Grades: 	Middle School (6–8), High School (9–12)
Subjects: 	Visual Arts, History–Social Science 
Time Required:	Three 50-minute periods
Author:	J. Paul Getty Museum Education Staff

Lesson Overview
Students will analyze a modern-day coin and compare it to three coins from antiquity. Students will create their own coin using historical figures, symbolic images, and words.

Learning Objectives
Students will: 
•	Compare and contrast what is depicted on modern-day and ancient coins.
•	Learn about important figures and images that decorated ancient coins.
•	Create their own coins, using figures, symbolic images, and words.

Materials
•	Images of Coin, Owl on a Storage Jar, and Head of Augustus
•	Modern-day coins (one per student)
•	Student Handout: Examining a Coin
•	Scratch paper 
•	Pencils
•	Aluminum or copper foil squares (5 x 5 inches)
•	Compass 
•	Wooden stylus
•	Scissors
•	Glue Dots® or masking tape

Featured Getty Artworks
Coin by Unknown Artist 
http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=24497

Owl on a Storage Jar by Unknown Artist 
http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=24394

Head of Augustus by Unknown Artist
http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=24594

Lesson Steps 
1.	Provide each student with a modern-day coin, or ask students to bring in a coin from home (they can be international coins as well). On the board, create a T-chart, noting on the left “Front” and on the right “Back.” Ask students to look at the front (obverse, or heads) of their coin and list as many details as they can on the left side of the T-chart. Ask students to then turn the coin over and list as many details as they can about the back (reverse, or tails) of their coin on the right side of the T-chart.

2.	Divide the class into groups of three to four students. Provide each group with front and back images of one of three ancient coins and the handout “Examining a Coin.” Have groups discuss what imagery they notice on the front of their coin and list their observations in the upper left square of the handout. Have groups speculate about what they think the imagery means and list their observations in the middle left square of the handout. Then have groups discuss what other details and letters they observe and list their observations in the lower left square of the handout. Have groups follow the same process with the back of the coin, using the squares on the right side of the handout.

3.	Display an image of the coin depicting Alexander the Great on the front. Ask each group that examined the coin to report their observations to the class. Inform students that the coin depicts the general Alexander the Great (Greek, 356–323 B.C.) on the front and the goddess Athena on the back. The coin was issued by one of Alexander’s successors, a general named Lysimachos (Greek, c. 360–281 B.C.), who ruled Thrace, in northern Greece, after Alexander’s death. Ask students the following questions:
•	Why do you think Lysimachos would want an image of Alexander the Great on the coin? (Alexander was one of the greatest and most admired generals in history, and it would have been important to have his name associated with the reign of Lysimachos.)
•	Why do you think Lysimachos would want an image of the goddess Athena on the back? (Athena was the goddess of wisdom and warfare. In this image, she is shown seated, with a spear resting on her shoulder and a figure of Nike, the goddess of victory, in her hand.) 

4.	Display an image of the coin depicting an owl on a jar on the back. Ask each group that examined the coin to report their observations to the class. Inform students that this coin shows a goddess on the front. Ask students the following questions:
•	Based on what she is wearing, which goddess is she? (She has a helmet, showing that she is Athena, the goddess of war.)
•	What symbols did you notice? (There is an owl, since Athena is also the goddess of wisdom. There is a wreath, a symbol of victory. There is also a jar, a symbol of olive oil, the most important commodity of the city of Athens. Olive oil was transported in these jars.)
•	What letters did you notice? (Inform students that the Greek letters for "Athe” stand for the city of Athens. Written below them is the name "Ammodio," an Athenian magistrate in 182–181 B.C.)

5.	Display an image of the coin depicting a bust of Augustus on the front. Ask each group that examined the coin to report their observations to the class. Ask students the following questions:
•	How would you describe this figure?
•	What is he wearing, and what does it symbolize? (He is wearing a wreath, a symbol of victory.)
•	Inform students that this is Augustus, the first emperor of the Roman Empire, the mightiest in the ancient world. Ask students whether they think the coin is reflective of the power of Rome.
•	What is on the back of the coin? (A statue of Augustus.) Why would he want a statue of himself on the back? What does this say about him?

6.	Finally, ask students to discuss what is similar about all three coins. (They all have profiles of significant figures, include symbols, and have text.) How do these coins compare with the modern-day coin examined earlier?

7.	Tell students that they are going to create their own coins. In pairs, have students brainstorm ideas about what they will depict on their coins. Ask students to consider the following questions: 
•	Who are you going to put on the front? An illustrious figure like Alexander the Great or Augustus? Or someone from more recent history? Or will it be a made-up figure? Or a figure from mythology? 
•	What symbols are you going to include? Are you going to include them on the front, back, or both? 
•	Are you going to include a symbol from the city you live in (like the owl on the coin from Athens)? If so, what will that symbol be? 
•	Are you going to have text on your coin? Will the letters/words be symbolic, or will they have a patriotic meaning?

8.	Pass out scratch paper and pencils. Have students sketch out their ideas. Have students consider how their designs will work within a circular composition. 

9.	Pass out two squares of aluminum or copper foil to each student. Inform them that one square will be for the front of their coin; the other, for the back. Using a compass, have students lightly sketch out a circle on their square, making sure to try to use as much of the 5 x 5 inch sheet as possible.

10.	Using a wooden stylus, have students draw their designs. Remind students to press lightly on the surface so that they don’t puncture the foil. Also, remind them to try to stay within the circular composition. 

11.	Once students are done, have them cut out their coin along the circular mark they made with the compass.

12.	Using Glue Dots®, have students press their two circles together to make a complete coin.
   
Extensions
Have students present their coins to the class in an oral presentation. What figure is illustrated on the coin? What symbols and/or writing did they include? Why?

Have students put a monetary value on their coins. How much will their coins be worth? Have them write a brief report about what each coin can buy.

Assessment
Students will be assessed on their visual analysis of a modern coin. Students will also be assessed on group participation and discussions about their assigned ancient coin. Finally, students will be assessed on the coin they created, including whether they incorporated a profile of a figure and their use of symbols.

Standards Addressed

Visual Arts Content Standards for California Public Schools

Grade 6
3.0 Historical and Cultural Context
3.2 View selected works of art from a culture and describe how they have changed or not changed in theme and content over a period of time.
4.0 Aesthetic Valuing
4.1 Construct and describe plausible interpretations of what they perceive in works of art. 

Grade 7
4.0 Aesthetic Valuing
4.2 Analyze the form (how a work of art looks) and content (what a work of art communicates) of works of art. 

Grade 8
4.0 Aesthetic Valuing
4.3 Construct an interpretation of a work of art based on the form and content of the work. 

Grades 9–12 (Proficient)
3.0 Historical and Cultural Context 
3.1 Identify similarities and differences in the purposes of art created in selected cultures.
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

History–Social Science Standards for California Public Schools

Grade 6
6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.