World History

1. World History • Chapter 5: Classical Greece • Section One: Cultures of the Mountains and the Sea • Section Two: Warring City-States • Section Three: Democracy and Greece’s Golden Age • Section Four: Alexander’s Empire • Section Five: The Spread of Hellenistic Culture

2. Standard 3 • SSWH3: The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE. • A.) Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire. • B.) Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar. • C.) Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.

3. Standard 3 (Con’t) • D.) Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world. • E.) Analyze the factors that led to the collapse of the Western Roman Empire.

4. Let’s Preview the Chapter….. • What are some things that you already know about Ancient Greece? • The Olympics • Greek fables such as the Tortoise and Hare • Greek Mystical Figures such as the Cyclops • Greek words such as polis and demos that form root words for English words. • The Hippocratic Oath taken by physicians.

5. Let’s Preview the Chapter…. • Use pages 120 and 121. • In the Greek city-state of Athens, a new form of government developed – democracy – in which citizens exercised power. • What geographic factors might have confined democracy largely in Athens? • Factors may have included separation by sea and mountainous terrain.

6. Let’s Preview the Chapter….. • Alexander the Great spread Greek culture throughout much of Asia, Greek, Egyptian, and Asian cultures then blended to create Hellenistic culture. • Why might the sea have been important to the spread of Greek culture? • It provided a means of transportation, communication, and trade among the city-states and with foreign lands.

7. Let’s Preview the Chapter… • Athens assumed control of a defense league and eventually built it into an empire. Later, Alexander the Great conquered the Persian Empire and beyond to create a vast new empire of his own. • What geographic features might have strengthened the Macedonian desire to build an empire to the south and east? • Macedonia had rugged terrain, so a desire for more fertile land may have driven the Macedonians to build an empire. Also, the lands to the south and east were vulnerable to invasion from both land and sea.

8. Timeline Review • Use the timeline at the bottom of pages 120 & 121 to answer the following questions. This timeline covers Greek civilization from its earliest influences to its widespread diffusion. • Identify two major conflicts on the timeline. • The Trojan War in about 1200 BC • The Persian War in 479 BC

9. Timeline Review • How long after the Trojan War did it take for Greece to become a major military power? • 721 years • How many years did Greece’s military power last before Alexander entered the region? • 145 years

10. What is the importance of the geography and climate of Greece? • The sea shaped Greek civilization. The Greeks did not live on a land but around a sea. Greeks rarely had to travel more than 85 miles to reach the coastline. Sea travel connected Greece with other societies. • Mountains divided Greek land into a number of different regions which significantly influenced political life. • Greece had a varied climate with temperatures averaging 48 degrees in the winter and 80 degrees in the summer.

11. Geography of Greece What geographic features played especially significant roles in the development of Greek history?

12. Who are the Mycenaeans? • People who were part of the migration wave of the Indo-Europeans. These people were from Mycenae which was located in southern Greece. • Mycenae was a fortified city with a protective wall of 20 feet thick. This fortified city could withstand almost any attack.

13. Mycenae Describe the typical Mycenaean palace center. Ans: Typical palace centers were built on a hill and surrounded by gigantic stone walls.

14. What influence did the Minoans have on the Mycenaeans? • From their contact with the Minoans, the Mycenaeans saw the value of seaborne trade. • Mycenaeans also adapted the Minoan writing system to the Greek language and decorated vases with Minoan designs. • Mycenae religious practices, art, politics, and literature were also influenced by Minoans.

15. What is the Trojan War? Why might this legendary event have been real? • This may have been a raid that occurred around 1180 B.C. • Over time the raid was transformed into an epic tale of gods and goddess, love and betrayal, revenge and honor that still captivates readers more than 2,700 years after its creation by Homer.

16. Why might the Trojan War have been real? • Excavations conducted in northwestern Turkey during the 1870’s by German archaeologist Heinrich Schliemann suggested that the stories of the Trojan War might have been based on real cities, people and events. • The exact nature of the war remains unclear.

17. Who are the Dorians? • Sea raiders who attacked and burned many Mycenaean cities. • These people spoke a dialect of Greek and may have been distant relatives of the Bronze Age Greeks. • They were far less advanced than the Mycenaeans.

18. Who is Homer? Why are his epics important? • The greatest storyteller of Greek times. • Homer was blind. • Little is known about his personal life. • He is thought to have created Greek history and wrote it down in his epics, which were narrative poems that celebrated heroic deeds.

19. What is an epic? • A narrative poem that celebrates heroic deeds. • Most epics of ancient Greek times were written by Homer between 750 and 700 BC.

20. What are Greek myths? • Rich traditional stories about Greek gods. • Homer wrote Greek myths. • Through the myths, the Greeks sought to understand the mysteries of nature and the power of human passions. • In these myths, Greeks attributed human qualities, such as love, hate, and jealousy, to their gods.

21. Greek Myths • The gods quarreled and connected with each other regularly. • Unlike humans, gods lived forever. • The gods lived on Mount Olympus which reached far above the peninsula of Greece so that the gods could look down on the Athenians before passing judgement.

22. Greek Gods • Some of the most note worthy Greek Gods: • Zeus – Ruler of the gods. • Hera – Zeus’ wife. • Athena – goddess of wisdom. (Zeus’ daughter) • Aphrodite – goddess of love.

23. Greek gods • Apollo – god of many things. Just to name a few (knowledge, light, music, art) • Ares – god of war. • Hades – god of the underworld.

24. What is a city-state? • City – state is another name for polis. • A polis was the fundamental political unit in ancient Greece. • A polis was made up of a city and its surrounding countryside, which included numerous villages. • Most city-states controlled between 50 and 500 square miles of territory, with fewer than 10, 000 residents.

25. What is a polis? **Thepolis was above all, a community of people who shared a common identity and common goals. * The polis consisted of citizens with political rights (adult males), citizens with no political rights (women and children), and noncitizens (including agriculturallaborers, slaves and resident aliens).

26. What is the difference between a city-state and an acropolis? • An acropolis is an area that is within a city-state that sits on a fortified hilltop. This is normally where citizens gather to discuss city government.

27. What is an acropolis & agora? At the top of a hill or the “polis” was a fortified area called an acropolis. **The acropolis served as a place of refuge during an attack and sometimes came to be a religious center on which temples and public buildings were built. Below the acropolis was an agoraor an open area that served as a place where people could assemble and as a market.

28. What were four main forms of government in Greek city-states? (128) • Monarchy – single person ruler, usually called a king. • Aristocracy – government ruled by a small group of nobles from land owning families. • Oligarchy – government ruled by a few powerful people. • Direct Democracy – government ruled by the people.

29. Assignment • Directions: Use the chart on page 128 in your book to summarize the four main types of governments in the Greek city – states. Use the example of the Tree Map or Organizer on the board. After summarizing choose one of the four that you would use to govern your own kingdom or empire and tell why based on the facts that you presented.

30. What is a tyrant? • When city-states began to have repeated clashes between rulers and common people, powerful individuals, usually nobles or other wealthy citizens, sometimes seized control of the government by appealing to the common people for support. • These rulers were called tyrants. • Unlike today, tyrants generally were not considered harsh and cruel, but rather looked at as leaders who would work for the interests of the ordinary people.

31. Why would tyrants set up building programs? • Tyrants would set up building programs to provide jobs and housing for their supporters. • They would also set up building programs to reward supporters and secure loyalty of ordinary people.

32. What were the advantages and disadvantages of the city-state as a form of government? • Advantages • City-states were small • Easy to control • Located in a central location • Disadvantages • City-states controlled little territory • Had many rivals nearby • Greater chance for conflict

33. Explain Athenian Democracy. • In Athens participation in the political process was limited to adult males who were property owners. • The political process involved voting on issues that concerned the entire Athens city-state. • Athenian democracy was allowed the citizens to govern freely, and not have representatives to speak for large groups of citizens.

34. Who are Draco, Solon, and Cleisthenes? • Draco – made the first step toward democracy when he came into power. • In 621 BC he developed a legal code based on the idea that all Athenians, rich and poor, were equal under the law. • His code dealt harshly with criminals by making punishment for almost every crime death. • His democratic policy upheld debt slavery in which debtors worked as slaves to pay off debts.

35. Who is Solon? • Developed more far-reaching democratic reforms than Draco when he came to power in 594 BC. • He felt no citizen should be owned by another citizen and therefore outlawed debt slavery. • He organized Athens citizens into four social classes according to wealth. Only members of three classes could hold political offices. • All citizens could participate in the Athenian assembly. • He also introduced the legal concept that any citizen could bring charges against wrong doers.

36. Who is Cleisthenes? • He broke up power of nobility by organizing citizens into ten groups based on where they lived rather than their wealth. • He increased power of the assembly by allowing citizens to submit laws for debate and passage. • He created the Council of Five Hundred which was a body that proposed laws and counseled the assembly. Council members were chosen randomly.

37. Which Athenian leader’s reforms most resemble aspects of US democracy? • Cleisthenes’ because he organized citizens geographically and created a “second legislative branch”- the Council of Five Hundred.

38. How is Athenian democracy different from modern American democracy? • In Athens, participation in political processes was limited to adult male property owners. • In the United States, participation is open to all. Elected representatives, not citizens themselves, govern.

39. Athenian girls did not go to school, but were educated at home by their mothe or other female family members. How was Athenian education distributed among Athenian children? • For the most part only sons of wealthy families received formal educations. • Schooling began at about age seven and largely prepared boys to be good citizens. • They studied reading, grammar, poetry, history, mathematics, and music. • When boys got older, they went to military school to prepare them to become defenders of Athens.

40. How was Athenian education distributed among Athenian children? • Athenian girls did not go to school, but were educated at home by their mothers or other female family members. • They learned about child-rearing, weaving cloth, preparing meals, managing the household, and other skills that helped them become good wives and mothers. • Some women did learn to read and write.

41. Who was considered a citizen? • Citizenship was restricted to a relatively small number of Athenians. • Only free adult male property owners born in Athens were considered citizens. • Women, slaves and foreigners were excluded from citizenship and had few rights.

42. Daily life for Athenians • Most residents of Athens were not citizens. • Adult male foreigners were protected by Athenian laws. They were also subject to responsibilities of citizens, military service and the funding of festivals. • Slavery was also common in Athens. • Family was important in ancient Athens. It was composed of a husband, a wife and children.

43. Daily Life for Athenians….. • Sometimes dependent relatives and even slaves were considered a part of Athenian families. • Athenian women could take part in religious festivals, but otherwise were excluded from public life. If they left the house, they had to have a male companion. The primary duty of these women was to bare children. • Women could not own property and they always had to have a male guardian. Unmarried women by their father, married women by their husbands, and widows by their sons or other male relative.

44. Who were the Spartans? Where was Sparta located? • A group of people who lived in southern Greece in an area called Peloponnesus. Sparta was located here and nearly cut off from the rest of Greece by the Gulf of Corinth.

45. Explain the branches of Sparta’s government. • Spartan government had several branches. • The assembly which was composed of all Spartan citizens, elected officials who voted on major issues. • The Council of Elders which is made up of 30 older citizens who proposed laws on which the assembly voted. • Five elected officials carried out the laws passed by the assembly. These men also controlled education and prosecuted court cases.

46. Additional Spartan Notes….. • Sparta’s Social Order consists of several groups: • Citizens who descended from the original inhabitants of the region. (Ruling families who owned land) • Non-citizens who were free and worked in commerce and industry. • The helots who were at the bottom of Spartan society, but a little better than slaves. They worked in the fields or as house servants.

47. Daily Life for Spartans….. • Sparta had the most powerful army in Greece. • Spartans did not value arts, literature or other artistic and intellectual pursuits. • Spartans valued duty, strength, and discipline over freedom, individuality, beauty, and learning. • Spartan men were expected serve in the army until age 60, their daily life centered on military training.

48. Daily Life for Spartans….. • Spartan boys left home at age 7 and moved into army barracks where they stayed until they reached age 30. They learned military tactics. • Spartan girls also led hardy lives by receiving some military training They also ran, wrestled, and played sports. They like the boys were taught to put service above all else. • Legend says that Spartan women were so tough that they told their sons and husbands who were going to war to “come back with their swords or on them”.

49. How do the ideals of Spartan and Athenian society compare? • Spartans valued duty, physical and military strength, and discipline. • Athenians valued their political freedom, family life, and intellectual pursuits.

50. What was the cause of the Persian Wars? • Persia was expanding by conquering small Greek city states of which Athens was aiding to fight against the Persians. This resulted in Persia directly attacking Athens.