Starter (September 14, 2011) Self-Reflection

1. Starter (September 14, 2011)Self-Reflection Respond to the following on a clean sheet of paper. It will be collected and will count as a grade. • How do you think you performed on the Unit 1 Test? (Why do you think you made this grade?) • If you could do things over, what would you do differently to prepare for the Unit 1 Test? • How do you feel about your performance thus far in World History Honors? (If you do not feel you have been successful, what will you do to change this?)

2. Unit 2 Overview • Unit 2 is quite lengthy and covers a lot of information. We will be studying the Persian, Greek, and Roman Empires. • The vocabulary will be due completed on test day (September 28), BUT you will have quizzes during this unit. Therefore, you need to be working on the vocabulary as we go. (If we have a quiz on a topic, you must know the vocabulary that corresponds.) • For the remainder of this week, we will focus on the Persian Empire and introduce Greece (Chapter 3 in your textbook). • There will be a quiz on Chapter 3 on Monday.

3. The Persian Empire

4. The migrations that occurred prior to 1500 BC brought many groups, including the Medes and the Persians, to the Plateau of Iran. • The Persian Empire would be the largest empire of the world at that point in history. • The Persians called themselves Aryans naming their land Iran. • Historians call them Indo-Iranians.

5. Geography of the Persian Empire • Persia is present-day Iran. However, at the height of the Persian Empire, Persian emperors controlled lands as far west as Egypt, portions of Asia Minor, and east into portions of India. (see map on page 64) • The area experienced little rainfall and extreme hot and cold temperatures. • Lightning was often an issue turning natural gases into fires. • The empire consisted of deserts, mountains, and a small portion of relatively fertile land. • The fertile land was in the northeast where farming and herding took place.

6. Agriculture in the Persian Empire • Most of Iran lacked open sources of water, but there were areas called oases (where vegetation grew due to filtered water from underground). • Persians dug out qanats (underground canals to hold water) which caught melting snow from the mountains. • Due to difficulty in agriculture, the ancient Persians were seminomadic herders of horses, cattle, and sheep.

7. Early Culture and Society • It was common for men to have more than one wife. (Not much is known about the roles of women.) • The Indo-Iranians were patriarchal. • Persians were ruled by tribal chieftains who served as local kings. Tribal leaders advised the kings. • War was a way of life—Persians raided others and were raided often for cattle, horses, and women.

8. Religion • The early Persians believed that the world was full of spirits. • Mithra: god of the sun • Anahita: goddess of fertility and vegetation • Fire was also important in early religious practice. They did not worship fire, but thought that fire represented the forces of nature. • A major religious reform occurred sometime before 600 BC.

9. Zoroaster • Zoroaster launched the reform in Iran. • Preached against polytheism and called for the worship of Ahura Mazda (one all-inclusive god) • Ahura Mazda represented good forces compared to the evil forces of Ahriman. • According to Zoroastrianism, people were free to choose which one they followed—they would be judged upon their death (much like heaven and hell). • Zoroastrianism was based upon living a moral life—lying was the greatest sin one could commit. • Overall, Persians did not feel strong ties to the abstract idea of Ahura Mazda. However, they did incorporate him into religion. • In later Persian religion, many considered Mithra and Anahita to be the children of Ahura Mazda.

10. From Kingdom to Empire READ page 64-66 and take notes on the different leaders of the Persian Empire. • It will be important to know what areas they added to the empire. • Note how these emperors achieved the role of leadership.

11. Persian Army • Made up of professional soldiers • “10,000 Immortals” who were replaced as soon as they died to maintain a strong army. • Skilled archers, war chariots, and iron sickles added to their advantages • Weaknesses: • Local recruits sometimes fought according to their own customs leading to disorganization • The navy was made up of foreigners

12. Persian Law • King was the source of law • Universal law was “the Laws of the Medes and Persians” applied to everyone • They respected laws of conquered people within their own provinces, but the Persian law was supreme. • Royal judges implemented the legal system. • These judges were monitored to be sure they were fair and just.

13. The Persian Imperial Economy • Agriculture was a major money-maker. • Kings often gave away land as rewards, • Trade and commerce was important. • Currency was silver (shekel) and gold (daric). • Imperial taxes were high in conquered lands which were considered property of the king. • These taxes helped the empire become one of the richest empires of the ancient world.

14. In the event that time is left in class, work on your vocabulary. =] Sorry for the long set of notes today.

16. Starter (September 15, 2011) Review: • Define city-state. • Explain the decline of Greece that occurred around 1200 BC. • Define Dark Age. (Answers are not provided today—these are all review questions from Unit 1.)

17. The City-States of Greece “Jigsaw” • The class will be divided into 6 equal (or as close possible) “home groups.” • Each home group will have one portion of Chapter 3 Section 2 that they will be responsible for. • The Rise of the Polis • Life in the Polis • Colonization • Decline of the Aristocratic Order • Athenian Political Development • Sparta

18. Part 1 • 15 MINUTES MAXIMUM • Once you have been assigned your portion, read through the portion jotting down “the key points.” • Key words • Key people • Any important information • ***The class is depending on you to do a good job here!

19. Part 2 • 45 Minute Maximum • Within your home group, number yourselves off (1, 2, 3…) • You will create new groups. • All 1s are a group • All 2s are a group • In your new groups, share the information your “home group” found in Part 1. • Discuss what you learned—do not merely copy what others have written down. • Take notes on what the other groups share with you.

20. Classwork/Homework • Read Chapter 3 Section 3 “War and Empire in the Aegean” • Complete #1-5 in the Section Review.

22. Starter (September 16, 2011) Turn in any Section 3 Review assignments that were not turned in yesterday. Begin reading Chapter 3 Section 4 in preparation for today’s assignment.

23. “Greek Golden Age” Brochure • Individually, create a brochure that discusses the Golden Age of Greek Culture (Chapter 3 Section 4). • Requirements: • Front Cover Must: • Be titled: Greek Golden Age • Have a visual in color • Inside the brochure, you need to cover the content of the entire section. The easiest way to do this is to break it up based upon the headings. • Be sure to include key words, key people, etc. • This brochure should be “professional” like you would find at a history museum. • Use complete sentences, grammar, and punctuation. • Do not use symbols such as &--use the word. • You have one hour (60 minutes)

24. Greek and Roman Mythology Project Discussion Remember to STUDY for your Chapter 3 Quiz on Monday.