1

Ancient Greece Unit Plan Outline

STAGE I GOALS
Unit Overview:
This unit is focused on the study of Ancient Greece and the legacies that it left. We will study the
essential elements of Ancient Greek civilization in order to further our understanding of its
culture and the impact that it has had on civilization today. This unit will attempt to be interactive
to ensure the students are engaged.
Students will explore different aspects of Ancient Greece including government, society,
religion, and the geography of the polis, Greek Art, and religion in order to understand the
impact the Greeks had on future empires and on our society today.
The motivation of this unit is for the students to have a better understanding of the history of
Greece to encourage them to consider multiple perspectives and make their own connections in
hopes of motivating students to make reasoned judgments about how history affects life today.
Enduring Understanding:
Ancient Greece is the foundation of western culture.
Essential Question:
How did Ancient Greece contribute to future civilizations?
Key Concepts:

Democracy: rule by the people

City-state (polis): villages that banned together in Ancient Greece
Citizenship: only men were considered citizens and could participate in politics
Tyrant: a ruler with absolute power
Acropolis: highest city, fortified hilltop used for military purposes at first. Later had
temples and palaces.
Agora: center of life in polis. Open space for business gatherings, sporting events,
gatherings, etc.
Oligarchy: rule by the few
Greek Religion: belief, worship, and gods
Olympics: games held in Olympia to honor Zeus.

Additional people and events:

Plato
Socrates
Aristotle
Alexander the Great

Homer
Greek Wars
Parthenon

Standards:

Arizona Standards for Social Studies:

Analyze the enduring Greek contributions and their impact on later civilization:
1. Development of concepts of government and citizenship (i.e., democracy, city states,
Persian and Peloponnesian War)
2. Scientific and cultural advancements (i.e., Socrates, Plato, Aristotle, art and
architecture, literature and theater, mathematics, and philosophy, Homer, Olympics)

Examine how the geographic characteristics of a place affect the economics and
culture (i.e., no navigable rivers, mountains, seas and islands).
Compare the development of empires (e.g., Alexander, Han) throughout the world.
Common Core:
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (910.RI.1)
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. (9-10.W.1)
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
(910.SL.4)

Objectives:
Students will be able to:
1. Summarize how the geography of Greece influenced the development of independent
city-states.
2. Assess the concept of citizenship and how it relates to political rights, which some
possess and others do not.
3. Breakdown the different types of political systems in various city-states.
4. Describe how limited democracy developed in Athens.
5. Evaluate the role of theatre in Greek life.
6. Organize how Greece was structured politically.
7. Analyze the roles of the Persian and Peloponnesian Wars in Greek History.
8. Evaluate how Sparta and Athens differed.
9. Evaluate the different Greek philosophers and scientists and their legacies.

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10. Interpret Alexander the Greats life and legacy.
11. Compare and contrast elements of the Olympic games in Ancient Greece and in todays
society.
12. Evaluate the creation story from Greek Mythology.

STAGE II ASSESSMENTS
Formative Assessments:
Quizzes- Students will take 2 quizzes to assess understanding and comprehension
throughout the unit. The quizzes will be aligned to the unit objectives and be comprised
of multiple-choice and short answer questions. These quizzes will range from 15-20
questions.
Writing Responses- At the beginning of each class, students will need to complete a
writing response that illustrates their knowledge from the concepts learned the previous
day. These responses will take form of short answer questions, assessing images and
quotes that align with objectives, and journal entries. These writing responses will act as
a review of what was learned previously to help students build their knowledge and to
further understand the concepts of the unit. A short answer question may require students
to identify how citizenship in Greece was different from other Ancient people. Students
will be given 5 minutes to complete the question. They would need to use their previous
knowledge to answer the question. After the 5 minutes, a few students would have the
opportunity to share their answers with the class. During this discussion, the teacher will
clear up any misconceptions and answer any questions that may arise. Throughout the
unit, all writing responses will align with the unit objectives.
Discussions- Discussions can be informal and formal. They can range from a class
discussion or in partners to a class debate. In a class debate, students may be asked if
Spartas political structure (oligarchy) was more stable than Athens (democracy).
Students will be assigned sides and need to come up with their stance and evidence to
support their side. Discussions will be held to meet objectives and to ensure that all
students understand the concepts. Teacher will need to be aware of students who do not
understand and be able to clear any misconceptions about the lesson.
Achievement Test Description:
At the end of the unit, a final exam will be given. The final exam will test the knowledge of the
students and their ability to meet all objectives (objectives 1-12). Different types of questions
will be used. The exam will be broken up into 3 parts.
Part I: The first part of the exam will be made up of 10-15 multiple-choice questions. This
section of the exam would test the students knowledge of concepts and vocabulary in the
Ancient Greece unit. Aside from the typical multiple-choice questions, images or excerpts from
primary sources may be used on the test and students would need to answer questions pertaining
to the images or excerpts. These types of questions will relate to the unit objectives and also help
students understand and analyze primary sources or images. One example of a multiple-choice
question would be:
Which organization did the ancient Greeks form in order to protect themselves against foreign invasions
after the Persian War?
a) The Peloponnesian League

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b) The Republic
c) Sparta
d) The Delian League

This part of the exam would be worth 25% of the test points.
Part II: The second part of the exam will be made up of 3-4 short answer questions or
identification questions. These questions will allow students to share their knowledge more in
depth than the multiple-choice questions. Students will need to answer the who, what, when,
where, and why/how questions to receive full credit for each question. This will enable students
to distinguish the historical significance of the concepts in the unit. Some examples of the
concepts students would need to identify may include: The Olympic Games, Citizenship (Greek),
Alexander the Great, the structure of a city (i.e. acropolis and agora), and so forth. This part of
the exam would make up 25% of the test points.
Part III: The final part of the exam would be an extended response question. Students will be
given two questions and need to respond to one of the questions. The questions will be Why did
Greek culture remain strong throughout the region after the empire broke apart? and Using
your knowledge, compare and contrast Athens and Sparta (i.e. socially, politically,
geographically, and gender roles within each city). Each of these questions relates back to the
essential question of How did Ancient Greece contribute to future civilizations? and allows
students to thoroughly demonstrate their understanding of the unit. This section will be worth
50% of the test points.
Performance (Authentic) Assessment Description:
Throughout the unit, students will be working on their performance assessment. The objective of
this assessment would be to measure student understanding and knowledge of Ancient Greece
during the unit. This assessment pertains to the essential question of the unit, How did ancient
Greece contribute to future civilizations? by having students focus on specific aspects of ancient
Greek culture. Students will work individually to create a newspaper demonstrating events in
ancient Greece. Students will be able to design the newspaper and will have to use class notes,
discussion notes, and primary and secondary sources for this project. There will be four sections
of the assignment that are required and one section that the students are able to choose what they
write about. At the end of the unit, the sections will be compiled and students will then present
their newspaper to the class for their final grade.
Newspaper Project Overview:
Part I: The first section of the newspaper will discuss a news event that occurred in ancient
Greece. Students will be able to choose the event they would like to write about from a list of
events given to them. The events listed can range from the call for New Government
(Democracy) to the Start of the Peloponnesian Wars. One of the objectives will be met no matter
which event they choose.
Part II: This section will be the editorial section and the letter to the editor, which will give
students the opportunity to show different points of view on events during this time. This pro
and con section will give students the opportunity to really assess events that happened in

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ancient Greece and fully investigate it to help them comprehend the objectives in the unit.
Depending on which event they choose to discuss, an objective will be met.

Part III: This will be the Entertainment Section. For this section, students will need to give an
evaluation of a theatrical presentation or a religious festival. Students will be able to show their
knowledge and be able to apply it by demonstrating how it played a role in Greek life (Objective
5).
Part IV: In the sports section, students will report on sporting events that took place in ancient
Greece such as the Olympic Games. Reporting on the event and searching for its importance and
origins will help students be able to master objective 11.
Part V: This section will give students the chance to write about something they are able to
choose. They can write about a philosopher, the Greek Gods and Goddesses, they can make a
gossip/advice column, an obituary or eulogy, discuss the climate, or another topic selected by the
student that is approved by the teacher. Depending on which topic they choose, an objective will
be met because it will need to be aligned with at least one of the objectives.

STAGE III LEARNING ACTIVITIES

Unit Calendar:
Day

Historical
Topic(s)

Unit
Activities
Objective(s)

Day 1

Intro/Geography

Day 2
Day 3

3&6
10

City-State Checklist
Notes

7 &10

Notes

Exit ticket

Day 10
Day 11

City States
Alexander the
Great
Persian and
Peloponnesian
Wars
Performance
Assessment Work
Day
Social
Inequalities
Democracy
Innovations: Part
I
Innovations Part
II
DBQ
Olympics

Map worksheet/
exit ticket
Checklist/free write
Exit ticket

3 & 11
11

Day 12

Mythology

12

Day 13

Performance
Assessment Work
Day
Presentations of
Performance
Assessment
Unit Final

1-12

Day 4
Day 5
Day 6
Day 7
Day 8
Day 9

Day 14
Day 15

Map worksheet

Assessments

1-12

Work on performance
Participation
assessment in class/ quiz 1

2&8

Debate: What city-state is

better to live in?
Notes/ Text analysis
Station rotation/group
work
Notes

Participation

Work on DBQ
Ancient v. Modern
Olympics Class exercise
Mythology crossword
puzzle
Work on performance
assessment in class/quiz II

DBQ
Participation/ free
write.
Crossword puzzle/
exit ticket
Participation

1-12

Presentations

Presentations

1-12

Unit Exam

Unit Exam

3&4
5&9
5&9

Text analysis
Free write
Exit ticket

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Catalog of Lessons:
Day 1: Intro/Geography of Ancient Greece
Unit objectives: 1
Activities: Ask students Ancient Greece has had a greater impact on modern America than any
other ancient civilization.
Discuss the geography and climate of ancient Greece. Ask how that would effect the way they
live and how they communicate? Briefly describe the different types of maps.
Students will complete Map worksheet (See attachments: Handout #1)
Assessment: Students will turn in completed Map worksheet.
Day 2: City-States
Unit objectives: 3 & 6
Activities: Describe how and why city-states formed in Greece. Students will analyze (and
compare and contrast) Sparta and Athens and what life was like for the citizens using a checklist
(See attachments: Handout #2)
Assessment: Students will turn in a completed checklist.
Day 3: Alexander the Great
Unit objectives: 10
Activities: Lecture on Alexander the Great and his legacy.
Assessment: Exit ticket: Why is Alexander the Great know as the Great? Give at least 2
reasons.
Day 4: Persian and Peloponnesian Wars
Unit objectives: 7
Activities: PowerPoint on the Persian and Peloponnesian Wars. Lecture cues will be used during
lecture so students know what to take notes on.
Students will create their own cause and effect chart on a piece of paper. Fill it in with the causes
and effects of the wars.
Assessment: Students will turn in their completed cause and effect chart.

Day 5: Performance Assessment Work Day/Quiz 1

Unit objectives: 1-12
Activities: Quiz will be given at the beginning of class (See attachments: Ancient Greece Quiz I).
Introduce the performance assessment outlined above. Allow students time to work on their
performance assessment in class.
Students should be using this time to research the topics they will write about in their newspaper.
Assessment: Group participation will be factored into their final performance assessment grade.
Day 6: Social Inequalities in Athens and Sparta
Unit objectives: 2
Activities:
Bell work: Make a list of differences in the ways that men and women are treated in our
society.
o Allow students to share their answers by writing them on the board.
o Discuss as a class each answer.
Brief lecture about life and culture in Athens and Sparta.
o Background: Spartan and Athenian societies were very different in many aspects.
However, at the same time, the two shared a myriad of characteristics in common.
The differences are what set the two apart, while the things they shared in
common are what united them as Greek city-states. Sparta and Athens shared
similarities and differences in their systems of government, militaristic focuses,
judgment and views of women. In addition to this, the social gatherings of
Athenians and Spartans both had affinities and contrasts (Knights, 2007).
Arrange students into groups of 3-4 (20 minute timer posted so students are aware of how
much time they have left. If students are finished before the 20 minutes is up, the debate
can be started earlier.)
o Each person in the group is assigned a specific role- leader, recorder, checker, and
spokesperson/webmaster.
o Each group will be given a handout (See attachment: Handout #3) containing
information about slaves or women.
o Using the handout, they will create a comparative chart in their groups on Athens
and Sparta.
Students will then have to determine if they would want to live in Athens or Sparta.
o In their groups, they will come up with 5 arguments, with evidence, as to why
they chose to live in Athens or Sparta.
Students will then debate: Which city-state is better to live in?
o Sides may be uneven so the teacher can play devils advocate.
o Students must show evidence of knowledge of historical facts about the topic.

Assessment: Participation in the debate. Showed evidence of knowledge of historical facts about
the topic. Each student must participate in debate at least twice. Points will be given based on
amount of times a student talked and the knowledge they shared with the class.
Day 7: Democracy in Ancient Greece
Unit objectives: 3 & 4
Activities: Presentation on roots of democracy. Students will analyze a quote. (See attachments:
Handout #4).
Assessment: Students will turn in analysis of quote by Aristotle.
Day 8: Greek Innovations- Part I
Unit objectives: 5 & 9
Activities:
Hook: Start by showing the class the best innovations of 2014.
o Innovations may include the Apple Watch, Hoverboard, Microsoft Surface Pro 3,
and 3-D printing machine.
o Discuss each innovation and how it has/will impact our lives.
o Students can discuss other innovations that have impacted their lives.
Divide students into groups of 3-4. Students will travel to each station for about 5 minutes.
o Each station will have an object/image that relates to an innovation from the
Ancient Greeks
Olympics
Cartography
Hippocratic Oath/Medicine/Science
Geometry
Concepts of Democracy
Philosophy
Watermill
o Students will answer questions about the object and how it has impacted future
civilizations.
What is the object?
How was it made/how does it work?
Who used the object and what was it used for?
Are there any similar objects/ideals that we use today?
Why do you think it was invented?
o Students will write the answers down on a piece of paper and turn it in as part of
their assessment. One piece of paper per group.
Come back together as a class.

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o Discuss each innovation and have students share their answers/thoughts with the
class.
Assessment: Completion of station questions. Free write about which innovation you could not
live without.
Day 9: Greek Innovations Part II
Unit objectives: 5 & 9
Activities: PowerPoint and lecture on Greek innovations (i.e. philosophy, politics, science,
medicine, math, theatre).
Students will be instructed to take notes.
Assessment: Exit ticket: Choose one innovation we discussed and describe how it has influenced
the way we live.
Day 10: Ancient Greek Innovations DBQ
Unit objectives: 3 & 11
Activities: Students will be given a DBQ assignment to work on in class. (See attached
assignment below)
Assessment: Students will turn in the completed DBQ.
Day 11: Olympics
Unit objectives: 11
Activities:
Bell work (Students must choose one of the questions and answer in 3-5 sentences)
o What is your favorite sport to watch and why? Does the event take place at the
Olympics? (If not, do you know why?)
o If you do not like sports, what do you know about the Olympics?
Allow students to share their answers with a partner.
Explain to the students the origins of the Olympics and why they were held.
o Background: The modern Olympics are one of the greatest spectacles in sports of
the modern age. But when Pierre de Coubertin, the founder of the international
Olympic committee started the first modern Olympic in 1896, he was extensively
inspired by the ancient Olympics that used to be held in ancient Greece more than
2700 years ago. According to historical records, the first ancient Olympic Games
can be traced back to 776 BC. They were dedicated to the Olympian gods and
were staged on the ancient plains of Olympia. The Isthmos game was staged
every two years at the Isthmus of Corinth. The Pythian games took place every

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four years near Delphi. The most famous games held at Olympia, South- West of
Greece, which took place every four years. People from all over the Greek came
to witness the spectacle. The victors were given olive leaf wreaths or crowns as a
prize (Adhikari, 2014).
o Supplement with images of the Olympic games.
Olympic Simulation:
o Divide the class into two groups:
One group will research the pentathlon events at the ancient Olympics.
The other will research pentathlon events at the modern summer
Olympics.
o Groups will present their findings using a Venn diagram to compare and contrast
the events. (Venn diagram will be drawn on whiteboard. A few students from each
group will fill out the Venn diagram that correlates to their time period.)
Running is the only common event that will be placed in the middle of the
Venn diagram.
o Ask for volunteers to create an Olympic Committee (up to 5 students). The
committee will be in charge of collecting information from the class as to which
of the 10 pentathlon events they would like to see in the simulation.
Information can be collected in any way the committee decides.
The 5 most liked events will take place in the Olympic simulation.
o Students will choose one event to write a sports announcement on.
Assessment: Student participation in simulation. *Sports announcement can be completed for
homework and turned in the next day.
Day 12: Greek Mythology
Unit objectives: 12
Activities: PowerPoint and Lecture on Greek creation story/Mythology.
Students will be given a crossword puzzle on Greek Mythology (see Handout #5) that they can
work on with a partner.
Assessment: Exit ticket: Write 3-5 sentences on one of the Greek gods or goddesses. Make sure
to include their importance to the Greeks.
Day 13: Performance Assessment Work Day/Quiz II
Unit objectives: 1-12
Activities: Quiz II. Allow students time to complete their performance assessment, due
tomorrow.

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Students should use this time to complete their projects and ask any final questions. If students
are finished with the performance assessment, time should be used to practice their presentation
or study for the Unit Exam.
Assessment: Group participation will be factored into their final performance assessment grade.
Day 14: Performance Assessment Presentations/Review
Unit objectives: 1-12
Activities: Each group will present their newspaper. If time permits, review for the unit exam
tomorrow will occur.
Each group will introduce the newspaper they created. They will briefly explain the main
argument for each of the articles. Each group member must participate in the presentation (i.e.
each person must speak).
Participation points for the audience will be given based on level of engagement in the
presentations.
Assessment: Quality of the performance assessment will be analyzed with a rubric.
Day 15: Unit Exam
Unit objectives: 1-12
Activities: Unit exam (will take entire class period)
Students will be given a zero if caught cheating. Students are encouraged to ask instructor
clarification questions about the exam.
Assessment: Unit exam

ATTACHMENTS
Handout #1

Name: __________________________

Date: ___________________

Greek City-States
Answer the questions in complete sentences based on the maps below.

Source: http://www.cristoraul.com/ENGLISH/readinghall/UniversalHistory/OLD_GREECE/Images/Map-ofgreece.jpg

Source: http://octavianchronicles.com/wp-content/uploads/2010/12/GreeceNook6002-e1383541081443.jpg

1. Identify two Greek city-states that border the Aegean Sea.

2. Why were the Greeks so disunited that they were separated by city-states?

3.

Based on their geography, in which areas would ancient Greeks be especially

skilled?

4.

Where might farming take place in Greece?

Handout # 2
CITY-STATE CHECKLIST
Name ___________________________ Date________________________
Put your answers in the blanks. Some characteristics may belong to both
city-states.
ATHENS

Which has the larger population?

Government

Which was a limited democracy?

Which was a military oligarchy?
Which had two kings? Why two kings?
Which had an assembly? Whats an assembly?

Social Structure

Which had citizens of the upper class?

Which had foreigners as a working class?

SPARTA

Which had slaves? Where did the slaves come from?

Allies

Which was the leader of the Delian League?

Which was the leader of the Peloponnesian League?
Military Strength

Which had the strongest navy? Why?

Which had the strongest land hold? Why?

Life styles and values

Which had militaristic values?

Which had democratic values?
Role of Women

Which limited women in politics?

Which gave the most freedom to women?

Education

Which valued choral dance and music, i.e. the arts,

over academics?
Which valued athletics?
Which gave more education to girls? Why?
Cultural Achievements/legacy

What are the achievements /legacy of each?

Ancient Greece Quiz 1

Multiple-Choice
Identify the choice that best completes the statement or answers the question.
_____ 1. Over time, the Greek people living in city-states
a. Became bored and developed the desire to travel.
b. Disliked their city-states and began to rebel against them.
c. Thought of themselves as residents of the city-state, not as Greeks.
d. Fled their city-states in fear and set up their own colonies.
_____ 2. What was the result of the Peloponnesian War?
a. Sparta became the most powerful city-state.
b. Athens and Sparta agreed to a truce.
c. Athens became the most powerful city-state in Greece.
d. Athens and Sparta merged their cultures into one.
____ 3. Which of the following does NOT describe the first democracy in Athens?
a. Aristocrats had more power than citizens.
b. All citizens had the right to participate in assembly.
c. Every citizen had the right to speak.
d.
Citizens could serve on smaller councils.
Short Answer
Answer the following questions as completely as possible.

1. Who was Alexander the Great and how did he affect Greeces history?

2. What is the climate and geography like in Greece and how did it effect the ancient
civilizations that existed there?

3. Compare and contrast the cultures of Sparta and Athens.

Handout #3

Source: http://school.discoveryeducation.com/lessonplans/worksheets/spartans/worksheet1.html

Handout # 4

Roots of Democracy
Read the following excerpt from Aristotle's "Politics". Answer the question that follows in at
least 5 complete sentences. You must use your own words, do NOT copy word for word from the
text.
"The basis of a democratic state is liberty; which, according to the common opinion of men, can
only be enjoyed in such as state; this they affirm to be the great end of every democracy. One
principle of liberty is for all to rule and be ruled in turn, and indeed democratic justice is the
application of numerical not proportionate equality; hence it follows that the majority must be
supreme, and that whatever the majority approve must be the end and the just. Every citizen, it is
said, must have equality, and therefore in a democracy the poor have more power than the rich,
because there are more of them, and the will of the majority is supreme. This, then, is one not of
liberty which all democrats affirm to be the principle of their state."
***********************************************************************
According to Aristotle, what is the basis of a democracy?

Handout #5

*Source: http://ciatersdustsmar.blog.com/2014/08/26/free-crossword-puzzles-greek-myth/

DBQ Assignment
Directions: The following question is based on the accompanying documents.
(The documents have been edited for the purpose of this exercise.)
Write an essay that
Has a relevant thesis and supports that thesis with evidence from all or all but one of the
documents.
Analyzes the documents without simply summarizing them.
Can refer to relevant historical information not mentioned in the documents.
Prompt: Using the following documents, describe three Greek contributions that continue to
influence future civilizations (e.g. politics, sports, architecture, law). Explain how they affect our
lives.
GRADING CRITERIA
50 Points
Mechanics- thesis present, solid conclusion, spelling, grammar, etc. (5 points)
Required number of sources present (5 points)
Description of documents, not a summary (10 points)
Student considered authors point of view (10 points)
Student analyzed the Greek contributions to future civilizations and how it affects our
lives (20 points)
Document A: This excerpt is from Pericles Funeral Oration, given to Athenians in about 430
B.C. (Gill)
"Our constitution does not copy the laws of neighbouring states; we are rather a pattern to others
than imitators ourselves. Its administration favours the many instead of the few; this is why it is
called a democracy. If we look to the laws, they afford equal justice to all in their private
differences; if no social standing, advancement in public life falls to reputation for capacity, class
considerations not being allowed to interfere with merit; nor again does poverty bar the way, if a
man is able to serve the state, he is not hindered by the obscurity of his condition. The freedom
which we enjoy in our government extends also to our ordinary life. There, far from exercising a
jealous surveillance over each other, we do not feel called upon to be angry with our neighbour
for doing what he likes, or even to indulge in those injurious looks which cannot fail to be
offensive, although they inflict no positive penalty. But all this ease in our private relations does
not make us lawless as citizens.

Document B: The Law Code of Gortyn (Crete), c. 450 BCE (Internet History Sourcebooks)
II. If one commit rape on a free man or woman, he shall pay 100 staters, and if on the son or
daughter of an apetairos ten, and if a slave on a free man or woman, he shall pay double, and if
a free man on a male or female serf five drachmas, and if a serf on a male or female serf, five
staters. If one debauch a female house-slave by force he shall pay two staters, but if one already
debauched, in the daytime, an obol, but if at night, two obols. If one tries to seduce a free
woman, he shall pay ten staters, if a witness testify. . .

Document C: Description of Greek Architecture (Acropolis)

The Greeks developed three architectural systems, called orders, each with their own distinctive
proportions and detailing. The Greek orders are: Doric, Ionic, and Corinthian.
Doric
Ionic
Corinthian

The Doric style is rather

sturdy and its top (the
capital) is plain. This style
was used in mainland
Greece and the colonies in
southern Italy and Sicily.

The Ionic style is thinner

and more elegant. Its capital
is decorated with a scrolllike design (a volute). This
style was found in eastern
Greece and the islands.

The Corinthian style is

seldom used in the Greek
world, but often seen on
Roman temples. Its capital
is very elaborate and
decorated with acanthus
leaves.

Jefferson Memorial in Washington, D.C.:

(http://washington.org/DC-guide-to/jefferson-memorial)
Market Square in Washington, D.C.:

(Bybee Stone Co.)

Document D: Accounts of the Olympic Games, Olympian Odes, c. 470 BCE (Ancient History
Sourcebook)
No. 10
Ample is the glory stored for Olympian winners; thereof my shepherd tongue is fain to keep
some part in fold. But only by the help of Zeus is wisdom kept ever blooming in the soul. Son of
Archestratos, Agesidamos, know certainly that for your boxing I will lay a glory of sweet strains
upon your crown of golden olive and will have in remembrance the race of the Locrians in the
west.
No. 11
Who then won to their lot the new-appointed crown by hands or feet or chariot, setting before
them the prize of glory in the games, and winning it by their act? In the foot-race down the
straight course of the stadion was Likymnios' son Oionos first, from Nodea had he led his host:
in the wrestling was Tegea glorified by Echemos: Doryklos won the prize of boxing, a dweller in
the city of Tiryns, and with the four-horse chariot, Samos of Mantinea, Halirrhotios' son: with the
javelin Phrastor hit the mark: in distance Enikeus beyond all others hurled the stone with a
circling sweep, and all the warrior company thundered a great applause. Then on the evening the
lovely shining of the fair-faced moon beamed forth, and all the precinct sounded with songs of
festal glee, after the manner which is to this day for triumph.

References
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