there. I can't do that. When I read what someone else has done, I think it's terrific - marvelous - right - and if that's the case,then why should I write anything? You see? I get intimidated out of touching the topic. I'm better off just to look at the original and let it speak to me and let it work through the sensibilities I have in the world that I live in, and not have it filtered through anyone else's sensibilities. I trust myself to be connected to the world and at the same time to have my own voice. On such old and beloved stories, that's all I have to offer in the end - my voice, right? So I try my best.

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Treasury of Greek Mythology by Donna Jo Napoli: 9781426308444 | PenguinRandomHouse.com: Books

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Q & A with Donna Jo Napoli: author of National Geographic's Treasury of Greek Mythology: Classic Stories of Gods, Goddesses, Heroes & Monsters What is your favorite Greek myth and why? Oh my, I love so many. But maybe Cupid and Psyche is my favorite because it deals with the illusions we have about those we love.

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Ancient Greece Olympics Simulation
https://ancienthistory.mrdonn.org/GreekOlympics.html
This is a simulation where students will be representing different cities for the Olympics. They will participate in different games and get to understand the different cities in Ancient Greece.

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Ancient Greek Games - Interactive Games for Students
URL: https://greece.mrdonn.org/games.html
Here the students can gain further knowledge exploring games that are related to Ancient Greece and architecture.

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The Ancient Origins of the Olympics

This video describes the evolution of the Olympic games and how it became the greatest sporting event.

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The ancient origins of the Olympics - Armand D'Angour

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URL: https://www.natgeokids.com/uk/primary-resource/alexander-the-great-primary-resource/
This National Geographic primary source introduces students to the events that happened within Alexander the Greats lifetime.

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‘The Greek and Persian Wars 500-323 BC’ by Jack Cassin-Scott

This story is about many of the battles fought between the Greeks and Persian people.

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About this Product

In the early 5th century BC, after the fall of the Lydian Empire, the Persian Wars began. It was an ideological conflict which pitted a proud, democratic, freedom-loving people against a tyrannical and mighty empire. The stories of the many battles fought between the Greeks and the Persians are here splendidly brought to life by Jack Cassin-Scott, who details the tactics, organisation and uniforms of the armies of both sides in a volume featuring numerous illustrations and museum photographs, plus eight full page colour plates superbly drawn by the author himself.

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In the early 5th century BC, after the fall of the Lydian Empire, the Persian Wars began. It was an ideological conflict which pitted a proud, democratic, freedom-loving people against a tyrannical and mighty empire.

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Empire of Alexander the Great Map

Students will create and label a map of Alexander the Great empire to understand the magnitude and locations.

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This activity will help students better understand the magnitude and location of Alexander the Great's empire. Students will label and color a map and then answer a few questions. It's a great way to incorporate geography in your Alexander the Great lesson.

What's included:

*Map for students to label, color, and answer 8 questions (1 page map, 1 page directions/questions, uneditable pdf)

*Map for students to label and color (1 page, uneditable pdf)

*Map Key (2 pages, uneditable pdf)

*Empire of Alexander the Great Coloring Page (1 page, uneditable pdf)

*Animated PowerPoint shows each location and is perfect for classrooms without textbooks or Internet access (20 slides, each slide guides students through completing the map, some text is editable but images are not)

*Informational handout expands on information on the map and can be used to help students answer the map questions if you do not have a textbook or Internet access (1 page, uneditable pdf)

*This zip file contains PDF and PowerPoint files*
**This map activity is included in the following bundles: Ancient Greece Activity Bundle, Ancient World History Mega Bundle Set #2, and World History Mega Bundle**
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You may also like:
More Resources for Ancient Greece and Ancient Rome More Map Activities Doodle Notes and Coloring Pages
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Empire of Alexander the Great Map Activity

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This activity will help students better understand the magnitude and location of Alexander the Great's empire. Students will label and color a map and then answer a few questions. It's a great way to incorporate geography in your Alexander the Great lesson.What's included:*Map for students to label,...

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The British Museum
http://www.ancientgreece.co.uk/war/story/sto_set.html

Story, explore and a challenge about the Spartans and Persians Battles

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URL: https://www.khanacademy.org/humanities/world-history/ancient-medieval/alexander-the-great/v/alexander-the-great-conquers-persia
In this video it explains the role Alexander the Great had during the Persian War and how he conquered it. This will be played within the 1st week of the unit.

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URL: https://www.natgeokids.com/uk/primary-resource/acropolis-ancient-greeks-primary-resource/
This National Geographic primary source introduces students to the Ancient Greek Acropolis in Athens.

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Adventures in Ancient Greece
https://www.thriftbooks.com/w/adventures-in-ancient-greece_linda-bailey_bill-slavin/751239/item/6268041/?mkwid=eiOzZoDs%7cdc&pcrid=70112861832&product=6268041&plc=&pgrid=21323637792&ptaid=aud-305373123344%3apla-292266026302&utm_source=google_shopping&utm_content=eiOzZoDs%7cdc%7cpcrid%7c70112861832%7cpkw%7c%7cpmt%7c%7cproduct%7c6268041%7cslid%7c%7cpgrid%7c21323637792%7cptaid%7caud-305373123344%3apla-292266026302%7c&gclid=Cj0KCQjw8svsBRDqARIsAHKVyqEbE-1O9XTbyG8VM19UsLBFA_R2A6Ag0fk_UG_-XxDS9dparBVYqLAaApj9EALw_wcB#isbn=1550745360&idiq=6268041
This book talks about all the places they traveled to in Ancient Greece, in a fun and engaging way for students to stay engaged and focused on the content.

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Places Alexander stopped

Students will create a travel guide for the places alexander the great stopped  during his conquests.

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Opportunities for engaging activities for middle and high school students can be found in the life and conquests of Alexander the Great. Interactive activities such as those outlined below will promote learning in geography, history, map skills, and English.

The following Alexander the Great interactive activities begin with a map of Alexander's conquests. You may already have one which you prefer to use but, if not, there is an interactive map available at McGraw Hill's Online Learning Center After watching the animation, students can print the map. Free, blank maps of Alexander's empire are also available at D-Maps.com. (See Resources below.)

It will also be necessary to have a modern map available for reference as it is much more relateable for students (honestly, for me too!) NationMaster.com is a great site for this. A map of the Middle East can be found at, and one of Asia at Clicking on "Show Map Full Screen" will bring students to interactive and printable outline maps. According to NationMaster's Terms of Use, it is fine to copy and distribute maps for classroom use.

Alexander the Great Interactive Activities

Grade Level: 9-12

Materials Needed: Internet Access, Outline Maps of Modern Day Middle East and Asia (see above), Conquests of Alexander the Great Map. Power-Point or other Slide-Show Software, OR Photo Editing Software.

Prior Knowledge: Some basic knowledge about Alexander the Great's Conquests.
Lesson Outline: Activity 1- The Kalash
Have the students:

Watch this video clip from the PBS documentary In the Footsteps of Alexander the Great:

https://wn.com/bbc_documentary__in_the_footsteps_of_alexander_the_great_the_kalash_23

Mark the approximate location of where the Kalash live on their outline map of Asia. They should also try to locate this area on the map of Alexander's Conquests.

Each student should create a slide-show or collage explaining what Dionysus meant to Alexander and how the Kalash were able to connect with him through Dionysus worship. The slide-show or collage should contain pictures and some text. A description or definition of Dionysus should be included in one of the slides or on the collage.

Grade Level: 7-12

Materials Needed: Internet Access, Photo Editing Software or Drawing Supplies, Conquests of Alexander the Great Map as a reference.

Prior Knowledge: Basic understanding of the extent of Alexander the Great's Empire
Lesson Outline: Activities 2-4 - Places Alexander Stopped
Have the students:

Pretend they are a soldier in Alexander's army, or a citizen of Tyre during the siege. Students should write a letter to a friend explaining the situation from the point of view of their chosen persona. They should include whether or not they approve of Alexander's tactics and why they believe taking the island was so important to Alexander. For example, was it because Tyre was of strategic importance, or did Alexander feel it was necessary to squash all resistance?

Create a travel guide detailing some of the better known sites Alexander visited during his conquests. (i.e., Achilles's tomb in Troy, Gates of Asia, Temple of Apollo at Didyma, Gordian Knot, Oracle at Siwa, Babylon) For some locations, the students may have to create their own images.

References and Image Credits
Resources:
McGraw-Hill https://highered.mcgraw-hill.com/sites/0072424370/student_view0/animated_maps.html#

D-Maps https://d-maps.com/conditions.php?lang=en

Nation Master https://www.nationmaster.com/region/MID and https://www.nationmaster.com/region/ASI#.
References:
https://www.hindukushtrails.com/tribes/kalash.asp

Wood, Michael. In the Footsteps of Alexander the Great. (University of California Press, 1997).
Images:
https://commons.wikimedia.org/wiki/File:MacedonEmpire.jpg

https://commons.wikimedia.org/wiki/File:Didim_RB11.jpg

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Alexander the Great: Interactive Activities for Middle and High School Students

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Opportunities for engaging activities for middle and high school students can be found in the life and conquests of Alexander the Great. Interactive activities such as those outlined below will promote learning in geography, history, map skills, and English. The following Alexander the Great interactive activities begin with a map of Alexander's conquests.

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The British Museum
http://www.ancientgreece.co.uk/sparta/home_set.html

An interactive website that dives into how Sparta became a city, objects that describe Spartan life and the challenges faced in their city.

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A Daily life of an Ancient Athenian

This Ted Ed talk gives the students visuals and layouts of a person living during the Ancident Greek time period and what they did in their daily lives.

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A day in the life of an ancient Athenian - Robert Garland

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Ancient Civilizations Resource Project S17