Echo Echo (Marilyn Singer)

Title:  Echo Echo: Reverso Poems about Greek Myths               

Author:  Marilyn Singer

Illustrator:  Josee Masse

Target Ages:  6 and up

Genre:  Poetry Collection

Publisher Summary:

There are two sides to every story—especially the Greek myths.  From Perseus and Medusa to Arachne and Athena, gods and mortals rarely see eye-to-eye.

In this third collection of ingenious reverso poems, Marilyn Singer brings classic myths to new and vivid life.  When read from topic to bottom, each poem tells a well-known story from a world of heroes and monsters.  When read in reverse, however, the very same words convey a whole new point of view!

Sample Poems (Click on Picture for a Larger View):

Evaluation:

I am a fan of the first two reverso poetry collections by Singer.  I also love ancient Greek history and mythology.  This book appealed to my many loves! 

The poems are fantastic.  The illustrations are a stunning wonder.  I love the rich golds and blues with splashes of red and green.  Each picture captures multiple perspectives. 

Echo Echo is an engaging and memorable read. 

Activities and Extension Ideas for Lesson Plans:

• Literature:  Add these poems to a study of Greek myths or use them as a springboard to read some myths. 
• Point of View:  Discuss how there can be different points of view to the same event.  Make observations about the characters—their perspectives, background, motivations, and such. 
• Grammar:  Study how punctuation (and even word placement in relation to poetry) changes the meaning of a text. 
• Poetry:  Try to write a reverso for a Greek (or other cultural) myth not already covered in the book.
• History:  Read about ancient Greece and the Greek gods for a better understanding of the context of these poems.
• Origin Stories: Distinguish the stories that give an origin of something (spiders, seasons, daffodil flowers, evil in the world).  Teach about how the Greeks and other ancient people made up stories to understand what was incompressible at the time.  
• Writing:  Write (or draw a picture and tell orally) an origin story for something in nature or happens naturally.
• Visual Texts:  Study the illustrations.  Evaluate how they convey the different perspectives.
• Connections: With such so many concise mythological retellings, it would be easy to look for connections and patterns. For instance, identify common motifs like pride, heroism, family, love, courage, and so forth.  Group character types--heroes and villains, gods and mortals--and character qualities--prideful, competitive, brave, sacrificial, selfish,and such.

Literary Connections:
Pandora
Arachne and Athena
King Midas
Perseus and Medusa
Bellerophon and Pegasus
Narcissus and Echo
Pygmalion and Galatea
Theseus and Ariadne
Icarus and Daedalus
Melanion and Atalanta
Demeter and Persephone
Eurydice and Orpheus

Historical Connections:
Ancient Greece

Visit Today's Little Ditty for the Poetry Friday Round Up.

Visit Susanna Hill for Perfect Picture Book Friday recommendations.

Percy Jackson's Greek Gods (Rick Riordan)

Title:  Percy Jackson’s Greek Gods

Author:  Rick Riordan

Illustrator:  John Rocco

Target Ages:  10 and up

Genre:  Mythological Collection

Publisher Summary:

“A publisher in New York asked me to write down what I know about the Greek gods, and I was like, Can we do this anonymously? Because I don't need the Olympians mad at me again. But if it helps you to know your Greek gods, and survive an encounter with them if they ever show up in your face, then I guess writing all this down will be my good deed for the week.

So begins Percy Jackson's Greek Gods, in which the son of Poseidon adds his own magic--and sarcastic asides--to the classics. He explains how the world was created, then gives readers his personal take on a who's who of ancients, from Apollo to Zeus. Percy does not hold back. ‘If you like horror shows, blood baths, lying, stealing, backstabbing, and cannibalism, then read on, because it definitely was a Golden Age for all that.’”

First Lines:

“I hope I’m getting extra credit for this. 

A publisher in New York asked me to write down what I know about the Greek gods, and I was like, ‘Can we do this anonymously? Because I don’t need the Olympians mad at me again.’

But if it helps you to know your Greek gods, and survive an encounter with them if they ever show up in your face, then I guess writing all this down will be my good deed for the week.”

Evaluation:

I listened to this book with my teen son. The narrator, Jesse Berstein, does a fantastic job with tone and voice. He embodies the character of Percy Jackson perfectly, but also changes his voice to distinguish the other characters. If you can get the audio recording, I highly recommend it.

The point of view is an interesting mix of literary elements.  Percy Jackson is a fictional character from the modern era that has encountered each of the gods in his own life.  While the focus of the storytelling is on ancient world myths, he makes remarks from his personal experience as well. 

Another element related to point of view is how the author has crafted through his storyteller frequent juxtapositions of the ancient and modern world.  As he lists or describes a situation using ancient concepts, he often shifts to connect them to the modern world.  For instance, after Persephone goes missing, they brainstorm ways to help find her like “offering a reward, putting [her] face on milk cartons, and stapling missing posters around town” (81). This technique brings out the character of Percy Jackson, both as a modern protagonist as well as a humorous personality.  Also, it is a way to make the ancient world stories more concrete and relevant for 21st century readers.  Educators and parents can use the contrasts as a springboard to evaluate the specific juxtapositions or to teach the general concept of juxtaposition.

The story telling is highly engaging. It is broken down into chapters on different gods and goddesses. Then, there are several narratives related to each one within the chapter. Many stories will be familiar to young readers, but there are some nice gems that will be new to most.  The stories are ideal for building knowledge of mythology and ancient Greek culture.

Many figurative elements are used. Irony is plentiful—especially verbal.  There are puns, like “Poseidon gets salty.”  Idioms are used, such as “out of his league” and “broke the ice.”  There are similes, metaphors, hyperbole, and understatement examples sprinkled in. 

My only concern is age-appropriateness. There are frequent references to adultery, murder, and, even, rape. As we know, those were activities often attributed to the Greek gods. The behaviors are not glorified though. Nothing is described graphically. Adults will know what is happening, but younger children will not likely grasp the significance. For those with younger readers, you may want to review the book in advance to make sure you are comfortable with the material.

Overall, Percy Jackson’s Greek Gods is a thrilling book to read or to listen to. My son and I enjoyed it so much that we are now listening to Percy Jackson’s Greek Heroes.

Activities and Extension Ideas for Lesson Plans:

• Religion: Discuss how the students'/family's ideas about god and the supernatural compare with those of the Greeks.  You may want to ask questions like:  How would you describe the motives and actions of the gods?  How are they similar to humans?  How are they similar to supernatural beings?  Why do you think the Greeks chose to see their gods as more human than god-like?  
• Mythology:  Pick 2 or more myths to compare and to contrast.  What do these myths say about the Greeks' views on life? Their fears? Their values? Their views on human nature?
•  Characterization & Irony:  Discuss ironies in characterization.  For instance, Aphrodite is the goddess of love, but she is known for being hateful and causing strife while Ares is the god of war, but he is depicted as being wimpy.  Why do you think the Greeks chose to paint their god in such contrasting lights?
• Figurative Language: Discuss examples of similes, metaphors, juxtaposition, irony, and so forth.
• Voice:  How does the author develop and illustrate the "voice" of Percy Jackson as well as the other characters?  (See some of the notes in the evaluation to get a discussion started.)

Historical Connections:

Ancient Greece
Trojan War

Ancient World History (Greece): The Greek News

For  Nonfiction Monday, I am revisiting one of my favorite subjects:  Ancient Greece.   I spent months studying it with my own children while homeschooling.  I love teaching about it in college World Literature courses.    If you plan to study it formally or read about informally with your children, check out The Greek News: The Greatest Newspaper in Civilization.  It was one of my favorite resources.  

Summary of The Greek News:  The Greatest Newspaper 
in Civilization

Authors Anton Powell and Philip Steele present life in ancient Greece through the medium of the newspaper.  Articles are broken into sections: The News (focusing on battles), Army Life, Navy Life, Sparta: A Special Report, Trade News, Sporting News, Building News, The Gods: A Special Report, and School Life as well as pages on Politics, Women, Theater, Housing, Heath, Philosophers, Food, Farming, and Fashion.  Topics are covered in a variety of ways from first person accounts, interviews, editorials, and third-person reporting.  Advertisements, maps, political cartoons, diagrams, and colorful illustrations add another dimension for gaining insight into this ancient culture.  Some of the highlights are the coverage of the Olympics,  the theater, and living conditions.   

Evaluation:

The variety of methods used to convey the historical information make this book highly engaging.   Not only is there the opportunity to discuss the facts, but also the methods used.  Many articles are written in the first person perspective, making them more personal and appealing.   The layout has makes it easy to read in small increments or to focus on particular areas of interest.  The only downside is I found the discussion of the battles a little confusing sometimes.  The rise of democracy is covered, but the book would be strengthened with a more detailed explanation.   A fascinating documentary on the topic is The Greeks:  The Crucible of Civilization.  A "special report" on Athens would have been a nice compliment to the one on Sparta.

The book is over sized which makes it easy to share for large or small group reading times.  The text is appropriate for about a third-grade level student to read independently.   I highly recommend The Greek News:  The Greatest Newspaper in Civilization for ages 7 and up. 

Teaching Opportunities:

• Unit Study:  Add to a unit or study of ancient Greece or ancient civilizations
• Writing:  Discuss different types of writing--editorial, news reporting, interview, and so forth; allow students to practice them on academic or personal topics
• Art:  Create a political cartoon or draw a picture of favorite aspect of Greek life
• Journalism:  Create a newspaper about the family, school/class, or other topic; allow students to practice layout and editing skills
• Comparison:  Choose one or more areas of Greek life and compare/contrast in chart or paragraph form 
• Point of View:  Identify and discuss the different point of views; teach how to identify which point of view is being used and the various advantages/disadvantages to each one

Head over to The Swimmer Writer for more noteworthy Non-Fiction Monday selections.  

Poetry: Dragons Dragons and Other Creatures that Never Were (by Eric Carle)

Yesterday, I saw Dragons Dragons and Other Creatures that Never Were in a classroom library.  I was immediately drawn to it because it is from Eric Carle, one of my favorite children’s book illustrators and writers.  I picked up the book at the public library on my way home.  This selection is an anthology of poems complied by Carle.  Some poets represented are traditionally adult literature writers of the past, such as William Blake and Elizabeth Barrett Browning, while others are modern children’s literature authors, like Gerald McDermott and Paul Fleishman.  Here is one of my favorite poems: 

“Pegasus” (by Eleanor Farjeon)

He could not be captured,

He could not be bought,

His running was rhythm,

His standing was thought;

With one eye on sorrow

And one eye on mirth,

He galloped in heaven

With gamboled on earth

And only the poet

With wings to his brain

Can mount him and ride him

Without any rein,

The stallion of heaven,

The steed of the skies,

The horse of the singer

Who sing as flies.

Fans and children will delight in his recreation of mythical characters using his unique pictorial style.  Myth lovers will enjoy the subjects which are from a wide arrange of ancient cultures, such as Egyptian, Greek, Roman, Indian, Native American, European, and Asian.  Some of the mythical creatures depicted are minotaur, phoenix, Anansi the spider, yeti, Basilisk, hippogriff, griffin, and many more.  A glossary is provided that provides a short paragraph description on each one. The poems are primarily a light-hearted look at these creatures—both the fierce:

“Kracken” (X.J. Kennedy)

Neath icelocked waves the Kracken lies

In wait for passing ships,

To gobble them as you or I

Might munch potato chips.

And the benevolent:

“Mermaid/Undersea” (by Marchette Chute)

Beneath the waters

Green and cool

The mermaids keep

A swimming school.

The oysters trot;

The lobsters prance;

The dolphins come

To join the dance.

But all the jellyfish

Who are rather small,

Can’t seem to learn

The steps at all.

This anthology is a wonderful collection to share with children.  Most of the selections are short and fun, ideal for young readers/listeners.  I recommend Dragons Dragons and Other Creatures that Never Were for ages 5 and up. 

Teaching Opportunities: 

• Art:  using the description in the poem, draw or paint what you think the character looks like before viewing the illustrations
• Point of View:  examine the different uses of point of view in the poems—some are from the perspective of the creature (first person), others are characters interacting with it (third person), while many are from a voice observing/imagining it  (third-person)
• Sound Devices:  identify rhyme, alliteration, and other sound devices together
• Figurative Language:  locate and discuss similes, metaphors, and personification
• Myths:  read myths about the creatures and discuss their significance in ancient cultures
• History:  connect the  mythical creatures in the poems to the ancient cultures being studied

This posted is connected with the Poetry Friday link up at Gathering Books.

Ancient World (Greek Myths): Cupid & Psyche (by M. Charlotte Craft)

Summary of Cupid and Psyche: 

Many refer to the ancient Greek myth "Cupid and Psyche" as the original “Beauty and the Beast.”  It shares some qualities of the early versions of the fairy tale.   Psyche, the youngest of three sisters, is so stunningly beautiful that men travel from afar to offer her gifts and prayers.   Venus (Aphrodite) feels her own splendor is being challenged though Psyche in no way invites the tributes of her many admirers.  As a result, the Goddess of Beauty and Love send her son, Cupid (Eros), to punish Psyche.  While on that mission, he accidently nicks himself on his own arrow and falls instantly in love with Psyche!   The next day Psyche journeys to Delphi to ask the oracle of Apollo her fate.   She is told to journey to the top of the nearest mountain where she will marry “a creature feared by the gods themselves.”   Psyche obeys the oracle's instructions and climbs the mountain.   Swept away by a gentle Zephyrus, she is taken to a castle of “every imaginable luxury.”   As night descends, the torches sputter out and plunge the room into darkness.   Paralyzed by fear, the young beauty awaits her fate.  To her surprise, she is greeted by a kind voice and a loving embrace.   So begins her life of endless nights with her unseen husband and days of pampering in her exquisite home.   Though Psyche begs to see her true love, he tells her, “I would rather that you love me for what I am, not for what I appear to be.”   She promises not tell her family about him and to accept his wish.  When her sisters come for a visit, they goad her into revealing her life with her husband and convince her to sneak a peak of him since he must be a beast.   Giving into the pressure, Psyche waits until he is asleep and lights a lamp in their chamber.  She is astonished to not see a hideous beast, but instead, the magnificent god of love—Cupid.  He wakes up and flees because of her lack of faith in him and their love.   Psyche goes on a quest to regain Cupid’s love which she eventually succeeds in.

Evaluation:

I love Greek myths and history. The story of Cupid and Psyche is no exception. Author M. Charlotte Craft retells the story with much grandeur and eloquence. The illustrations by K.Y. Craft are stunning oil over watercolor paintings with brilliant detail and expressive emotion.   This book is a must experience!

Teaching Opportunities:

·         Comparative Literature:  Compare this story with early “Beauty and the Beast” tales.  How are they similar?  Different?  Are there any similarities to “Cinderella”?

·         History:  Use this story in a unit study of ancient Greek history.

·         Epic Trials:  Discuss why she had to go through the various trials.  What did each one teach or prove?  What are some other stories with similar trials? 

·         Mythology:  Compare the experience in Hades to other descriptions of the Underworld.  Connect it to other stories where a hero or lover had to journey there:  Odysseus, Hercules, Perseus, as well as Orpheus and Eurydice.

·         Poetry:  Compare a famous love poem to this story (such as Shakespeare’s Sonnet 116 or Elizabeth Barrett Browning’s Sonnet 43).  How do these characters illustrate or not illustrate the love described in the poem? 

·         Writing:  Compose a love poem inspired by Cupid and Psyche's story.

·         Love:  Study other narratives about love in Greek mythology.  How do the ancient Greeks appear to define love?

Ancient World History (Greece): Alexander the Great (Demi)

It is Nonfiction Monday.  This week History with a Twist is the host.  Click HERE to check out other non-fiction book highlights. 

Summary of Alexander the Great: 

Alexander the Great was born in 356 B.C. in Macedonia.  As a boy, he trained for battle and for leadership.   He learned to scale mountains, to throw a javelin, and to fight lions.  Showing bravery and cleverness, he tamed a wild and spirited horse that no one else could ride.  At thirteen, the great philosopher and teacher Aristotle tutored him in literature, medicine, science, and philosophy.  Aristotle also taught him the importance of compassion.  From his father, he learned about the wars and fighting amongst the Macedonians, Greeks, and Persians.  At a time when most modern students are still in high school, Alexander was leading a cavalry into battle and conquering cities.  When his father was assassinated, Alexander, then 20 years old, was prepared to be king.  He, also, had the military skills to become the greatest general who ever lived. 

During his remaining 12 years, he conquered the Greeks, the Persians, and most of the known world of ancient Greece.  The major battles and highlights are covered in Demi’s narrative biography of this mighty general.  A few personal stories are also included, such as the relationship with his dearest friend Hephaestion, his encounter with a wise sage, and his final analysis of his life. Alexander the Great brought the Greek culture to Asia and the Asian traditions to Greece.   He, also, laid the ground work for another great power:  Rome. 

Evaluation:

I am a huge fan of Demi’s fiction and non-fiction works.  She has a unique artistic approach in her many multi-cultural books which is reminiscent of Asian and traditional styles.  The illustrations contrast a few bright colors with lighter neutrals and shiny gold accents.   Demi covers the highlights of a historical figure with a rich, active life.  As a result, the material is denser and longer than most picture books.   Younger readers will likely need to move through it in a couple of sittings.  Demi does a brilliant job interspersing the personal vignettes with Alexander’s many military and political victories.  She conveys well his importance in world history and his personal feelings of emptiness despite all the victories.  These ideas induce the reader to consider what makes a life well-lived and fulfilling.  I recommend Demi’s Alexander the Great for ages 8 and up. 

Ancient World (Greek Myths): Atalanta’s Race (by Shirley Climo)

In most of the Greek myths and tales, women are relegated to a subservient role, portrayed as a temptress, or depicted as a monster (literal or figurative).  The story of Atalanta is in stark contrast to most of these narratives.  Atalanta is independent, resourceful, and brave.  Here is her story.

Summary of Atalanta’s Race, A Greek Myth: 

King Iasus of Arcadia only lacks one thing in life:  a son.  He prays often to the god Zeus to fulfill his greatest wish for an heir to his throne.  When a baby is finally born to his wife, though, she is a girl. The Queen sees her as a gift from the gods and names her Atalanta.  King Iasus is so outraged; he gives the baby to a guard and commands him to “cast her on the highest slope of Mount Cyllene.”   Instead, the guard carries the baby up the snowy mountainside and places her inside the mouth of a cave where a she-bear lives.   The she-bear cares for the baby along with her two cubs. 

A year later, a hunter named Ciron finds Atalanta in the dark cave as he seeks out the bear for her skin.   Ciron teaches Atalanta all about hunting, and her swift feet make her the talk of the land.  King Iasus, now bent with age and loneliness, requests to meet the remarkable, young woman.  During her visit, he learns that she is his daughter.  Now full of grief and humility, the King asks her to stay with him.  She accepts his offer.   Atalanta wants for nothing in the palace and becomes the “pride and pleasure” of Iasus. 

Yearning for a grandson who could take over his kingdom after his death, the King insists that Atalanta finds a husband.  No one suits her, though, so to put off (hopefully permanently) making a marriage commitment, she proclaims that she will marry the man who can defeat her in a footrace.  Any man who challenges her but does not win will be put to death.  Despite the possible consequences, many men come forward.  None are able to outrun her…until a young Greek warrior, Melanion, comes along.  With the help of Aphrodite, Melanion is able to win the race and Atalanta’s love.   The compatible couple lives happily together and provides a future heir for the kingdom.  Their happiness and pride prompt a surprising punishment from the Aphrodite. 

Evaluation: 

Author Shirley Climo has created a indispensable retelling of this famous myth.  She depicts a strong but flawed Atalanta as well as portrays well the character changes in Iasus.  Artist Alexander Koshkin used watercolors, tempera, and gouache for the illustrations which wonderfully capture the ancient Greek world and compliment the text perfectly. I recommend Atalanta’s Race: A Greek Myth for a unit or study of the ancient world or Greek myths.  Atalanta’s story is especially pivotal because it centers on a competent female protagonist—a rarity in ancient literature.  Also, this story compliments well with a study of the ancient Olympics.  Despite being a superior athlete, Atalanta would not have been able to compete.  The story prompts a discussion of that rule, the role of women in the ancient Greek world, and the example of Atalanta to women past and present.  Atalanta’s Race: A Greek Myth is geared for readers 8 and up. 

Teaching Opportunities:

• Journal—Do you think Atalanta let Melanion win?  Why or why not?
• Physical Fitness—Hold races within the class (or between classes) or neighborhood/family.  Experiment with different types like three-legged, sack, and foot.  Replicate the race of Atalanta and Melanion.  Allow one runner to throw down three objects that another runner (preferably stronger) must pick up during the race.  See who wins.
• Social Studies—Discuss the role of women in the ancient world/Greece.   Compare it to the role or women in the modern world. 
• History—Learn about the first Olympic games and the traditions/competitions in the ancient Olympics.
• Literature—Read and compare/contrast Atalanta’s narrative with other Greek myths.
• Reading Skills—Identify the sequence of events and cause/effect relationships in the story. 

Ancient World History (Greece): The First Olympic Games (Myth)

:  Summary of The First Olympic Games: A Gruesome Greek Myth with a Happy Ending

Tantalus, demi-god and son of Zeus, is invited to a great feast with the gods of Olympus where he experiences the finest clothing and most exquisite food.  Wanting to match the gods’ grandeur, Tantalus decides to sacrifice the thing he loves most:  His Son, Pelops.  He chops him up to serve him as a stew to the gods—who see what he has done.  As punishment, he is sent to the Underworld where he is forever tortured with the feeling of thirst and the sight of sweet berries that he cannot reach.  The gods restore Pelops, give him a horse with a chariot, and instruct him to find a kingdom.  He finds one, but there is a terrible risk.  Pelops must beat the King of Elis at a chariot race.  If he wins, he marries the king’s daughter, Hippodamia, and inherits the kingdom.  If he does not win, he loses his head!   Pelops wins the race when the king’s chariot wheel falls off.  The king dies.  To honor the king, Pelops and Hippodamia invited all the heroes of ancient Greece to take part in athletic games and races.  Pelops decreed that every four years the best men of Greece should gather in the fields of Elis for the Olympic Games. 

The final pages briefly connect the myth to the modern day Olympic Games. 

Evaluation:

Let’s get the possible objectionable material out of the way first.  The text of The First Olympic Games: A Gruesome Greek Myth with a Happy Ending is a bit graphic for the squeamish and the young.  Unfortunately, many of the ancient stories (including some in the Bible) are disturbing.  The following references are brief but potentially bothersome:  Pelops being chopped up, heads being cut off/displayed at the city gate, and the king dying. The only mildly objectionable illustration is of the heads of the 12 men who attempted before Pelops to win the chariot race.  There is no blood or gore.  The picture just shows heads with no bodies.  Though there is a reference to Pelops being chopped up, the text goes no further, and there are no illustrations to accompany it.  I still recommend that parents/teachers read the text and review the illustrations to judge if it is appropriate for young readers/listeners. 

Jean Richards’ narrative is based on an ancient Greek myth that precedes the King Iphitus’ story.  It is well-told and interesting.  This myth does reflect the violent nature of the culture and highlights the activities/interventions of the gods. Tantalus’ deed is clearly condemned.  He is forced to eternal torture, a favorite consequence of the gods. Kat Thacker uses warm colors for the core action contrasting with some orangish earth tones for concurrent action on the page.  The pictures offer a wonderful imaginative glimpse into the ancient Greek world.   I recommend this book for ages 9 and up, but encourage adults to review it before sharing with young children.

Ancient World History (Greece): The Ancient Olympic Games

In our study of the ancient world, we spent a lot of time on the early Greek Olympics.  This popular subject is important for several reasons. 

For instance, it reveals the values and culture of the ancient Greeks.  Athletes competed in the nude because they valued a fit body.  Physical strength and athletic prowess were esteemed for their beauty and accomplishment.  Since the Greek city-states often fought with one another as well as with other Mediterranean powerhouses like the Persians, strength and athleticism were, also, essential for the battlefield. 

There was only a first-place winner.  Everyone else was equally a “loser.”  There were no gold medals or cash prizes/endorsements, just a wreath of olive leaves and bragging rights.  Most winners were honored and treated well by the citizens of their city-state though. 

The Olympics reveals another common thread in the Greek culture:  Religion.  At Elis, one of the Seven Wonders of the Ancient World was housed—The Statue of Zeus.  It was a 43-foot figure made of ivory and gold, softened by reflected light to create the illusion that it was living.  Before, during, and after the games, there were sacrifices and visits to the temples in the area called the Altis.  The ancient Greeks believed the games brought the gods pleasure. 

Their gender, class, and social prejudices are apparent.  Women (especially married ones) were generally not allowed to attend.  Only free Greek men could compete—as long as they were not overweight, unfit, or criminals.  Slaves rode in the horse events, but the owners received the glory.  Rich spectators brought elaborate tents and supplies for entertaining guests while the average person slept in modest tents or outside on the ground.  The Olympics were a time when all these classes gathered together to enjoy the same events and rituals. 

The following two books on the ancient Olympics are excellent resources for background information or reading aloud.

Olympia: Warrior Athletes of Ancient Greece (ages 8 and up) by David Kennett  

Kennett begins with the background on how the games began.  According to legend, King Iphitus watched as his country and all of Greece was torn apart by war.  He consulted the Oracle at Delphi who told him to host an athletic competition open to all Greeks as a way to bring the people together in a competitive by peaceful activity.  Messengers were sent to every city-state.  The Greek men flocked to the games to demonstrate their fit, athletic bodies and warfare skills—which all the events were related to. They chose Olympia (Elis) because it was a sacred place and already associated with competitive games.  The worship and temple of Zeus is narrated along with a description of the activities that took place on each of the five days of competition.  Most pages have numerous drawings illustrating (in color and in black n white) the activities, the architecture, and layout of the area.  The men are shown wrestling, boxing, and racing in the nude.  A few backsides are shown, but the “private” area is always covered. 

The Ancient Greek Olympics (ages 8 and up) by Richard Woff  

Woff uses more of a formal approach in The Ancient Greek Olympics.  Each area is broken into clearly defined sections for easy reference.  The illustrations are primarily from ancient Greek pottery and art interspersed with some photographs and drawings.  The ancient art work does not shy away from nudity, but it is not obtrusive.   Background on the origins of the games even before King Iphitus as well as the process of getting ready for the games is covered.  The bulk of the text is written is short, engaging sections divided up by day. With the exception of Day 1, there are four fascinating pages of text devoted to each day outlining the competitions, religious ceremonies, spectator activities, and interesting accounts.  The final pages discuss women as athletes, other ancient competitions, and the conclusion of the original games.  The text is written in short sections or paragraphs which make it easy to stop to discuss or to break up into multiple reading sessions.    

Ancient World History (Greece): The Myth of King Midas and the Golden Touch

There are many versions of the myth of King Midas and his golden touch.  Here are some of the best picture book retellings. 

King Midas and the Golden Touch (ages 5 and up) by Kathryn Hewitt 

In this version of the Midas story, the king has only one love other than his gold—his daughter.  While he sets time aside for her each day, he spends most of his time locked in his treasure chamber polishing and admiring his gold.  When a stranger visits him and offers one wish, Midas is determined not to make a foolish one.  Ironically, it is just what happens.  Like the other retellings, he jovially turns everything to gold.  When his daughter becomes a golden statue, Midas begs to lose his magical touch which is granted.   The ending depicts Midas with his, now, grown daughter and her many children as he tells them the story of a man with a golden touch.  The children laugh in disbelief that anyone could be so foolish.   Midas now hates “the sight of all gold except their [his grandchildren’s] golden curls.”  I chose King Midas and the Golden Touch because it has beautiful illustrations, a strong narrative text, and clear moral lesson.  Unfortunately, it can only be found in a library or at sites like half.com.  Charlotte Craft and K.Y. Craft have written and illustrated a similar version with stunning pictures also called King Midas and the Golden Touch which is available for purchase.   

King Midas (ages 5 and up) by Demi 

Long ago, the ancient Greeks worshiped and respected their gods.  They looked to them for wisdom, power, and knowledge.  Unfortunately, King Midas of Phrygia was foolish, weak, and ignorant.  He did not respect or seek the gods.  Demi illustrates through rich pictures and text this more inclusive tale of the mythical man. 

There is a musical contest between the shining god Apollo and the little snub-noised god Pan.  King Midas is chosen to be the judge.  Apollo is clearly far superior in talent, yet Midas foolishly awards the winning title to Pan.  To punish him for his folly, Apollo curses Midas with donkey ears.  The king is so embarrassed that he grows his hair out to cover them.  One summer evening the god Dionysus is having a party nearby.   King Midas finds that the satyr Silenus, one of the god’s guests and companions, had wondered into his field.   The two are fast friends, playing together like children.   As a reward for returning Silenus to Apollo, King Midas is granted one wish.  Demonstrating his foolishness once more, he chooses to have the golden touch.  He quickly realizes the folly of his decision.   Midas seeks out an oracle to be released from this cursed gift.  He obeys the instructions of the gods which induces his healing.  After, the king reverently seeks wisdom, power, and knowledge from the gods 

Variations on the Midas Myth

Max and Ruby’s Midas (ages 3 and up) by Rosemary Wells 

When Ruby catches Max trying to sneak some cupcakes under his pajamas, she informs him that he may become a cupcake himself! At bedtime, she reads to him about Midas, a rabbit who hates fruits and vegetables. One day, Midas decides to try something different.  He looks at his healthy breakfast with his imagined laser-beamed eyes and wishes for a hot fudge sundae.  It works beyond his wildest dreams!  He changes everything into his favorite sweet treats.  Unfortunately, his family accidently gets in the way of his laser-beamed transformations.   There is a satisfying and entertaining conclusion to Midas’ sweet mess, but it does not appear that Max has learned the lesson of the tale. 

Midas Mouse (ages 4 and up) by David and Ruth Ellwand 

Midas Mouse is a creative retelling of the famous myth.  In it, a mouse is the protagonist.  Despite warnings from his mother, Midas ventures out into the bright light of the sun.  He is so enamored by the golden beauty of it that he wishes everything he touched turned to gold.  His wish is magically granted.  At first, he enjoys his new “gift,” especially when a cat sneaks up on him.   He soon learns his golden touch prevents him from enjoying some of the finer things in life---like cheese!   Then, by the light of the moon, Midas wishes to be a normal mouse once more.  His wish is granted.   He misses out on the night feasting with his family because he is so exhausted from his golden adventure.    

Extension Ideas for Teachers and Parents

Golden Touch Craft Idea

King Midas Reading Comprehension Activity

Coloring Page

King Midas Play Script