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Chapter 6 "The Rise of Ancient Greece"

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Chapter 6 MGWH_TE_ch6_rev.fm Page 166 Sunday, July 11, 2004 9:22 AM Chapter The Rise of Chapter 6 66 Ancient Greece Guiding Questions Remind students about the Guiding Questions introduced at the beginning of Chapter Preview the book. This chapter will examine the Section 1 relates to Guiding Question 1 rise of Ancient Greece and the How did physical geography affect the development of democracy, development and growth of societies philosophy, and the arts during around the world? (The location of Greece on the Golden Age of Athens. mountainous islands and peninsulas led to the Section 1 rise of independent Greek city-states that fos- The Rise of Greek tered fishing and trading rather than farming.) Civilization Section 2 relates to Guiding Question 3 Section 2 What were the beliefs and values of people Religion, Philosophy, and the Arts in these societies? (The Greeks valued free- dom, independence, beauty, and knowledge. These values led to their advancement in the arts, in democracy, in freedom of thought, and in philosophy.) Target Reading Skill In this chapter, students will learn and apply the reading skill of identifying and using sequence. Use the following worksheets to help students practice this skill. 5NIT(ISTORYOF/UR7ORLD 4EACHING2ESOURCES 5SING3EQUENCE >YZci^[nHZfjZcXZ!P Target GZXd\c^oZHZfjZcXZH^\cVaLdgYh!P Reading Skill Sequence In this chapter, you will focus on using sequencing to help you understand how events are related to one another. Sequencing helps you see the order in which events happened and can help you understand and remember them. ᮣ The ruins of the Temple of Poseidon in Greece 166 History of Our World Bibliography For the Teacher For the Student Moorehead, Caroline. Lost and Found: L1 Middleton, Haydn. Ancient Greek Jobs. The following Teacher’s Edition strategies The 9,000 Treasures of Troy: Heinrich Heinemann Library, 2002. are suitable for students of varying abilities. Schliemann and the Gold that Got Away. L2 Sutcliff, Rosemary. The Wanderings Advanced Readers, pp. 171, 185, 194 Viking, 1996. of Odysseus: The Story of the Odyssey. English Language Learners, pp. 171, 184 Mee, Christopher, and Anthony Span- Delacorte, 1996. Gifted and Talented Students, pp. 172, 187 forth. Greece: An Oxford Archaeological L3 Fleischman, Paul. Dateline: Troy. Less Proficient Readers, pp. 187, 194 Guide. Oxford University Press, 2001. Candlewick Press, 1996. Special Needs Students, pp. 170, 179, 183 166 History of Our World HOW_TE_ch06.fm Page 167 Wednesday, August 16, 2006 10:58 AM Ancient Greece 20° E 25° E 30° E ■ 35° E40° E Point out the shape of Greece and how it is made up of islands and peninsulas. MACEDONIA Encourage students to trace its outline. 40° ■ N 40° N Ask students to look at a map to see Mt. Olympus 9,570 ft Troy (2,917m) on which continent Greece is located. GREECE Aegean (Europe) Ask if Greece is close to or far from Sea Delphi ASIA MINOR most of the European countries that they Marathon Corinth know, such as France and Germany. (It’s Olympia Athens Ephesus Mycenae KEY Peloponnesus quite far.) Ask for the names of the seas close Sparta ELEVATION to Greece (the Aegean and the Mediterranean Feet Meters More than More than Seas) Ask students to speculate on how 6,500 1,980 480–1,980 Greece’s location might affect the country 35° N 1,600–6,500 Crete Knossos 650–1,600 200–480 and its people. (Greece is quite isolated, which 35° N N 0–650 0–200 perhaps makes it more independent; most Below sea level Below sea level Greek occupations had to do with the sea.) W M e d i t City E e r r a n e a n S e a Mountain peak S 0 miles 200 0 kilometers 200 Students may practice Lambert Azimuthal Equal Area 20° E 25° E 30° E their map skills using the interactive Location Notice the land of the ancient Greeks: the mainland and online version of this map. the islands in the Aegean and Mediterranean Seas. The ancient Greeks also built colonies on the coast of Asia Minor, or modern-day Turkey. Describe How would you describe the lands of the ancient Greeks? Use Web Code Draw Conclusions Study the map to make some guesses about how mup-0601 for step-by-step Using the Visual L2 the people of ancient Greece earned a living. What role did the sea map skills practice. probably have in their lives? Why do you think some Greeks left Reach Into Your Background Ask students ancient Greece to build cities elsewhere? to study the photograph on pages 166 and 167 and to read the caption on page 167. Ask them to note details about the image, then share their ideas with the class. Ask Why do you think the ancient Greeks built a temple for Poseidon? Point out that the ancient Greeks worshipped gods and goddesses and that Poseidon was the god of the sea. Ask students if they can relate this image to their own lives. Answers Describe The Greek lands consisted of islands or peninsulas and were very mountainous. Draw Conclusions Possible answer: The sea figured largely in their lives for fishing, trade, and travel. Per- haps the Greeks left their land because it was Chapter 6 167 too small. Chapter Resources Teaching Resources Media and Technology L2 L1 Vocabulary Development, p. 28 Student Edition on Audio CD L2 L1 Skills for Life, p. 17 Guided Reading Audio CD, English and Teach this chapter’s content using the L2 Chapter Tests A and B, pp. 33–38 Spanish L2 PresentationExpress™ CD-ROM L2 Spanish Support Social Studies Skills Tutor CD-ROM including: ■ L2 Spanish Chapter Summary, p. 60 ExamView® Test Bank CD-ROM slide shows ■ L2 Spanish Vocabulary Development, transparencies p. 61 ■ interactive maps and media ■ ExamView® QuickTake Presenter Chapter 6 167 HOW_TE_ch06.fm Page 168 Wednesday, August 16, 2006 11:12 AM Section The Rise of Section 1 Step-by-Step Instruction 1 Greek Civilization Objectives Prepare to Read Social Studies 1. Objectives Target • epic (EP ik) n. a long poem Understand how Greece’s geographic that tells a story setting influenced the development of In this section you will Reading Skill 1. Understand how Greece’s geographic Identify Sequence • acropolis (uh KRAH puh lis) Greek civilization. setting influenced the development of Noting the order in which n. a high, rocky hill where 2. Examine early Greek history. Greek civilization. events take place can help early people built cities 2. Examine early Greek history. you understand and • city-state (SIH tee stayt) n. 3. Examine the development of democracy 3. Examine the development of democracy remember them. You can a city with its own tradi- in Greece. in Greece. track the order of events by tions, government, and laws; both a city and a sep- Reading/Language Arts making a sequence chart. In Taking Notes the first box, write the first arate independent state Identify the order, or sequence, in which As you read, find the main ideas and details event, or the development • aristocrat (uh RIS tuh krat) events take place in order to understand and concerning the rise of Greek civilization. that sets the other events in n. a member of a rich and remember them. Copy the chart below, and use it to record motion. Then write each powerful family your findings. additional event in a box. • tyrant (TY runt) n. a ruler Use arrows to show how who takes power with the The Rise of Greek Civilization one event leads to the next. support of the middle and Prepare to Read working classes • democracy (dih MAHK ruh- Geography Origins Government Key Terms see) n. a form of Build Background • • • • peninsula (puh NIN suh luh) government in which Knowledge L2 • • • n. an area of land nearly • • • surrounded by water citizens govern themselves Tell students that in this section they will • • • learn how Greece’s geography affected its development as a civilization. Have them look at the photograph on page 169. Ask What does this photograph reveal about Greece’s geography? Use the Idea Wave First there was nothing. Then came Mother participation strategy (TE, p. T39) to gener- Earth. The gods of Night and Day appeared ate responses. (Possible answers: Greece is next, and then the starry Sky. Earth and Sky surrounded by water; therefore, the sea must created the Twelve Titans (TYT unz). These be very important to its development. The land great gods rebelled against their father Sky also looks very mountainous.) and took away his power. The youngest of the Titans, Cronos (KROH nus), ruled in his Set a Purpose for Reading L2 father’s place. In time, Cronos had six chil- ■ Preview the Objectives. dren. The youngest, mighty Zeus (zoos), top- pled Cronos from his throne. ■ Read each statement in the Reading With such stories, the people of ancient Readiness Guide aloud. Ask students to Greece described the struggles of their gods. mark the statements true or false. Like their gods, the people of Greece had to Unit 3 History of Our World Following their defeat of the Titans, Zeus and his brothers struggle for power and independence. Their Teaching Resources, Reading Readiness and sisters battled the giants. The gods Apollo and struggles began with the land itself. Guide, p. 6 Artemis, above left, confront a group of helmeted giants. ■ Have students discuss the statement in 168 History of Our World pairs or groups of four, and then mark their worksheets again. Use the Numbered Heads participation structure (TE, p. T40) Target Reading Skill L2 to call on students to share each group’s Identify Sequence Point out the Target foreign ports.
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