The Early Greeks

1. The Early Greeks Chapter 4, Section 1, page 116

2. Chapter 4, Section 1 Objectives • After this lesson, students will be able to: • explain how geography impacted Greece’s early civilizations, the Minoans and the Mycenaeans. • describe how colonies and trade spread Greek culture, which included the idea of citizenship.

3. The Geography of Greece – page 117 • mild climate • a land tied to the sea • mountainous terrain

4. The Geography of Greece – page 117 • peninsula – a body of land with water on three sides • Peloponnesus – peninsula forming the southern part of the mainland of Greece • strait – a narrow strip of water with land on both sides

5. The Geography of Greece – page 117

6. The Minoans – page 118 • The Minoans • first civilization to arise in the region that became Greece • seafaring trade network

7. The Minoans – page 118 • The palace at Knossos

8. The Minoans – page 118 • mysterious disappearance • natural disasters? • volcanic eruptions • earthquakes • tidal waves • invasion?

9. The First Greek Kingdoms – page 119 • The Mycenaeans • war • cyclopean walls • art depicting hunting and war • trade • learned navigation by the sun and stars from the Minoans • disappearance • invasion? • reversion from urban society to rural one and a decrease in writing leads to…

10. The First Greek Kingdoms – page 119

11. The Greek Dark Ages – page 129 • The Greek Dark Ages ( 1100 B.C. – 750 B.C.) • natural disasters • war • food shortages • writing all but disappears

12. A Move to Colonize – page 121 • Why? • resource shortages • Consequences • surge in trade • coinage

13. The Polis – page 122 • polis – the early Greek city-state • most between 50 and 500 square miles and around 10,000 residents • acropolis – an upper fortified part of the city • agora – open area that served as a market and a meeting place

14. The Polis – page 122

15. The Polis – page 122

16. What was Greek Citizenship? – page 122 • Greeks were first to develop the idea of citizenship. • free, native-born, men who owned land made up citizens • rights: • vote • hold office • own property • defend oneself in court • responsibilities: • participate in government • serve in the army (hoplites – ordinary citizens in the army)

17. Chapter 4, Section 1 Questions • A _____ is a body of land with water on three sides. • Name one way in which Greece’s geography impacted how civilization developed there. • What early civilization established a seafaring network and built the palace complex at Knossos? • Define acropolis and agora. • Name the requirements for citizenship in the Greek city-states.

18. Sparta and Athens Chapter 4, Section 2, page 124

19. Chapter 4, Section 2 Objectives • After this lesson, students will be able to: • describe how tyrants seized control over many city-states. • explain how the Spartans focused on military rule, while the Athenians were more interested in democracy.

20. Tyranny in the City-States – page 125 • farmers and merchants dissatisfied with status quo • tyrants – person who takes power by force and rules with total authority • used the backing of the common people to gain control of government • not necessarily cruel, for instance some set up building programs to provide jobs and housing • fell out of favor around 500 B.C.

21. Sparta – page 126 • Spartan society • Homoioi – ruling class of kings and warriors • Perioikoi – “dwellers around” free people, mostly merchants and farmers who were not citizens • helots - people who were conquered and enslaved by the Spartans • c. 725 B.C. – Sparta conquers its neighbors, Messenia • the Messenians → helots • helot revolt – almost successful

22. Sparta – page 126 • a military state • Why? • Spartans conquered neighbors when they needed territory • helot revolt left an impression • life in a place that is an “armed camp” • victory no matter the cost – retreat was not an option • “With this shield, or on it.” • Spartans focused on military service to the state above all else • tombstones only for warriors who died in battle and mothers who died in childbirth

23. Sparta – page 126 • What to expect as a Spartan: • inspection as a child • placed in barracks at 7 years old, when training would begin (boot camp) • children were property of the state • given little clothing and no shoes • days spent marching, fighting, and exercising • food was sparse (black porridge); encouraged to steal to make up for it • punishments were severe • entered the regular army at 20 • stayed in barracks until 30 • served in army until 60

24. Spartan Government – page 127 • oligarchy – government in which a few people hold power • two kings • council of 28 elders (men over 60) • assembly of all Spartan men over 30 • ephors – oversaw law enforcement and managed tx collection

25. Athens – page 128 • Athens focused on government and education. • school was more similar to what we have today than the Spartan agoge • boys taught to read, write, do arithmetic, play sports, as well as sing or play instruments • goal of school was to develop well rounded young men • girls stayed home and learned how to run a household

26. A Budding Democracy – page 129 • 600 B.C. – farmers begin to rebel against the nobles • 594 B.C. Solon is chosen to settle the problems • cancels farmers’ debts and freed those who had become slaves • creates a council of 400 wealthy men to write laws • allows a council of all male citizens to meet to pass laws • 560 B.C. – Pesistratus seized power as a tyrant • 508 B.C. –Cleisthenes – credited with making the government of Athens a democracy

27. Chapter 4, Section 2 Questions • Who were the tyrants? • Why did the Spartans place so much stress on military service? • Explain the meaning of the statement, “With this shield, or on it.” What does that tell us about the Spartan mindset? • How did Athens’ focus differ from that of Sparta? • What is Cleisthenes credited with accomplishing? • Imagine you are a 28-year-old man living in Sparta in 700 B.C. Write a letter to your 6-year-old nephew telling him what to expect when he leaves home on his next birthday.

28. Persia Attacks the Greeks Chapter 4, Section 3, page 131

29. Chapter 4, Section 3 Objectives • After this lesson, students will be able to: • discuss how the Persian Empire united a wide area under a single government. • describe how Sparta and Athens joined forces to defeat the Persians.

30. The Persian Empire – page 132 • Persian Empire – united a wide area under a single government • east of Greece • extremely powerful state • Cyrus the Great – King of Persia • merciful rule helped to hold empire together; “absolutism with toleration” • system of roads

31. The Persian Empire – page132

32. What was Persian Government Like? – page 133 • Darius – Persian king who reorganized the government • satrapies – states into which Darius divided the empire • each led by a satrap – means “defender of the kingdom” • acted as tax collector, judge, chief of police, and head recruiter for the army

33. The Persian Religion – page 133 • Zoroastrianism – Persian religion founded by Zoroaster • monotheistic • humans choose between right and wrong • good will eventually triumph over evil

34. The Persian Wars – page 134 • Why? • Persians felt wrongs had been committed against them by the Greeks • clashes between Greek colonies and the Persians in Asia Minor • Darius’ desire for vengeance – “Sire, remember the Athenians.” • 490 B.C. – Persians land 25,000 men on the plain of Marathon, about 26 miles from Athens • Athenians number about 10,000 infantry • Persians unprepared for the Greek phalanxes • Greeks slaughter the Persians: killing 6,000 Persians at a cost of less than 200 of their own • Pheidippides – “Victory.”

35. Another Persian Strike – page 135 • Xerxes – Persian king (son of Darius) who invaded Greece to increase his country’s wealth, for glory, and for revenge • 180,000 troops and thousands of warships and supply vessels • Themistocles, an Athenian general, decides the best strategy is to cut Persia’s supply lines on the seas, but he needs time to raise a navy.

36. Another Persian Strike – page 136 • Thermopylae – the famous last stand of the 300 • 7,000 Greeks versus 180,000 Persians (500,000 total?) • bottleneck nullifies numbers • Greeks betrayed and defeated, but delay worked

37. Another Persian Strike – page 136 • Salamis – naval battle in which the Greeks crushed the Persian fleet • won because of the maneuverability of their ships • Persians continue on and burn Athens • Platea – Greek victory over the Persians that convinced the Persians to go home

38. What Caused the Persian Empire to Fall? – page 137 • losses to the Greeks weaken its power • new rulers raise tax rates • overextended its army • fights over who should be king • plots to take the throne • Alexander the Great

39. Chapter 4, Section 3 Questions • What quality helped Cyrus the Great hold Perisa together? • What move did Darius make that helped him manage the empire? • What helped cause Darius to decide to invade Greece? • Place the following battles in the order in which they occurred: Platea, Marathon, Salamis, Thermopylae. • Why was Thermopylae successful in a way?

40. The Age of Pericles Chapter 4, Section 4, page 138

41. Chapter 4, Section 4 Objectives • After this lesson, students will be able to: • discuss how Athens became very powerful and more democratic. • describe what happened when Athens and Sparta went to war over control of Greece.

42. The Athenian Empire – page 139 • The Delian League • island of Delos • began as an alliance of Greek city-states led by Athens (Sparta was not included) • purpose was to create an alliance to defend Greeceand her colonies from the Persians • effective in controlling the Persian threat • Athens grew to dominate the treasury, fleet, and army • Delian League → effectively an Athenian Empire

43. Democracy in Athens – page 139 • direct democracy – system of government in which people gather at mass meetings to decide on government matters • Athens: 43,000 male citizens • about 6,000 attend meetings in the agora every ten days • assembly passes laws, elects officials, and made decisions on foreign policy • ten generals carried out the assembly’s laws

44. Democracy in Athens – page 139 • representative democracy – system of government in which citizens choose a smaller group to make laws and governmental decisions on their behalf

45. The Achievements of Pericles – page 140 • Pericles – Athenian statesman who is credited with making Athens more democratic • strides in democracy • Greeks see ability as the key to holding office • included lower-class citizens in government • paid officeholders • Age of Pericles – age of great creativity and learning in Athens • support for artists, writers, architects, and philosophers (thinkers who ponder questions about life)

46. The Achievements of Pericles – page 141 • The Parthenon - • approximately 15 years to complete • 20,000+ tons of marble • cost: $3 billion (based on the value of money today)

47. Daily Life in Athens – page 142 • Population • 285,000 residents • 150,000 citizens (43,000 men with political rights) • 35,000 foreigners • 100,000 slaves • The Roles of Men and Women • men worked in the morning and usually exercised or attended the assembly in the evenings • women not seen as the equals of men • notable exception: Aspasia

48. The Peloponnesian War – page 144 • Why? • other city-states (Sparta and Corinth) suspicious of Athenian motives • Who? • Delian League (Athenian Empire) vs. Peloponnesian League (Sparta and her allies) • When? • 431 B.C. to 404 B.C. • Strategy • Sparta – surround the Athenians and goad them into a fight • Athens – avoid pitched battles and use their superior navy to raid the Peloponnesus

50. Why Was Athens Defeated? – page 145 • disease strikes Athens (Pericles dies 429 B.C.) • war off and on for years • Sparta made a deal with Persia to get money for its own navy • 404 B.C. – Athens surrenders; Sparta is in control