<![CDATA[Ms. Williams' Class - It\'s All Greek to Me!]]>Thu, 17 Dec 2015 23:30:06 -0500EditMySite<![CDATA[Greek Feast]]>Mon, 31 Aug 2015 20:01:45 GMThttp://kimwilliamsclass.weebly.com/its-all-greek-to-me/greek-feastOur Greek Feast will be on September 25th! Students will need a plain white sheet to use as Greek Clothing. Boys may wear dollar store helmets and shields to look like Greek Warriors! Girls should wear gold jewelry and hair bands to look like goddesses. We will be taking LOTS of pictures!

A sheet with food items checked will be coming home the week of the 14th. Items we will be requesting for this event are:

1. Red grapes
2. Green Grapes
3. French loaves of bread
4. Crackers
5. Blocks of cheese
6. Sparkling grape juice
7. Regular Grape juice

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<![CDATA[Building a Greek Chariot in 1,2,3!]]>Wed, 12 Aug 2015 07:07:19 GMThttp://kimwilliamsclass.weebly.com/its-all-greek-to-me/building-a-greek-chariot-in-123Wondering how to create a Greek Chariot for our Greek Feast and Greek Olympics? Well look no further!
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<![CDATA[Greek Research!]]>Tue, 11 Aug 2015 19:29:43 GMThttp://kimwilliamsclass.weebly.com/its-all-greek-to-me/greek-researchBest Site to use:
http://mythweb.com/

http://www.wingedsandals.com/arts/wingedsandals/storytime/

http://www.greekmythology.com/

http://www.buzzle.com/articles/cerberusthree-headed-dog-in-greek-mythology.html

http://www.buzzle.com/articles/greek-mythical-creatures.html

http://www.schools.manatee.k12.fl.us/webdisk/652JHUFFINE/c__documents_and_settings_huffinej_my_documents_microsoft_powerpoint_-_introduction_to_greek_mythology.pdf


This is a great site to use BUT ONLY with teacher or parent guidance. All material must be PREREAD/PREVIEWED by an adult first!

http://www.greek-gods.info/

Flash cards about Greek Gods:
http://quizlet.com/238073/heroes-gods-and-monsters-of-greek-mythology-flash-cards/

video:

http://www.history.com/topics/greek-mythology/videos#greek-gods

Teachers Guide to Greek Gods:
http://www.northern-stars.com/Heroes.pdf

http://thanasis.com/store/olympus.htm

http://storynory.com/category/educational-and-entertaining-stories/greek-myths/

http://www.desy.de/gna/interpedia/greek_myth/greek_myth.html]]>
<![CDATA[Greece and Greek Mythology]]>Wed, 04 Sep 2013 18:30:22 GMThttp://kimwilliamsclass.weebly.com/its-all-greek-to-me/greece-and-greek-mythologyPicture
Greek Chariot Plans
Chariot racing was one of the most popular sports in Ancient Greece.  We will be hosting our own third grade chariot race.  This is an optional home assignment.  We hope you will all decide to join in on the fun.  Design a chariot that you can get in and run with.  Be creative and make your chariot flashy and unique.  We will have a design contest and a couple of chariot races. Date will be announced later!

  • What did Ancient Greeks Wear?
Greek clothes were very easy to make and to put on. They were usually just made from a single piece of rectangular material, with no special shaping and very little sewing. Continue reading to find out more about Greek Clothing!

     The Greeks wore light, loose clothes as the weather was hot for most of the year. Long pieces of colorful fabric were used to make the Greek clothes.

The most common piece of clothing worn by men and women was like a loose-fitting tunic, It had various names, but the most usual are peplos and chiton. Over this a heavier tunic or cloak could also be worn; the cloak was called a himation.

     The main item of clothing for men was a tunic, called a chiton, These were big squares of cloth, held in place by pins at the shoulders and a belt round the waist. They were made from wool in the winter or linen in the summer. Women also wore clothing which was made from a big square piece of linen or wool. They used pins in various places to hold it together. Unlike the men’s tunic, the dresses for women always went down to the ankles.

     The ancient Greeks could buy cloth and clothes in the agora, the marketplace, but that was expensive. Many of the clothes were made by the women and female slaves.

     Wealthy people had tunics made of colored cloth. The tunics of the poor were plain. In cold weather, cloaks were worn. Most Greeks went barefoot, especially in the house. If they needed shoes, they wore light leather sandals, or leather boots.
     Hair was curled, arranged in interesting and carefully designed styles, and held in place with scented waxes and lotions. Women kept their hair long, in braids, arranged on top of their head, or wore their hair in ponytails. Headbands, made of ribbon or metal, were very popular.  Often Greek women covered their heads with veils.
     Wealthy Greek women liked to wear lots of jewelry. Brooches and pins were important, as they were used to fasten the chitons. The women also wore necklaces, made of gold and silver, and had earrings and bracelets. Wealthy women would use make-up too.
     From around 500 BC the fashion for a Greek man's hair was short hair, and a well trimmed beard. After about 350 BC men's hair was very short, and most men had no beard at all.


  • Greek Websites
1.http://greece.mrdonn.org/
http://www.woodlands-junior.kent.sch.uk/homework/greece/interactive.htm
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/



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<![CDATA[Historical Figures!]]>Thu, 07 Feb 2013 00:40:47 GMThttp://kimwilliamsclass.weebly.com/its-all-greek-to-me/historical-figuresFamous Historical Figures in American History
  • What obstacles did your character have to overcome in life?
  • How did your character display positive character traits of cooperation, diligence, courage, and leadership?
  • How did your character use positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression?

Standards
SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune(education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights),Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (workers’ rights). 
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

a. Identify on a political map specific locations significant to the life and times of these historic figures. 
b. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures. 
c. Describe how each of these historic figures adapted to and was influenced by his/her environment. 
d. Trace examples of travel and movement of these historic figures and their ideas across time. 
e. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.


SS3CG2 The student will discuss the character of different historical figures in SS3H2a.

a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression. 
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
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Lyndon B. Johnson:Lyndon B. Johnson - a biography from the White House
LBJ for Kids - from the Lyndon B. Johnson Presidential Library
Timeline of LBJ's Life
LBJ and Civil Rights
Lyndon B. Johnson - an overview from PBS
LBJ - a condensed oveview of his life
Lyndon B. Johnson  - biography from Ducksters


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