 A Journey to Ancient Crete

Dr. Andreas Karatsolis

Ταξίδι στην Αρχαία Κρήτη

Introduction

As you are preparing your Science project for your school’s next Learning Fair, you receive in the
mail an invitation to visit the palace of King Minos (Μίνως) in Ancient Crete. You know well that
the Minoan civilization was destroyed more than 3,000 years ago, but the invitation is from the
King himself who urges you to explore his palace so that you can present it to your
contemporaries. His final instructions are: “Follow the Process to spin a web of knowledge to
guide you out of the darkness of the maze, like my daughter would.”

Task

The final goal of your exploration is to develop a poster which you can present in the upcoming
Science Fair. Your poster should include answers to basic questions such as

 Where is Knossos?

 What do we know about the Minoan civilization?

 Who was Daedalus?

 What did the Minotaur look like?

 What does Atlantis have to do with Crete?

Your poster should include a combination of textual and visual elements, which you will have to
organize in a way that tells the story of the Minoan civilization clearly for your peers.

Process
1. The first step is for you to get a sense of the physical location and surroundings of the palace
of King Minos. To see an interactive map of aerial images of Crete go to this site, where you
can “see” Crete from above. Click on "Minoan Crete" on the left to see the towns and villages
we know existed 3,000 years ago. Click on the other links and try to see if any of the major
towns or locations have remained the same throughout the years. To read what ancient
historians, like Plutarch (Πλούταρχος) and Herodotus (Ηρόδοτος), have said about King
Minos, visit the History Channel. If you would like to create a visual with information about the
genealogical tree of King Minos, visit this page.
2. The second step asks you to take a closer look at the palace itself, both in terms of its
architecture and in terms of the artifacts that have been found there. The most
comprehensive site, which includes maps of the archaeological site, can be found here.
Spend some time learning about the excavations of Sir Arthur Evans. You can also view more
images from the site of the Greek Ministry of Culture or in a commercial site from Greece.
You can also visit a pictorial guide of the palace or go through a series of photographs from
the palace. For those of you who feel more adventurous, there is also a very
interesting virtual 3D tour of the palace available. For this part of your poster, you can draw a
very simple architectural design of the palace and present some of the images from the site
that would showcase its character. You can also explain in a few words what the most
interesting piece of information about the palace is for you…

3. This step is all about one of the most referenced stories in the history of Western Literature:
the story of the Labyrinth (λαβύρινθος) and the monster that supposedly lived in it, the
Minotaur (Μινόταυρος). The story begins with Daedalus, a famous architect and engineer
from Athens, who was invited by King Minos to build a maze underneath the palace of
Knossos. Read about the story of Daedalus here and about the story of the Minotaur here.
Until today, archaeologists have not found evidence of a labyrinth underneath the palace, but
it seems that the palace itself was designed in such a complex way that people thought it was
a maze. For a more detailed explanation of what the labyrinth was look at this site. For some
more fun and interactive activities, try playing the Daedalus and Icarus game, or explore a
sophisticated maze program called Daedalus. Finally, look at some very imaginative
 depictions of what the Minotaur could look like. Your overall goal for this part of the process
will be to retell the story of Daedalus and the Minotaur, either in words or in some cartoon
format. Try to include the details that you managed to read about, to make your story more
engaging.

4. Finally, the last step of this process asks you to consider the relationship between the Minoan
civilization and the myth of the lost continent, Atlantis (Ατλαντίδα). When Plato first described
Atlantis, several researchers believed that there was actually a separate continent that
disappeared into the sea, so they began looking for it. However, many scientists now believe
that the explosion of the volcano of Santorini, which most likely destroyed the Minoan
civilization, was what Plato was talking about, and Atlantis was none other than Knossos. For
more on this theory see here. However, you might also want to read a number of other
quotes which represent a number of other approaches, or the different theories about
the location of Atlantis that have been put forward. Finally, look at a fascinating video from
National Geographic about Atlantis (use keyword “Atlantis” in the search box if you don’t go
directly there). You final task for this poster is to write a brief paragraph providing an answer
to the mystery of Atlantis after examining its connection to the Minoan civilization.

Evaluation

Outstanding Satisfactory Needs Improvement

Poster has a clear title which Poster has a title that

gives specific information gives some information Poster is missing a title or
about the main idea of the about the main idea of the statement of main idea.
Main Idea poster. poster.
(1 point)
(3 points) (2 points)

Poster has a flowchart of King

Minos’ family, an architectural
design of the palace, a
Required retelling of the Minotaur story
components and a critical response to the
Atlantis mystery
(12 points)
Poster includes most of
Poster is missing a few
the required components,
components, and they are
or all have not been
not really well-developed
covered in sufficient detail
(2 points)
(6 points)
 Poster includes all details from Poster includes most
Poster includes a few
research and has clear labels, details from research and
details from research
Details from phrases, or sentence has clear labels or
using labels or phrases.
Research descriptions. phrases.
(1 point)
(5 points) (3 points)

Poster gives others a thorough

Poster gives others a solid Poster gives others a
understanding of topic
understanding of topic general understanding of
Effectiveness researched with specific researched. topic researched.
of Poster examples or illustrations.
(3 points) (1 point)
(5 points)

Poster includes Poster includes

Poster includes illustrations
illustrations and illustrations and
and labels. Content of poster
labels. Content of poster labels. Content of poster
is edited for spelling and
Quality of punctuation and has no is edited for spelling and is not edited for spelling
Poster punctuation and has less and punctuation and more
errors.
than 3 errors. than 3 errors.
(5 points)
(3 points) (1 point)

Total Score:

Conclusion

Now that you have explored the Minoan civilization in such detail, you are ready to present your
poster in the Science Learning Fair of your school. If you are doing this Webquest as part of a
classroom lesson plan, you can ask your teacher to let you present your posters to one another
as part of a poster day! I hope you enjoyed this exploration!

Developed by Dr. Andreas Karatsolis for the Department of Greek Education of the Greek
Orthodox Archdiocese

Title: Daedalus
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Time: 45 Minute Lesson

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Topic: This is a reading comprehension and critical thinking

lesson utilizing the story of Daedalus.
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Goals/Objectives
- Students will evaluate the story of Daedalus, which illustrates
how ancient Greeks sought to understand the forces that drove
nature, life, and death in their society.
- Students will collaborate and record reasonable assertions
about the story through accurate, supporting citations.
- Students will create an outline of the text with a graphic
organizer.
- Students will evaluate the main ideas by identifying their
relationships to other sources and related topics.
- Students will evaluate how one of various cultures throughout
history tried to make sense of the world around them.
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Standards
English and Language Arts
- Standard 6.2.3 Connect and clarify main ideas by identifying
their relationships to other sources and related topics.
- Standard 6.2.4 Clarify an understanding of texts by creating
outlines, logical notes, summaries, or reports
- Standard 6.2.7 Make reasonable assertions about a text
through accurate, supporting citations.
- Standard 6.1.4 Use organizational features of electronic text
(e.g., bulletin boards, databases, keyword searches, e-mail
addresses) to locate information.

History/Social Studies Standards

- Standard 6.4.4 Explain the significance of Greek mythology to
the everyday life of people in the region and how Greek literature
continues to permeate our literature and language today,
drawing from Greek mythology and epics, such as Homer’s Iliad
and Odyssey, and from Aesop’s Fables.
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Required Materials
- Projector
- Individual computers for each student with internet access
- Headphones for each student
- Copy of the book for each student - Coolidge, Olivia (1977).
Greek Myths. pages 87-92
- Tsantes, Stelios J. 1997-2012. Ikarian Enterprises. Retrieved
on 5/16/2012. Website: http://www.island-
ikaria.com/culture/myth.asp
- Story Map Graphic Organizer is found on the side of each page
- http://dmpgreekmyth.weebly.com contains the lesson plan and
activities
- PollEv.com/fausel
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Procedures
Before Reading Procedures
Step 1) Directions: Familiarize the students with the topic,
learning objectives, and the remaining procedures for the lesson
on the overhead projector. Read the information aloud.
Strategy - Review the Topic and Goals
The reason of this step is to provide the students with the
purpose
of the lesson and to set the learning expectations.
Approximate time – 5 Minutes
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Step 2) Directions: Show the characters in the story that they are
about to read and “Here is a brief summary of the people and
events that lead up to the story we will read today.
‘Daedalus was a highly respected and talented
Athenian artisan descendent from the royal family
of Cecrops, the mythical first king of Athens. He was known
for his skill as an architect, sculpture, and inventor, and he
produced many famous works. Despite his self-confidence,
Daedalus once committed a crime of envy against Talus, his
nephew and apprentice. Talus, who seemed destined to
become as great an artisan as his uncle Daedalus,
was inspired one day to invent the saw after having seen the
way a snake used its jaws. Daedalus, momentarily stricken
with jealousy, threw Talus off of the Acropolis. For this crime,
Daedalus was exiled to Crete and placed in the service
of King Minos, where he eventually had a son, Icarus, with
the beautiful Naucrates, a mistress-slave of the King.’”
Ask the following questions to the class on Pollev.com/fausel:
- “What do you know about Greek mythology?”
If it isn’t stated, focus their attention to the fact that the Greeks
really had no idea what forces drove nature or the world, so they
basically did their best to determine it on their own and answer
their questions about life.
- “How did Greek mythology affect people in ancient Greece?”
If unstated, focus their attention to Greek mythology being a part
of their religion. Greek mythology was something that guided
their thoughts and provided explanations for the questions that
ancient Greeks sought to understand. The ancient Greeks
sought to understand and explain the forces that drove nature,
life, and death in their society.
- “What predictions do you have about the story?”
3 Strategies - Activate Prior Knowledge, Group Discussion,
and Generating Questions
The purpose is to focus students on the text they are about to
read and to have them thinking about what they already know
about the topic. The students gain further purpose for what they
are about to read by generating questions while activating
background knowledge.
Approximate time – 7 Minutes
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Step 3) Provide the list of words and definitions found below.

Review the words with the students and have the students use
the words in a sentence or state the definition in their own
words.
Vocabulary Terms
Dwelling - living in a particular type of place
Prominence - Being significantly important or well-known
Lingers - to take longer than is usual to do something
Fleet - a number of warships functioning as a single unit under
one command
Fierce - aggression or anger
Tyrant - in ancient Greece, a ruler who took control of a state
without legal sanction and governed with absolute power
Tribute - a payment made by one ruler or state to another as a
sign of submission
Gimlet - a small tool for boring holes in wood consisting of a slim
metal rod with a sharp corkscrew end
Fortified - to strengthen or reinforce the structure of something
Vague - unclear or incoherent in thinking or expression
Elaborate - having many different parts or a lot of detail
Forbade – Not allowed to do something
Eagerly – enthusiastic and excited about something and
impatiently waiting to do or get it
Lest – (or else) in order to prevent something happening,
especially something causing fear
Perish – to die
Steadied – fixed, stable, or not easily moved
Beckoned – to signal to somebody to approach with a movement
of the hand or head
Swoops - a small tool for boring holes in wood consisting of a
slim metal rod with a sharp corkscrew end
Headlong - with the head in front of the rest of the body,
especially in a rapid uncontrolled movement
Clutching - hold something tightly
White-faced - having an unusually pale face
Nor – (and not) used to introduce an alternative, after a first
alternative that is preceded by "neither"(used in negative
statements)
Strategy – Vocabulary Preview
The purpose is to increase reading comprehension when
reading the text that proceeds by improving word recognition
and background information about the text.
Approximate time – 7 Minutes
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During Reading
Step 4) Directions: Instruct students to take active reading notes
and to fill out the graphic organizer (located on each page) while
the teacher is reading the story aloud. Read the text aloud and
model accuracy, fluency, and the metacognition process.
Teacher tells the students, "Take active reading notes and
fill The summary of each paragraph is modeled
for the first three paragraphs, but that they are
required to continue filling in the outline starting
on paragraph four."
- Ask the students to summarize each paragraph and to make
reasonable assertions based on textual evidence throughout the
reading of the story.
- Ask the students to connect the main ideas to other literature
that also focuses on a moral that they’ve found in the story.
- Highlight the key concepts and information that students ought
to include in their outlines.
5 Strategies – Read Aloud, Think Aloud, Group
Discussion, Summarizing the text, andGraphic Organizer
The purpose of these strategies is for students to see model
reading, the metacognition process of a good reader,
collaborate, and to clarify their own ideas.
Approximate time – 15-20 Minutes
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Step 5) Directions: Have the students visit the link listed below.
Instruct the students to be silently reading along while listening
to the reading of the story one more time on your own.
http://youtu.be/0gsQg3qrkjE
Strategy – Second Reading
Purpose is to increase fluency, speed, word recognition,
and understanding
Approximate time – 8 Minutes
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After Reading
Step 6) Ask the following the question on
Pollev.com/fausel and have the students
respond on their computers:
- What are some of the morals found the story?
Be sure to cite evidence from the text.
Strategy - Group Discussion
Purpose is to connect the main ideas to other
literature or stories, to clarify thoughts, and to
improve summarization skills.
Approximate time – 2-3 Minutes
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Step 7) Have the students complete a one

paragraph summary and an assessment on
Pollev.com/fausel
The students will respond to the following:
- Identify at least one of the many morals found
in the story. Be sure to provide textual evidence
to support your answer.
- What is another story that also has the moral you mentioned?
- What are a few of the similarities and what are some the
differences between how the stories conveyed the message?
Assessment - The Purpose is to directly determine if the
students were able to achieve the learning goals for today. If the
students are able to answer the aforementioned questions with
support from textual citations, then they met the learning goals
Approximate time - 10 Minutes

END OF LESSON
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Step 8) Follow-Up Possibilities

Create a play about one of the morals that the student is able to cite from the text.

Have the students compare and contrast the story. This story has many morals that
can be used to compare and contrast other stories, including Aesop’s Fable. Some
examples and applications are listed below.

Relate this story to the movie, A Bug’s Life, which is based partly after, The Ant and
the Grasshopper, one of Aesop’s Fables. This tale provided a moral lesson about the
virtues of hard work and planning for the future. A Bug’s Life tells the story of a gang
of grasshoppers, led by Hopper, who have made an ant colony their servants. The
grasshoppers arrive at the colony each season to collect food that the ants have
gathered for them.

This relates to the story of Daedalus and the relationship between the King of Crete,
Minos, and Daedalus. The King of Crete forces Daedalus to stay on the Island of
Crete, so that he can benefit from his services. This is relatable to the relationship
between the grasshoppers, demanding the ants to supply them with food through their
force and power. They have both used their positions of power in a negative way.

A current popular book, The Hunger Games, is a story that can be easily used to
compare and contrast the morals found in each of the stories. Instead of a fierce tyrant
king, it is a tyrant government, and instead 7 youths and 7 maidens, it’s 13 boys and
13 girls who must fight to the death.