Unit 1 – Area of Study 2: Myths and archaeology
Outcome 2
Analyse how archaeology has informed our understanding of ancient Greek and/or ancient Roman myths.
Examples of learning activities
- Investigate the history of archaeology in the Mediterranean Basin, from treasure hunting to the modern discipline.
- Define archaeological terms such as ‘archaeology’, ‘artefact’, ‘stratigraphy’, ‘seriation’, ‘stratification’, ‘typology’, ‘excavate’.
- Watch Bettany Hughes’s ‘Helen of Troy’ or Michael Wood’s ‘In Search of the Trojan War’ to study the lives and works of H. Schliemann (Troy).
- Learn about some of the basic techniques of archaeology, such as excavation methods, dating, typology, seriation and stratification, to consider how archaeological methods have informed our understanding of ancient Greek and/or Roman myths.
- Using images from Greek and/or Roman vases, investigate these artefacts as evidence of Greek/Roman myths; for example, the Trojan War. Compare aspects of these myths as depicted in written accounts; for example, Homer’s
Iliad or Virgil’s
Aeneid.
- Read about the methods that Schliemann used to locate and identify the site of Troy and how he excavated the site, including his use of Homer’s descriptions of the city. Using diagrams from sites such as Troy (Hissarlik), learn how archeologists use stratigraphy to identify different layers of occupation. Consider whether there is any historical basis to myths by asking the following questions: Did these events described in the myth occur? Are the people/characters described in the myth real? When did the event/s described in the myth happen? Did/do these places mentioned in the myth exist?
- In groups, examine images and reports of the artefacts found by Schliemann at Troy in the different layers of occupation. Analyse his findings and evaluate his conclusions before presenting them to the class. Lead a discussion about whether Schliemann did find Homer’s Troy.
- Research the life and discoveries of Evans at Knossos (the Minotaur) and read the myth of Theseus and the Minotaur. Compare Evans’s discoveries with what we know today and discuss his conclusions.
- Complete a detailed study of the site of Pompeii, from its habitation to eruption, early excavations to the work done today.
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In groups, research and make a presentation to the class on an archaeological site related to a classical myth or myth cycle; for example, Troy, Mycenae, Pylos or Rome.
- In essay form or as a debate, explore the question: Have archaeological discoveries supported or confirmed traditions preserved in myths? Another topic could be: Is there any historical basis to myths?
- Analyse images on vases; for example, Greek or Roman burial scenes. Compare these to the literary descriptions of Homer’s Iliad or Virgil’s
Aeneid.
Detailed example
Research an archaeological site and present findings
In groups, students research an archaeological site such as Troy (Hissarlik) to consider whether there is any historical basis to myths. Did the Trojan War happen? Are the people described in Homer’s accounts real?
- Each group is allocated at least one of the following topics to research:
- Who was H. Schliemann? Investigate his early life and how he became interested in Homer and ancient Greece.
- Schliemann’s theories about myths, especially Homer’s
Iliad, and how he located and identified the site of Homer’s Troy.
- History of the site of Troy (Hissarlik) and Schliemann's excavations of Troy. How did he excavate?
- What Schliemann found: the stratigraphy and the artifacts.
- Troy after Schliemann: next excavations and history of the site.
- Modern views of Schliemann and what he achieved.
(Teacher should suggest useful websites and reputable resources. Students then select the relevant ones for their group to use.)
- Teacher gives students a note-taking template and models appropriate note-taking skills. This could be in the form of a table with columns such as: name of source, bibliographic details, topic researched, dot point notes from source, quotes taken, date accessed/page number and so on. Students organise their notes in either hard copy or electronic format.
- Students decide how they wish to present their findings; for example, as a class poster, multimedia presentation or a concept map.
- As each group of students presents their findings, the rest of the class takes notes that can be used to support an extended response.
- Students complete the extended response exploring the question: Is there any historical basis to myths?
Consider the following questions to support the construction of an argument:
- Did these events described in the myth occur?
- Are the people/characters described in the myth real?
- When did the event/s described in the myth happen?
- Did/do these places mentioned in the myth exist?