Glencoe World History: Journey Across Time

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Unit Resources Note: The following materials may be used when teaching Unit 2. Chapter and section level support materials can be found on the chapter and section resource pages.

TEACHINGTEACHING TRANSPARENCIESTRANSPARENCIES Writing Process Transparencies L1

• Timed Readings Plus in Social Studies help students increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found DIFFERENTIATEDDIFFERENTIATED INSTRUCTIONINSTRUCTION on state and national assessments. Step Into World History Activity 2 L1 • Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty. • Reading Fluency helps students read smoothly, accurately, ASSESSMENT and expressively. • Jamestown’s Reading Improvement, by renowned reading Unit 2 Test Form A L2 expert Edward Fry, focuses on helping build your students’ Unit 2 Test Form B L2 comprehension, vocabulary, and skimming and scanning skills. • Critical Reading Series provides high-interest books, each written at three reading levels. To order these products, call Glencoe at 1-800-334-7344. ADDITIONALADDITIONAL RESOURCESRESOURCES Glencoe Skillbuilder Interactive Workbook CD-ROM, Level 1 Reading Glencoe World History Primary Source Document List Generator Library CD-ROM CD-ROM Focus on World Art Prints The Glencoe BookLink CD-ROM is a database that allows you Outline Map Resource Book to search more than 15,000 titles to create a customized World Desk Map reading list for your students. World Art and Architecture Transparencies ■ Reading lists can be organized by students’ reading World Music: Cultural Traditions level, author, genre, theme, or area of interest. World Music: A Cultural Legacy ■ The database provides Degrees of Reading Power™ Glencoe World Literature Library (DRP) and Lexile™ readability scores for all selections. Reading in the Content Area ■ A brief summary of each selection is included. Teaching Strategies for the World History Classroom Leveled reading suggestions for this unit: (Including Block Scheduling Pacing Guides) Inclusion Strategies for the Middle School Social For students at a Grade 5 reading level: ■ Studies Classroom Dateline:Troy, by Paul Fleischman For students at a Grade 6 reading level: ■ Shower of Gold: Girls and Women in the Stories of India, by Uma Krishnaswami Blackline Master CD-ROM For students at a Grade 7 reading level: Poster Audio Program ■ China: City and Village Life, by Julia Waterlow Transparency DVD To order this CD-ROM, call Glencoe at 1-800-334-7344. Music Program Videocassette

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Each chapter in this unit contains special reading strategies. The following preview will help you teach these reading skills to your students.

CHAPTER 4: Making Connections

Making connections from the printed word to what readers have seen, heard, read about, or experienced in their own lives provides a framework on which to build new information. Discovering such connections builds cognitive reading and understanding. While this may seem simple, it is necessary that this become a part of a reader’s natural processing in order to effectively comprehend new text. Often, teachers must assist readers in making these vital connections by asking questions that guide students to make such connections.

CHAPTER 5: Using Context Clues

Using context clues involves looking for the meaning of difficult words and passages by using the phrases and words located nearby. Seeing a word, phrase, or concept within its context will provide valuable insights on how the word or concept is intended to be understood. Students who are capable of using context clues, such as synonyms, explanations in the sentence, or nontext features such as graphs and illustrations, will comprehend the text more easily and fully.

CHAPTER 6: Building Your Vocabulary

This skill uses techniques similar to those found in “Using Context Clues.” Both emphasize the importance of developing vocabulary in order to aid comprehension of text materials. When there are terms students do not understand, students can use context to determine meaning. They can also look for clues in prefixes, suffixes, or root words; look the word up in the glossary or dictionary; ask someone for help; or simply guess based on what they have read. Ultimately, a solid and growing vocabulary is essential to good comprehension.

CHAPTER 7: Headings and Punctuation

Many students jump directly into a text, ignoring print signals that make reading easier. Without understanding that text structure and punctuation marks direct student reading much like road signs direct travelers, student navigation of the text can become laborious and limit understanding. In this skill, students learn how proficient readers use headings, subheadings, words in bold, punctuation marks, and other text features as valuable comprehension tools.

Use the SkillBuilder Handbook on pages 902–919 to help students practice important skills.

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INTRODUCING UNIT 2 TheAncient If time does not permit teaching each chapter in this unit, you may use the Reading Essentials and World Study Guide summaries.

UNIT OVERVIEW Unit 2 describes the develop- Each civilization that you will study in this unit made ment and contributions of important contributions to history. ancient Greece, India, and China. • The Greeks developed democratic government. • The ancient Chinese created paper. • The people of India invented the concept of zero. UNIT OBJECTIVES After studying this unit, students should be able to 2500 B..C.. 1500 1500 B..C.. 800 800 B..C.. 650 650 B..C..

1. trace the rise of Greek city- Ancient c. 1600 B.C. c. 776 B.C. states with an emphasis on Greece Minoan First civilization Olympic Athens and Sparta, and Chapters 4 & 5 describe Greek cultural reaches Games height take place accomplishments and the spread of Greek culture; Ancient plate 2. discuss early Indian civilizations and empires, including Early c. 2500 B.C. c. 1500 B.C. the development of IndiaIndia Settlements Aryans invade develop along India Hindu temple Hinduism and Buddhism; Chap r 6 te Indus River 3. explore China’s first civilizations and the rise of the Qin and Han dynasties.

Early c. 1750 B.C. c. 1045 B.C. China Shang dynasty Zhou establish Chapter 7 begins dynasty in China Tell students that our civilization is a product of the accomplishments of earlier Zhou dynasty bronze dragon civilizations. Ask them how their lives would be different 108 without the accomplishments (t)National Museums of Scotland/Bridgeman Art Library, (c)Borromeo/Art Resource, NY, (b)file photo of early Greece, China, and India. L2 TIMETIME LINELINE ACTIVITYACTIVITY Have students use the multiple-tier time line on these pages to develop a time frame for the period they will be studying in this unit. Assign groups of students ranges of time in the upper time line and then have them describe what was happening in other parts of the world during this period. Then have them create their own copy of the time line with room to add information. As students read the chapters in the unit, have them add significant events to the time line. L1

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INTRODUCING UNITNIT 2 0 1,000 miles

0 1,000 kilometers Mercator projection Chapter 6 Chapter 7 EUROPE Caspian Sea ASIA

Black Sea World History e GOBI H Primary Source g T SH an i U Hu g K r U Document Library E i D I up s IN n Mediterranean h R Persian H d r . us Sea a R CD-ROM te s Gulf . N R Jiang Chapters . ang h 4 & 5 CCHINA Use the World History Primary . Source Document Library R ARABIA e l INDIA

i South PACIFIC

N Arabian CD-ROM to access primary AFRICA Bay of China OCEAN Red Sea Sea source documents related to the Sea Bengal ancient world.

Equator Chapters 4 & 5 INDIAN Chapter0° 6 30°E 60°E OCEAN 90°E 120°E Chapter 7

Teaching Tip To help achieve 500 B..C.. 350 350 B..C.. 200 200 B..C.. 50 50 B..C.. A..D.. 100100 some of the goals of the NCLB Act, you might try a 490 B.C. 399 B.C. c. 330 B.C. shared writing exercise in Greeks and Socrates Aristotle develops which you act as the scribe Persians fight tried for his theories about while students dictate their the Battle of teachings government answers or messages. Have Marathon Statue of Socrates them look over each tier in the time line and the Where in the World? map. Ask c. 530 B.C. c. 321 B.C. 273 B.C. questions such as: Where is Siddhartha Chandragupta Asoka begins rule in India our journey going to take Gautama Maurya unites us in this unit? What are founds northern India some of the important stop- Buddhism in ping points along the way? India Statue of the Buddha Who are some of the people we might meet? What big events can we expect to c. 530 B.C. c. 100 B.C. c. A.D. 100 see? Record student answers Confucius Silk Road links Buddhism spreads on the board. Encourage develops his China and the from India to China philosophy in Middle East students to modify the China answers/messages that you are recording as they see Statue of horse from Han dynasty their words in writing.

(t)Scala/Art Resource, NY, (c)Hugh Sitton/Getty Images, (b)Erich Lessing/Art Resource, NY

DIFFERENTIATEDDIFFERENTIATED INSTRUCTION INSTRUCTION English Learners: Have students write down unfamiliar words from the time line on separate index cards. Then have pairs of students look up these terms in the glossary in the back of the text or in a dictionary. Verbal/Linguistic: Ask students to organize a geography bee in which they name an accomplishment, event, or person. The rest of the class should call out the civilization to which each is linked—Greece, India, or China. Gifted and Talented: Have students research and prepare reports called “Milestones in Human Culture.” Reports should focus on at least one event in each of the three civilizations. 109 108-111_UI02_MSWHTE_60316 7/29/04 9:49 PM Page 110

INTRODUCINGNTRODUCING UNIT 2

The unit preview provides a general layout of the regions and significant figures covered 1 Greek Parthenon in the unit. EUROPE

PREVIEWING GEOGRAPHY Ask students to answer the following questions using See Ancient Greece Chapters 4 & 5 1 the map. 1. Greece lay at a central loca- 2 tion near three major conti- Alexandria lighthouse AFRICA 2 nents. Name them. (Europe, Africa, Asia) L2 2. Which civilization was China’s closest neighbor? (India) L1 See Ancient Greece 3. What geographic features Chapter 5 helped isolate China? (mountains) L1 PREVIEWING

Ask students the following questions using the biographies. 1. Which one of these people founded the religion of Buddhism? (Siddhartha Gautama) L1 2. What were Homer’s famous achievements? (wrote Iliad and Odyssey) L1 c. 750 B.C. c. 495–429 B.C. Iliad 3. What were common charac- Greek poet, wrote c. 563–483 B.C. 551–479 B.C. Athenian general and and Odyssey Founder of Buddhism Chinese philosopher leading statesman teristics of these leaders? Chapter 5, page 159 Chapter 6, page 207 Chapter 7, page 237 Chapter 4, page 141 (Answers will vary, but students may note that they were thinkers and/or soldiers.) L2 110 Refer to People to Meet Activities in the Unit Resources Books. PREVIEWING

Use the following descriptions to explain the images on the map.

1 The Parthenon in Athens represents 2 The lighthouse in Alexandria, built one of the crowning achievements of around 280 B.C., lasted until the A.D. Greek architecture. 1300s. It provided a guiding light for ships miles out to sea.

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INTRODUCING UNITNIT 2 3 Harappan priest-king

ASIA Organizing Information Have students create a graphic orga- See Early India Chapter 6 nizer like the one below to organize information about the figures in the unit preview. 4 Statue of god Siva (Answers are provided.) L1/ EL

5 Historical Civilization Figure Asoka India See Early India Chapter 6 Aristotle Greece 3 Siddhartha Gautama India 5 Great Wall of China 4 Pericles Greece Homer Greece Pacific Confucius China Ocean Shihuangdi China See Early China Chapter 7 Alexander the Indian Great Macedonia Ocean Creating a Map Provide students with a copy of a map of the region covered in Unit 2 from the Outline Map Resource Book. • Have students number each of the historical figures shown at the bottom of the unit preview. • Tell students to label their maps with the number of c. 356–323 B.C. c. 259–210 B.C. 384–322 B.C. Macedonian Ruled c. 273–232 B.C. Built the first Great each figure in the correct Greek philosopher general and king Philosopher-king of India Wall of China location. Chapter 5, page 172 Chapter 5, page 180 Chapter 6, page 212 Chapter 7, page 243 • Ask students to discuss the prominent features of each civilization. L2 111

PREVIEWING

3 This statue of a priest-king shows the 5 The Great Wall of China was first high level of civilization of a Harappan begun by the Qin. It covered thou- city called Mohenjo-Daro. Scholars sands of miles. think it was the capital of a large state near the Indus River. 4 Siva is one of the important Hindu gods. He can create with one hand and destroy with the other. 111 112A-112D_CH04_MSWHTE_60316 8/9/04 7:44 PM Page 112

Note: The following materials may be used when teaching Chapter 4. Section level support materials are shown at point of use in the margins of the Teacher Wraparound Edition.

TEACHINGTEACHING TRANSPARENCIESTRANSPARENCIES INTERDISCIPLINARYINTERDISCIPLINARY CONNECTIONS CONNECTIONS Graphic Organizer Transparencies with Teaching Geography and History Activity 4 L2 Strategy and Student Activity L2 People to Meet Activity 4 L2 Cause-and-Effect Transparencies with Teaching Economics Activity 4 L2 Strategy and Student Activity L2 Citizenship and Service Learning Activity 4 L2 Then and Now Transparencies with Teaching Strategy and Student Activity L2 In-text Map Transparency with Teaching Strategy and Student Activity L1 SPANISHSPANISH RESOURCESRESOURCES Map Transparencies with Overlay, Teaching Spanish Reading Essentials and Study Guide Strategy, and Student Activity L2 Spanish Guided Reading Activities Spanish Quizzes, Tests, and Authentic Assessment DIFFERENTIATEDDIFFERENTIATED INSTRUCTIONINSTRUCTION (with Rubrics) Spanish Take-Home Review Activities Differentiated Instruction Activity 4 Time Line Activity 4 Primary Source Reading 4 (with Document-Based Questions) MULTIMEDIAMULTIMEDIA Inclusion Strategies for the Middle School Social ExamView® Pro Testmaker CD-ROM Studies Classroom Glencoe Skillbuilder Interactive Workbook ™ StudentWorks Plus CD-ROM (with Audio Program) CD-ROM, Level 1 Interactive Tutor Self-Assessment CD-ROM READINGREADING SUPPORTSUPPORT MindJogger Videoquiz Presentation Plus! CD-ROM Take-Home Review Activity 4 L2 StudentWorks Plus™ CD-ROM (with Audio Program) World Literature Reading 4 L2 TeacherWorks CD-ROM Workbook Activity 4 L1 Vocabulary PuzzleMaker CD-ROM Reading Strategies for the Social Studies Classroom World History: Journey Across Time Video Program L1/ EL World History Primary Source Document Library CD-ROM

ASSESSMENT Authentic Assessment Activity 4 L1/ EL STANDARDIZED ASSESSMENT SKILLS L2 Chapter 4 Test Form A Standardized Test Skills Practice Workbook Chapter 4 Test Form B L2 Activity 4 L2 ExamView® Pro Testmaker CD-ROM Critical Thinking Skills Activity 4 L2

Teaching strategies have been coded with suggested ability levels. However, most are suitable for all levels. L1 BASIC activities for all students L3 CHALLENGING activities for above-average students L2 AVERAGE activities for average to above-average students EL ENGLISH LANGUAGE activities

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TIMETIME MANAGEMENTMANAGEMENT Unit Chapter Section 1 Section 2 Section 3 Section 4 Chapter Introduction Introduction Wrap-Up

1 Day 1 Day 2 Days 1 Day 1 Day 2 Days 1 Day

Block Scheduling Activities that are suited to use within the block scheduling framework are identified by:

Assign the Chapter 4 Reading Essentials and Study Guide.*

SECTIONSECTION RESOURCESRESOURCES DAILY OBJECTIVES REPRODUCIBLE RESOURCES MULTIMEDIA RESOURCES

Section 1 Reproducible Lesson Plan 4–1 Daily Focus Skills Transparency 4–1 The Early Greeks Vocabulary Activity 4–1 Interactive Tutor Self-Assessment 1. The geography of Greece Guided Reading Activity 4–1* CD-ROM influenced Greece’s early ExamView® Pro Testmaker CD-ROM civilizations—the Minoans and Section Quiz 4–1* the Mycenaeans. Reading Essentials and Study Presentation Plus! CD-ROM 2. Colonies and trade spread Guide 4–1* Greek culture, which included the idea of citizenship.

Section 2 Reproducible Lesson Plan 4–2 Daily Focus Skills Transparency 4–2 Sparta and Athens Vocabulary Activity 4–2 Interactive Tutor Self-Assessment 1. Tyrants seized control over Guided Reading Activity 4–2* CD-ROM many city-states. ® Section Quiz 4–2* ExamView Pro Testmaker CD-ROM 2. The Spartans focused on military Presentation Plus! CD-ROM rule, while the Athenians were Reading Essentials and Study more interested in democracy. Guide 4–2*

Section 3 Reproducible Lesson Plan 4–3 Daily Focus Skills Transparency 4–3 Persia Attacks the Greeks Vocabulary Activity 4–3 Interactive Tutor Self-Assessment 1. The Persian Empire united a Guided Reading Activity 4–3* CD-ROM wide area under a single ExamView® Pro Testmaker CD-ROM government. Section Quiz 4–3* Presentation Plus! CD-ROM 2. Sparta and Athens joined forces Reading Essentials and Study to defeat the Persians. Guide 4–3*

Section 4 Reproducible Lesson Plan 4–4 Daily Focus Skills Transparency 4–4 The Age of Pericles Vocabulary Activity 4–4 Interactive Tutor Self-Assessment 1. Athens became very powerful Guided Reading Activity 4–4* CD-ROM and more democratic. ® Section Quiz 4–4* ExamView Pro Testmaker CD-ROM 2. Athens and Sparta went to war Presentation Plus! CD-ROM over control of Greece. Reading Essentials and Study Guide 4–4* Vocabulary PuzzleMaker CD-ROM Glencoe BookLink CD-ROM

*Also available in Spanish 112B 112A-112D_CH04_MSWHTE_869371 9/13/04 2:35 AM Page 114

TEACHER’S CORNER Use our Web site for additional resources. All essential content is covered in the Student Edition. You and your students can visit jat.glencoe.com, Index to National Geographic Magazine: the Web site companion to World History: Journey Across The following articles relate to this chapter: Time. This innovative integration of electronic and print • “Golden Age Treasures,” by George Bass, March 2002. media offers your students a wealth of opportunities. • “Ancient Greece, Part 1,” by Caroline Alexander, December 1999. The student text directs students to the Web site for the following options: • “Ancient Greece, Part 2” and “Ancient Greece, Part 3,” by Caroline Alexander, February and March 2000. • Chapter Overviews • Student Web Activities • Self-Check Quizzes • Textbook Updates National Geographic Society Products: • Homework Helper To order the following, call National Geographic at 1–800–368–2728 Answers to the student Web activities are provided for • PicturePack: Ancient Civilizations: Ancient Greece you in the Web Activity Lesson Plans. Additional Web (Transparencies) resources and Interactive Tutor puzzles are also available. • PictureShow: Ancient Civilizations: Greece and Rome (CD-ROM)

R Access National Geographic’s new dynamic MapMachine Web site

R and other geography resources at: www.nationalgeographic.com The following videotape programs are available from www.nationalgeographic.com/maps Glencoe as supplements to Chapter 4: Lost City of Atlantis (ISBN 0-7670-0627-5) Mystical Monuments of Ancient Greece (ISBN 0-7670-0012-9) Meeting NCSS Standards The Trojan City (ISBN 0-7670-0647-X) World History: Journey Across Time The following standards are highlighted in Chapter 4: To order, call Glencoe at 1-800-334-7344. To find classroom resources to accompany many of these videos, Section 1 III People, Places, and Environments: B, H, I, J check the following home pages: Individuals, Groups, and Institutions: A A&E Television: www.aande.com V The History Channel: www.historychannel.com Section 2 III People, Places, and Environments: B VI Power, Authority, and Governance: A, B, C, F MEETINGMEETING SPECIAL SPECIAL NEEDS NEEDS Section 3 II Time, Continuity, and Change: C, D III People, Places, and Environments: In addition to the Differentiated Instruction strategies, the B, D following resources are suitable for students with special Power, Authority, and Governance, C, F needs: VI • ExamView® Pro Testmaker CD-ROM allows teachers to Section 4 I Culture: A tailor tests by reducing answer choices. II Time, Continuity, and Change: C • StudentWorks Plus™ CD-ROM (with Audio Program) includes X Civic Ideals and Practices: A the entire narrative of the student edition so that less- proficient readers can listen to the words as they read them. State and Local Objectives • The Reading Essentials and Study Guide provides the same content as the student edition but is written two grade levels below the textbook.

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Timesaving Tools Dinah Zike’s Foldables

Foldables are three-dimensional, interactive graphic organizers that help students practice basic All-In-One Planner and Resource Center writing skills, review key vocabulary terms, and • Interactive Teacher Edition Access your Teacher Wraparound Edition identify main ideas. Every and your classroom resources with a few easy clicks. chapter contains a foldable • Interactive Lesson Planner Organize your week, month, semester, or activity, with additional year with all the lesson helps you need to make teaching creative and chapter activities found relevant. in the Reading and Study Use Glencoe’s Presentation Plus! multi- Skills Foldables booklet. media teacher tool to easily present You can use the foldables dynamic lessons that visually excite your as they are presented, or students. Using Microsoft PowerPoint® modify them to suit the you can customize the presentations to needs of your individual create your own personalized lessons. class.

Planning Ahead CHAPTER CULMINATING ACTIVITY

The Chapter Culminating Activity will help students orga- C nize and learn the important information from the chapter. ABCs AB Begin the chapter with this activity, and have students com- of plete it as a culminating activity. Ancient DE F Greece CREATING AN ABC ORGANIZER GHI J K Purpose An ABC organizer helps students gather information while they read or review a chapter. It encourages them to LMNOP look for terms, concepts, key ideas, or facts related to each letter of the alphabet. The organizer can be done individually, in QR S T U small groups, or as a whole-class activity. Introduction to Modeling VWXY Z 1. Have students read the Chapter Preview to gain a grasp of the main ideas in each section. 2. Introduce the concept of an ABC organizer. Copy the fol- 4. Some letters, such as J and U, may be more difficult and lowing model on the board or distribute copies for stu- require creativity. Sample entries include: Jumping—one dents to use in preparing their charts. Have students use of the contests at the ancient Olympics; Undersea earth- large drawing paper or poster board for the complete quakes—may have caused waves that destroyed Minoan chart, or index cards for each letter, which would later be cities. pasted onto poster board. 5. Finished organizers will be excellent study aids for the 3. Have students find important ideas, names, and terms chapter test and writing essays. from the chapter that begin with each letter. Tell them to Use the SkillBuilder Handbook on pages 902–919 to help include a short definition with each entry. students learn the skill of taking notes. 112D 112-123_3937 4/18/04 4:33 AM Page 112

IINTRODUCINGNTRODUCING CHAPTER 4 TheThe Refer to Activity 4 in the Authentic Assessment Ancientncient Greeksreeks section of the Quizzes, Tests, and Authentic Assessment (with Rubrics) booklet.

The Parthenon rises above the city of Athens. The people of ancient Greece built this temple to celebrate their goddess Athena.

Refer students to the time line on this page. Ask: What was one of the dominant features of political life in ancient Greece? (Most students will note the armed conflicts.) Tell students that they will learn about these conflicts and the way in which the Greeks responded. L2

World History: Journey Across Time Video Program To learn more about ancient Greece, students can view the Chapter 4 video in the World History: Journey Across Time 700 B.C. 600 B.C. 500 B.C. 400 B.C. Video Program. c. 750 B.C. c. 650 B.C. 480 B.C. 431 B.C. MindJogger Videoquiz Greece’s Dark Tyrants over- Xerxes Peloponnesian Age comes to throw nobles invades War begins Use the MindJogger Videoquiz an end in city-states Greece to preview Chapter 4 content. Available in DVD and VHS Vanni Archive/CORBIS

PURPOSEPURPOSE FORFOR READINGREADING Seed Discussion Tell students that democracy got its start in ancient Greece. Ask students to reach a consensus on a definition of democracy as they understand it. Ask: Do you think democracy meant the same thing to the ancient Greeks as it means to us? Why or why not? (Activate prior knowledge by recalling how our own definition of democracy has expanded since the U.S. Constitution was written, including such things as voting rights for all adults.) Record and save responses. Then direct students to focus on the development and meaning of democracy as they read Chapter 4. Repeat this activity at the end of the chapter. Ask students to identify some of the things they learned about Greek democracy. L2 112 0112-0123_3937 4/18/04 4:37 AM Page 113

IINTRODUCING Chapter Preview Chapter Overview Visit jat.glencoe.com for a preview CHAPTER 4 Greek civilization began almost 4,000 years ago, but of Chapter 4. Greek ideas about government, science, and the arts are still important today. View the Chapter 4 video in the World History: Journey Across Time Video Program. Introduce students to chapter content and key terms by having them access The Early Greeks Chapter Overview 4 at jat.glencoe.com The earliest civilizations in Greece were the Minoans and the Mycenaeans. Greece’s mountains, climate, and surrounding seas played a large role in their history. Sparta and Athens CHAPTER PREVIEW Athens and Sparta became the two most powerful city-states in ancient After reading Chapter 4, Greece. Sparta focused on its military force, while Athens focused on students should be able to trade, culture, and democracy. 1. describe how geography and the Minoan and Persia Attacks the Greeks Mycenaean civilizations The Persian Empire gained control of most of southwest Asia. influenced Greek culture; However, when the Persians tried to conquer the Greeks, Athens and 2. compare the city-states of Sparta united to defeat them. Sparta and Athens; 3. identify the causes and The Age of Pericles effects of Greek wars with Under the leadership of Pericles, Athens became a powerful city-state Persia; and culture blossomed. 4. describe Athens under the leadership of Pericles and reasons Athens declined. Summarizing Information Make this foldable to help you organize and summarize information about the ancient Greeks.

Step 1 Mark the Step 2 Fold Reading and Writing Dinah Zike’s midpoint of a side edge the paper in As you read the chapter, Foldables of one sheet of paper. half again write information under Then fold the outside from side to each appropriate tab. Be edges in to touch the side. sure to summarize the Purpose This foldable helps midpoint. information you find by students identify and writing only main ideas Step 3 Open the Step 4 Label record the main ideas and and supporting details. paper and cut along as shown. The Sparta Cut along the Early and supporting details in each the inside fold lines fold lines on Greeks Athens section of the chapter. to form four tabs. both sides. Persia Make sure students under- Attacks The the Age of stand the difference Greeks Pericles between the two items. Have students com- 113 plete Reading and Study Skills Foldables Activity 4.

MOREMORE ABOUTABOUT THETHE PHOTOPHOTO The Parthenon The Parthenon was built on the Acropolis, the fortified center of Athens. It was a holy site. Many other temples were built there, including the Erechtheum—a small temple dedicated to Athena and Poseidon; the Temple of Athena Nike—dedicated to the goddess of victory; and the Sanctuary of Zeus—where burnt offerings were made to the chief god. The Parthenon stood as the grandest of all temples on the hill. It was built to honor the goddess Athena with money collected from Athens’s empire. High walls surrounding the rocky hill protected the temples there. The Athenians would flee to the Acropolis as a last resort in times of war.

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READING SOCIAL STUDIES

Good readers visualize details of the text as they read, making connections between the known and the unknown. Help Making students visualize by reading aloud a particularly vivid or Connections interesting passage and asking them what they “see” as you Use What You Know are reading. Remind them to Unlock meaning by making a connection between what you read and think of places they may what you already know. Your own experiences can help you understand already be familiar with words or ideas that are unfamiliar. Read the paragraph below. Make a con- through movies, books, or nection between a Greek agora and a place that is familiar to you. other experiences. Read the following passage from page 118 aloud as a way to practice this technique with students: Below the acropolis was an open The palace at Knossos area called an agora (A • guh • ruh). (NAH•suhs) revealed the Do you know This space had two functions: it was riches of an ancient society. what an agora looks like? both a market and a place where Its twisting passageways led to many different rooms: people could meet and debate private quarters for the royal issues. family and storerooms packed with oil, wine, and — from page 122 grain. Other spaces were workshops for making jewelry, vases, and small ivory statues. The palace even had bathrooms. You know what a market looks like. Can Some students may wish to you also visualize a place where people draw as you read to help them could meet? If so, then you have a good make the visualization more idea of what an agora might look like. concrete. L1/ EL Try to create a picture in your mind as you read. Imagine a“see” mini-what movie as you the author is describing.

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THINKTHINK ALOUD ALOUD A powerful way to help students internalize the process of comprehension is to read aloud to them and stop frequently to verbalize your own methods of comprehension. For example, you might stop when you come to a difficult word and “talk through” how you come to know its meaning based on the context of the passage. You could share your own visualization or connection as you read to demystify the process of reading. This type of modeling is extremely effective in helping students understand how good readers construct meaning from text.

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READINGEADING NY SOCIAL STUDIES

Read to Write Foto Marburg/Art Resource, Making the Choose one of the connections from your Connection discussion. Write a Read the following paragraph from Chapter 4. What paragraph to explain Visualizing Group students in ideas can you connect to your own experiences? Use the why you made such a pairs. Have students skim questions below to help you begin a class discussion about connection. Use vivid through the chapter and choose things in your life that relate to life in ancient Greece. details. a passage that interests them, one with which they can easily make a connection. The first student will read his or her At age 20, Spartan men entered the chosen passage aloud. The regular army. The men remained in other student will draw, write, military barracks for 10 more years. or describe orally what he or They ate all their meals in dining halls she visualizes as the passage is with other soldiers. A typical meal read. Students will then exchange roles. was a vile-tasting dish called black broth—pork boiled in animal blood, Share the visualizations by salt, and vinegar. displaying the drawings or allowing students to read Spartans returned home at age 30 their pieces to the class as a but stayed in the army until age 60. way of activating background They continued to train for combat. knowledge and enhancing They expected to either win on the comprehension. L1 battlefield or die, but never to surrender. One Spartan mother ordered her son to “Come home carrying your shield or being carried on it.” Have students create a connec- —from pages 126–127 tion board of artifacts that connect the chapter of study to their daily lives. Encourage them to use magazine pictures, drawings, stories, Web-based • Do you have any family members or friends who are 20 years old? research, and reviews of What would they say if they were required to serve in the army for movies or books that are 40 years? related to the chapter. Showing • Have you ever seen or tasted clips of movies related to food that looks like “black Greek times is another way to broth”? demonstrate to students how As you read the chapter, choose five visualizations are created words or phrases that make a connec- from printed text. L2 tion to something you already know. 115

MOREMOREREADREAD ABOUTABOUT TOTO THETHE WRITEWRITE PHOTOPHOTO To help students make connections and visualize as they read, they can turn the text into scenes from movies. After reading about King Minos, for example, have students create a script with Minos as the star. What actor would students choose to play his part in a film? Where would it be filmed? Who would be the voice of the Minotaur? What series of events would happen to create a plot in a movie? Refer to the Quizzes,Tests, and Authentic Assessment (with Rubrics) booklet for rubrics.

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CHAPTER 4 SECTION 1, 116–123116–123 TheThe Earlyarly Greeksreeks SECTION OVERVIEW

This section describes the impact of geography on ancient Greece and the rise of What’s the Connection? Locating Places the Minoan and Mycenaean In Chapters 1 and 2, you learned Crete (KREET) civilizations. about Mesopotamia and Egypt. These Mycenae (my•SEE•nee) civilizations grew up in great river Peloponnesus valleys with rich soil. Greece had no (PEH•luh•puh•NEE•suhs) great river valleys. Instead, it had mountains, rocky soil, and many Meeting People miles of seacoasts. Agamemnon (A•guh•MEHM•nahn) Focusing on the Building Your Vocabulary Project Daily Focus • The geography of Greece influenced peninsula (puh•NIHN•suh•luh) Skills Transparency 4–1 where people settled and what they colony (KAH•luh•nee) did. (page 117) and have students answer polis (PAH•luhs) questions. Discuss their • The Minoans earned their living by agora (A•guh•ruh) responses. building ships and trading. (page 118) • Mycenaeans built the first Greek Reading Strategy kingdoms and spread their power Finding Details Draw a diagram like across the Mediterranean region. the one below. In each oval write one (page 119) detail about a polis. • Colonies and trade spread Greek Preteaching Vocabulary: Explain culture and spurred industry. (page 121) polis the meaning of peninsula. (body • The idea of citizenship developed in of land with water on three sides) Greek city-states. (page 122) Point out Greece’s location on a peninsula, and have students speculate about ways that location might have influenced how the early Greeks lived. Answers to Graphic: Possible 2000 B..C.. 1250 1250 B..C.. 500 500 B..C.. answers: a tiny country; main c. 2000 B.C. c. 1200 B.C. c. 750 B.C. gathering place on a hill; a for- GREECE tified area called an acropolis; Minoans Mycenaean Greece’s Dark Age Mycenae control eastern civilization declines comes to an end agora—marketplace and meet- Mediterranean ing area; varied in size and population Crete Knossos

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SECTIONSECTION RESOURCESRESOURCES

Reproducible Masters Transparencies • Reproducible Lesson Plan 4–1 • Daily Focus Skills Transparency 4–1 • Daily Lecture and Discussion Notes 4–1 • Vocabulary Activity 4–1 Multimedia • Active Reading Note-Taking Guide 4–1 Interactive Tutor Self-Assessment CD-ROM • Guided Reading Activity 4–1 ExamView® Pro Testmaker CD-ROM • Section Quiz 4–1 Presentation Plus! CD-ROM • Reading Essentials and Study Guide 4–1 116 0112-0123_3937 4/18/04 11:15 AM Page 117

CHAPTER 4 SECTION 1,1, 116–123116–123 The Geography of Greece peninsula (puh•NIHN•suh•luh)—a body of land with water on three sides. The geography of Greece influenced Many ancient Greeks made a living from where people settled and what they did. the sea. They became fishers, sailors, and Steve Vidler/SuperStock Steve Vidler/SuperStock Reading Focus Do you rake leaves in the fall? Do you traders. Others settled in farming communi- walk uphill to school? Your answers explain how geogra- ties. Greece’s mountains and rocky soil were Identifying Location Distribute phy shapes your life. Read to learn how geography not ideal for growing crops. However, the cli- outline maps of the shaped life in early Greece. mate was mild, and in some places people Mediterranean region. Tell stu- could grow wheat, barley, olives, and grapes. dents to label places on the If you fly over Greece today, you will see They also raised sheep and goats. map as they read through the a mountainous land framed by sparkling Ancient Greeks felt deep ties to the land, section. Ask: How did the blue water. To the west is the Ionian (eye• but the mountains and seas divided them region’s geography help the OH • nee • uhn) Sea, to the south is the from one another. As a result, early Greek Greeks settle in new areas? (The sea connected the seafaring Mediterranean Sea, and to the east is the communities grew up fiercely independent. Aegean (ih • JEE • uhn) Sea. Hundreds of Greeks with lands throughout the region.) L2 islands lie offshore, stretching across to Asia Cause and Effect How did like stepping-stones. Mainland Greece is a geography discourage Greek unity? Daily Lecture and Ancient Greece c. 750 B.C. Discussion Notes 4–1 Use Daily Lecture and N Sea of Marmara Discussion Notes 4–1 for W E MACEDONIA an outline of key concepts S found in the section. Mt. Olympus 40°N Troy KEY BALKAN Ancient Greece PENINSULA Aegean GREECE Sea ASIA MINOR Reading Support L1/ EL Ionian 0 100 miles Use Vocabulary Activity 4–1 Sea Delphi to review important terms in Gu 0 100 kilometers lf of Thebes Lambert Azimuthal Equal-Area projection Cori M nth the section. e Athens d Corinth i Mycenae t Miletus e r PELOPONNESUS S r e a a n Sparta e a n Answers: 1. the Aegean Sea Sea of Crete Mediterranean All parts of ancient Greece were Sea 2. boats near water. Knossos 1. What body of water lies east of Crete the Balkan20°E Peninsula? 30°E 2. What transportation was probably most useful to the early Greeks? Mountains and seas Find NGS online map resources @ played an important Answer: The mountains and www.nationalgeographic.com/maps role in Greek history. seas kept the Greeks apart, and early Greek communities became fiercely independent. READINGREADING THE THE TEXT TEXT Setting a Purpose Encourage students to set their own purpose for reading. Write on the board the six question words—Who, What, When, Where, Why, and How—that reporters use to search for information on a topic. Then organize the class into small groups and have them write questions about the section using these words. Get students started with this example: Who built the early Greek civilizations? L1/ EL

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CHAPTER 4 SECTION 1, 116–123116–123 The Minoans and storerooms packed with oil, wine, and grain. Other spaces were workshops for The Minoans earned their living by making jewelry, vases, and small ivory stat- building ships and trading. ues. The palace even had bathrooms. Reading Focus Imagine what it would be like to The Minoans made their wealth from uncover a building that is more than 5,000 years old. trade. They built ships from oak and cedar Science Read to learn how such a discovery unlocked clues to trees and sailed as far as Egypt and Syria. Tell students that the move- Greece’s ancient past. There they traded pottery and stone vases ment of “plates” causes for ivory and metals. By 2000 B.C., Minoan earthquakes like the one that The island of Crete (KREET) lies southeast ships controlled the eastern Mediterranean may have destroyed Minoan of the Greek mainland. There, in 1900, an Sea. They carried goods to foreign ports cities. Plates are large layers English archaeologist by the name of Arthur and kept the sea free of pirates. of rock, or crust, that float Evans made the find of a lifetime. Evans About 1450 B.C., the Minoan civilization on the earth’s melted inner uncovered the ruins of a grand palace that suddenly collapsed. Some historians think core. Have students work in had been the center of Minoan (muh•NOH• undersea earthquakes caused giant waves groups to research the uhn) civilization. The Minoans were not that washed away the Minoans’ cities. world’s major tectonic Greeks, but their civilization was the first to Others think the cities were destroyed plates. Ask: Why might this arise in the region that later became Greece. by a group of Greeks from the mainland. information explain the The palace at Knossos (NAH • suhs) re- These invaders were called the Mycenaeans destruction of Minoan vealed the riches of an ancient society. Its (MY •suh•NEE•uhns). cities? (The collision of plates twisting passageways led to many different Explain How did the near Greece might have pro- rooms: private quarters for the royal family Minoans become a trading civilization? duced enough force to create huge waves.)

Answer: The Minoans used the islands’ trees to build ships that carried them all over the eastern Mediterranean.

More About the Art The palace at Knossos covered about 5 acres (2 ha). Archaeologists believe it had hundreds of rooms, including bathrooms with This wall painting from Knossos shows Minoans running water, toilets, and participating in a dangerous sport called bull leaping. bathtubs. Who discovered the palace at Knossos? Minoan calendar Caption Answer: Arthur Evans 118 CHAPTER 4 The Ancient Greeks (t)Gianni Dagli Orti/CORBIS, (bl)Nimatallah/Art Resource, NY

DIFFERENTIATEDDIFFERENTIATED INSTRUCTIONINSTRUCTION Visual/Spatial: Tell students that we learned much of what we know about Minoan culture from its art.Ask them to compile a list describing the most important visual details in the painting from Knossos. Verbal/Linguistic: Have students form conclusions about Minoan culture from these details. Gifted and Talented: Ask several students to test these conclusions by researching further information on the Minoans and reporting on it to the class. Refer to Inclusion Strategies for the Middle School Social Studies Classroom in the TCR.

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CHAPTER 4 SECTION 1,1, 116–123116–123 The First Greek Kingdoms Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region. Television documentaries Reading Focus What is the most important building in sometimes describe the excit- the area where you live? Is it a government building, a ing finds made by archaeolo- grocery store, or a hospital? Read to find out what build- gists. Assign the class to write ing was most important in the Mycenaean civilization. a four-sentence TV listing that announces a documentary on The Mycenaeans were originally from Greek discoveries. L2 central Asia. They invaded the Greek mainland around 1900 B.C. and conquered the people living there. The Mycenaean More About the Photo leaders became the first Greek kings. Their The weapons and armor warriors became nobles who ruled the peo- found in Mycenaean ple they had conquered. In the late 1800s, a graves greatly impressed German named Heinrich Schliemann (HYN• later Greeks. Homer, the rihk SHLEE • MAHN) discovered one of their author of the Iliad and the walled palaces in Mycenae (my • SEE • nee). Odyssey, called Mycenaean He named the people of this civilization the warriors “the strongest Mycenaeans. generation of earthborn What Were Mycenaean Kingdoms Like? mortals.” The ruins at The centerpiece of each Mycenaean king- Mycenae included Caption Answer: large dom was a fortified palace on a hill. The this gate. What lay farms that belonged to the ruler lived there, surrounded by giant stone outside the walls of a nobles walls. Beyond the palace walls lay large Mycenaean palace? farms, or estates, that belonged to the nobles. Slaves and farmers lived on the Gold mask of Agamemnon estates and took shelter inside the fortress in times of danger. Mycenaean palaces hummed with activ- As a result, Mycenaeans learned much ity. Artisans tanned leather, sewed clothes, about Minoan culture. They copied the and made jars for wine and olive oil. Other ways Minoans worked with bronze and Mycenaean walls averaged workers made bronze swords and ox-hide built ships. They learned how the 15 feet (4.6 m) thick and shields. Government officials kept track of Minoans used the sun and stars to find may have stood up to 50 the wealth of every person in the kingdom. their way at sea. The Mycenaeans even feet (15.2 m) high. Later Then they collected wheat, livestock, and started worshiping the Earth Mother, the Greeks picked the honey as taxes and stored them in the palace. Minoans’ chief goddess. cyclopes—one-eyed, mythi- Around 1400 B.C., the Mycenaeans cal giants—as the most Power From Trade and War Soon after replaced the Minoans as the major power likely builders. They called the Mycenaeans set up their kingdoms, on the Mediterranean. They traded widely, the walls cyclopean, the Minoan traders began to visit from Crete. sailing to Egypt and southern Italy. Some name by which they are still known. CHAPTER 4 The Ancient Greeks 119

CRITICALCRITICAL THINKINGTHINKING ACTIVITYACTIVITY Determining Main Ideas Remind students to think of the topic as the central subject of a written, visual, or audio work. The main ideas are key statements about the topic, while supporting details are the facts that uphold each statement. Ask: What is the topic of information on this page? (first Greek kingdoms) What main ideas are presented on this subject? (Mycenaeans built the first Greek kingdoms; Mycenaeans spread their power across the Mediterranean.) What details support each idea? (Details should come from information in the text.) L2

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CHAPTER 4 SECTION 1, 116–123116–123 The years between 1100 B.C. and 750 B.C. The Greek Alphabet were difficult for the Greeks. Overseas trade slowed and poverty took hold. Farmers CONNECTING ACROSS TIME Greek Written English Letter Name Sound grew only enough food to meet their own We can thank the Greek alpha- alpha a family’s needs. People also stopped teach- bet for the prefixes mega and beta b ing others how to write or do craftwork. micro. Ask: What English gamma g Before long, the Greeks had forgotten their words use the prefixes mega delta d written language and how to make many epsilon e and micro? (Possible answers: things. As a result, historians call this time zeta z mega—megaphone, megabyte, eta e the Dark Age. megalopolis; micro—microphone, theta th The changes that took place in the Dark microscope, microbe) L1/ EL iota i Age were not all bad, however. One posi- kappa c, k tive development was a huge population lambda l shift. Thousands of Greeks left the main- mu m Understanding Charts land and settled on islands in the Aegean nu n xi x Sea. Other Greeks moved to the western When studying The Greek omicron o shores of Asia Minor, to what is now the Alphabet chart, students pi p country of Turkey. This wave of movement should spot connections to rho r expanded the reach of Greek culture. our system of writing. sigma s Meanwhile, people known as the Ask: How does the Greek tau t Dorians (DOHR • ee • uhns) invaded Greece. system of writing differ upsilon y, u phi ph Many settled in the southwest on the from Egyptian hieroglyph- chi ch Peloponnesus (PEH •luh•puh•NEE•suhs) pen- ics? (Greek writing uses pho- psi ps insula. The Dorians brought iron weapons netic symbols to represent omega o with them, giving Greece more advanced sounds, while hieroglyphics technology. Iron weapons and farm tools uses pictures to represent The Greek alphabet was based on the were stronger and cheaper than those made ideas.) Phoenician alphabet. What happened to of bronze. Greek writing during the Dark Age? Answer: It was no longer Gradually, people began to farm again used and eventually historians think they conquered Crete and and to produce surplus food. As a result, forgotten. nearby islands. trade revived. One benefit of the increased Although trade made the Mycenaeans trade was a new way of writing. As you read wealthy, they were prouder of their deeds in Chapter 3, the Greeks picked up the idea of in battle. Their most famous victory is prob- an alphabet from the Phoenicians, one of ably the Trojan War. In the next chapter, you their trading partners who lived on the coast Answer: Trade slowed, pov- will learn the legend of how the Mycenaean of the eastern Mediterranean. erty took hold, farming king Agamemnon (A • guh • MEHM • nahn) The Greek alphabet had 24 letters that decreased, many people used trickery to win that war. stood for different sounds. It made reading stopped teaching others how to and writing Greek much simpler than ever write or do craftwork, and peo- What Was the Dark Age? By 1200 B.C., the before. Soon people were writing down tales ple settled in new areas, Mycenaeans were in trouble. Earthquakes that had been passed down by storytellers expanding the reach of Greek and fighting among the kingdoms had for generations. culture. destroyed their hilltop forts. By 1100 B.C., Identify What changes Mycenaean civilization had collapsed. occurred during Greece’s Dark Age?

120 CHAPTER 4 The Ancient Greeks

INTERDISCIPLINARYINTERDISCIPLINARY CONNECTIONSCONNECTIONS ACTIVITY ACTIVITY Mathematics Tell students that the word arithmetic comes from the Greek word arithmos. However, Greek math was a lot different from ours. For one thing, the Greeks did not have a symbol for zero. Explain that the Greeks invented different methods to help count. One involved the use of the abacus—an instrument used for addition, subtraction, division, and multiplication. Call on students to research the history and use of the abacus and demonstrate its use in class. In a follow-up discussion, compare this tool to the electronic calculator. L3

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CHAPTER 4 SECTION 1,1, 116–123116–123 A Move to Colonize Asia. With each new colony, Greek culture spread farther. Colonies and trade spread Greek culture Colonists traded regularly with their Reading Support L1/ EL and spurred industry. “parent” cities, shipping them grains, metals, Reading Focus If you read labels, you know that fish, timber, and enslaved people. In return, Assign Guided Reading your food and clothing come from all over the world. the colonists received pottery, wine, and olive Activity 4–1 to help students Read to find out where the early Greeks got their oil from the mainland. Overseas trade got an organize the information in goods. extra boost during the 600s B.C., when the the section. Greeks began to mint coins. Merchants were As Greece recovered from its Dark Age, soon exchanging goods for money rather its population rose quickly. By 700 B.C., than for more goods. farmers could no longer grow enough grain The growth of trade led to the growth of to feed everyone. As a result, cities began industry. As the demand for goods grew, pro- sending people outside Greece to start ducers had to keep pace. People in different Assign Section 1 Review as colonies (KAH•luh•nees). A colony is a settle- areas began specializing in making certain homework or as an in-class ment in a new territory that keeps close ties products. For example, pottery making activity. to its homeland. became popular in places with large amounts Between 750 B.C. and 550 B.C., adventur- of clay. Have students use the Interactive Tutor Self- ous Greeks streamed to the coasts of Italy, Cause and Effect How did France, Spain, North Africa, and western new colonies affect industry? Assessment CD-ROM to review the section.

50° GreekN Colonies and Trade 750–550750–550 B.C. Assessment L2

ATLANTIC KEY Assign Section 1 Quiz to OCEAN Trade route assess mastery of the mate- Greece rial found in the section. Greek colonies

ITALY Black Sea Corsica GREECE

Troy ASIA Tigr is R. Answer: Colonies increased E Sicily MINOR u ph the demand for goods and spe- rat Athens es N Sparta R. cialization, which in turn led to

W Crete the growth of industry. E AFRICA Mediterranean Cyprus Tyre S Sea 30 40°E °N

Answers: Greek colonies and trading posts EGYPT 0 500 miles N 1. Cyprus, Sicily, Corsica i spread from the Black Sea in the le Red Sea R east to Spain in the west. 0 500 kilometers . 2. Europe, Asia, Africa 1. Which islands were home to Lambert Azimuthal Equal-Area projection Greek colonies?0° 20°E 2. On which continents could Greek colonies be found? CHAPTER 4 The Ancient Greeks 121

EXTENDINGEXTENDING THETHE CONTENTCONTENT What English Words Come From Greek? Students might be surprised by how many words they know that come from Greek. Some of these include: geometry, physics, astronomy, star, galaxy, atom, music, melody, chorus, drama, comedy, poet, character, history, metropolis, athlete, and stadium.

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CHAPTER 4 SECTION 1, 116–123116–123 The Polis city-state, known as a polis (PAH•luhs), was like a tiny independent country. Reading Support L1/ EL The idea of citizenship developed in The main gathering place in the polis Greek city-states. was usually a hill. A fortified area, called an Assign Reading Essentials Reading Focus Did you know that the word “politics” acropolis (uh•KRAH•puh•luhs), stood at the and Study Guide 4–1 to comes from polis, the Greek term for a city-state? Read to top of the hill. It provided a safe refuge in help students review section find how the Greeks also created the idea of citizenship. case of attacks. Sometimes the acropolis material. also served as a religious center. Temples By the end of the Dark Age, many and altars were built there to honor the nobles who owned large estates had over- many Greek gods and goddesses. thrown the Greek kings. They created city- Below the acropolis was an open area states. Like the Mesopotamian city-states called an agora (A•guh•ruh). This space had you read about in Chapter 1, those in two functions: it was both a market and a Greece were made up of a town or city and place where people could meet and debate The Athenians gave the the surrounding countryside. Each Greek issues. name epheboi to a spe- City-states varied in size. Some were a cial class of young men few miles square, while others covered between the ages of 18 hundreds of square miles. They also varied and 20 who trained for Athenian in population. More than 300,000 people military service. If they Soldier’s Oath lived in Athens by 500 B.C. Most city-states completed the first year were much smaller, however. In the Greek city of Athens, satisfactorily, the govern- soldiers took this oath: What Was Greek Citizenship? ment outfitted them with “I will not bring dishonor upon Each a spear, a shield, a my weapons nor desert the Greek city-state was run by its citizens. broad-rimmed helmet, comrade by my side. I will strive When we speak of citizens, we mean mem- and a cloak. to hand on my fatherland bers of a political community who treat greater and better than I each other as equals and who have rights Answer: found it. I will not consent and responsibilities. This was very differ- They promise not to dis- to anyone’s disobeying or ent from ancient Mesopotamia or Egypt. honor their weapons, not destroying the constitution There, most people were subjects. They to desert their comrades, but will prevent him, whether had no rights, no say in government, and to improve the father- I am with others or alone. land, to uphold and pro- I will honor the temples no choice but to obey their rulers. and the religion The Greeks were the first people to tect the constitution, to my forefathers honor the temples, and develop the idea of citizenship. Today, the established.” word applies to almost everyone in a society. to honor the religion of —oath of enrollment their forefathers. in Epheboi corps, However, in most Greek city-states, only free Greek soldier early 400s B.C. native-born men who owned land could be See the Primary citizens. From their point of view, the city- Source Readings (with state was made up of their lands, and it was Document-Based their responsibility to run it. They did not Questions) in the Unit think anyone else should be a citizen. Identify six things each soldier promises Resource Books. Some city-states, such as Athens, eventu- to protect in taking the oath. ally dropped the land-owning requirement. Slaves and foreign-born residents, however,

122 CHAPTER 4 The Ancient Greeks The Art Archive/National Archaeological Museum Athens/Dagli Orti

CITIZENSHIPCITIZENSHIP ANDAND YOUYOU Defining Citizenship As written in 1787, the U.S. Constitution did not offer citizenship to all Americans. In the 1860s, however, the Fourteenth Amendment provided guidelines to protect citizenship status. Distribute Sections 1 and 2 of this amendment and have a student read them aloud. Ask: How does Section 1 define citizenship? (People born or naturalized in the United States are U.S. citizens.) What rights are guaranteed to citizens? (rights to life, liberty, property, due process, and equal protection under the law and the right to vote) Ask students to compare the rights associated with citizenship in ancient Greece with those in the United States and decide which are more inclusive. L1/ EL 122 0112-0123_3937 4/18/04 4:46 AM Page 123

CHAPTER 4 SECTION 1,1, 116–123116–123 continued to be excluded. As for women Greek plate and children, they might qualify for citizen- showing soldiers in battle ship, but they had none of the rights that ENRICH went with it. short sword, and What exactly were the rights of Greek cit- a 9-foot (2.7-m) Have students compare the izens? They could gather in the agora to spear. Row upon map of the Greek colonies with choose their officials and pass laws. They had row of soldiers a modern map of the Medi- the right to vote, hold office, own property, marched for- terranean world. Ask students and defend themselves in court. In return, ward together, to name nations where Greek citizens had a duty to serve in government shoulder to shoulder. With their shields colonies once thrived. (Possible and to fight for their polis as citizen soldiers. creating a protective wall, they gave their answers: Spain, France, Italy, enemies few openings to defeat them. Ukraine, Romania, Bulgaria, Citizens as Soldiers In early Greece, wars Hoplites made good soldiers because, as Syria, Libya, Egypt, Cyprus, were waged by nobles riding horses and citizens, they took pride in fighting for their Georgia, Turkey) L1 chariots. As the idea of citizenship devel- city-state. However, “hometown” loyalties oped, however, the military system also divided the Greeks and caused them to changed. By 700 B.C., the city-states had distrust one another. A lack of unity always begun to depend on armies of ordinary cit- Answer: Other ancient peoples existed among the Greek city-states. izens called hoplites (HAHP• LYTS). were mostly subjects of kings and had little or no say in Unable to afford horses, the hoplites Explain How did citizenship fought on foot and went into battle heavily make the Greeks different from other ancient government. armed. Each carried a round shield, a peoples?

Homework Helper Need help with the To help students understand material in this section? Visit jat.glencoe.com section material, have them visit Homework Helper at jat.glencoe.com What Did You Learn? Reading Summary 1. What made the Minoans 5. Citizenship Skills Name wealthy? Review the three rights granted to Greek 2. How was a Greek city-state citizens that American citizens ETEACH • Geography influenced the way have today. R Greek communities developed. different from a city? Ask students to compare the Critical Thinking 6. Link to Economics Why did • The Minoan civilization, on the the use of money help trade to Greek view of citizenship with 3. Compare Create a Venn dia- island of Crete, built ships and grow? the current view of citizenship became wealthy from trade. gram to compare the Minoans and Mycenaeans. 7. Making in the United States. L2 • The Mycenaeans created the Connections Choose one first Greek kingdoms. Minoan Both Mycenaean passage from this section. Write • After the Dark Age, the Greeks set a paragraph to explain how it connects to something you up colonies and trade increased. 4. Summarize What changes already know or something you occurred in Greece during the • The idea of citizenship developed have experienced. Have students discuss the fol- in Greek city-states. Dark Age? lowing statement: “The geography of Greece influenced where people settled and what CHAPTER 4 The Ancient Greeks 123 they did.” L2 National Museums of Scotland/Bridgeman Art Library

SECTIONSECTION 11 REVIEW REVIEW ANSWERSANSWERS 1. trading pottery and stone Greek kings, built fortified 5. Answers include: voting, vases palaces on hills, borrowed holding office, owning prop- 2. City-states were tiny inde- ideas from Minoans; Both: erty, defending themselves in pendent countries, while earned wealth from trade court. cities are part of a country. 4. Trade slowed, poverty took 6. Money is small and easier to 3. Minoan: lived on Crete, built hold, people stopped farming, trade than bartered goods. first civilization in Greece, people stopped teaching writ- 7. Paragraphs will vary but worked in bronze; Mycenaean: ing and craftwork, and many should include concrete lived on Greek mainland, first Greeks moved elsewhere. examples. 123 0124-0130_3937 4/18/04 4:59 AM Page 124

CHAPTER 4 SECTION 2, 124–130124–130 Spartaparta andand Athensthens SECTION OVERVIEW

This section traces the development of Greek governments and compares the systems What’s the Connection? Locating Places adopted by Sparta and Athens. Although Greek city-states devel- Sparta (SPAHR•tuh) oped the idea of citizenship, they had Athens (A•thuhnz) many different types of government. This section describes their different Meeting People governments and compares the best- Solon (SOH•luhn) known city-states, Athens and Sparta. Peisistratus (py•SIHS•truht•uhs) Cleisthenes (KLYS•thuh•NEEZ) Project Daily Focus Focusing on the • Tyrants were able to seize power Skills Transparency 4–2 Building Your Vocabulary from the nobles with the support tyrant (TY•ruhnt) and have students answer of Greek farmers, merchants, and oligarchy (AH•luh•GAHR•kee) questions. Discuss their artisans. (page 125) democracy (dih•MAH•kruh•see) responses. • The Spartans focused on military helot (HEH•luht) skills to control the people they conquered. (page 126) Reading Strategy • Unlike Spartans, Athenians were Compare and Contrast Use a Venn more interested in building a diagram to compare and contrast life democracy than building a military in Sparta and Athens. Preteaching Vocabulary: A force. (page 128) democracy is a system of gov- Sparta Both Athens ernment in which all citizens share in running government. It comes from the Greek words demos, for “people,” and kratia, for “rule.” Answers to Graphic: Sparta: harsh, focused on military, women had greater freedoms 700 B..C.. 600 600 B..C.. 500 500 B..C.. and could own property; Athens: emphasis on education c. 650 B.C. 594 B.C. 508 B.C. and arts for males, household Tyrants overthrow Solon takes Cleisthenes duties for females, concern GREECE nobles in power in reforms Athenian city-states Athens government with democracy; Both: spoke Athens PELOPONNESUS Greek and excluded women, Sparta slaves, and non-Greeks from government 124 CHAPTER 4 The Ancient Greeks

SECTIONSECTION RESOURCESRESOURCES

Reproducible Masters Transparencies • Reproducible Lesson Plan 4–2 • Daily Focus Skills Transparency 4–2 • Daily Lecture and Discussion Notes 4–2 • Vocabulary Activity 4–2 Multimedia • Active Reading Note-Taking Guide 4–2 Interactive Tutor Self-Assessment CD-ROM • Guided Reading Activity 4–2 ExamView® Pro Testmaker CD-ROM • Section Quiz 4–2 Presentation Plus! CD-ROM • Reading Essentials and Study Guide 4–2 124 124-130_CH04_MSWHTE_60316 8/2/04 8:16 AM Page 125

CHAPTER 4 SECTION 2, 124–130124–130 Tyranny in the City-States they could harvest and sell their crops. . Archive Many borrowed money from the nobles, Tyrants were able to seize power from promising to give up their fields if they the nobles with the support of Greek farmers, mer- could not repay the loans. Time and time The Art Archive/E.T chants, and artisans. again, farmers lost their land. Then they Reading Focus How do you feel when someone had to work for the nobles or become labor- Making Comparisons Have stu- makes a decision that affects you without asking for ers in the city. In desperate cases, they sold dents brainstorm nations that your opinion? Read to find out how ancient Greeks who themselves into slavery. have very different govern- were shut out of governing made their voices heard. By 650 B.C., small farmers began to ments than our own. Write demand changes in the power structure. these on the board, and have As you read in the last section, kings Merchants and artisans also wanted to students compile a list of ways ruled the first Greek communities. However, share in governing. Both groups had life in these nations differs by the end of the Dark Age, the nobles who become very wealthy from the trade from life in our country. Use owned large farms had seized power from between city-states. Because they did not this as a springboard to intro- the kings. own land, however, they were not citizens duce the main topic of this sec- Rule by the nobles would also be short- and had no say in running the polis. tion: the differing governments lived. The first challenge to their rule came The growing unhappiness led to the rise of Sparta and Athens. L2 from the owners of small farms. These of tyrants. A tyrant (TY• ruhnt) is someone who takes power by force and rules with farmers often needed money to live on until Daily Lecture and Discussion Notes 4–2 B C Sparta and Athens c. 700 . . Use Daily Lecture and Discussion Notes 4–2 for N an outline of key concepts W E found in the section. S

0 50 miles

0 50 kilometers Lambert Azimuthal Equal-Area projection KEY Reading Support L1/ EL Territory controlled by Sparta Territory controlled by Athens 38°N Athens Use Vocabulary Activity 4–2 to review important terms in Olympia the section. PELOPONNESUS

Sparta

Sparta and Athens were the Answers: Athenian dominant city-states in ancient 1. about 100 miles apart coin Greece. 1. How many miles apart were 2. Answers will vary, but 20°E Sparta24°E and Athens? students should refer to 2. Which city-state’s geography physical barriers, such might make it more open to attack in a military battle? as mountains and Explain. 125 water, in their answers.

READINGREADING THE THE TEXT TEXT Using Possible Sentences Copy the places, people, and vocabulary terms for this section on an over- head transparency. Then write 10 sentences using some of the words correctly and some of them incorrectly. Ask students to comment on whether each of these sentences is correct. After reading Section 2, show students the sentences again. Ask them to suggest any necessary revisions. L1/ EL

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CHAPTER 4 SECTION 2, 124–130124–130 total authority. Today the word describes a Sparta harsh, oppressive ruler. Most early Greek tyrants, though, acted wisely and fairly. The Spartans focused on military skills During the 600s B.C., tyrants managed to to control the people they conquered. overthrow the nobles because they had the Reading Focus What would it be like to leave home backing of the common people. Key sup- when you were only seven? Read to learn how Spartan port came from the hoplites in the army, boys faced this challenge. Read aloud these lines by many of whom were also farmers. Spartan poet Tyraeus: “. . . And Tyrants made themselves popular by As you read in the last section, Sparta he who falls among the cham- building new marketplaces, temples, and was founded by the Dorians—Greeks who pions and loses his own sweet walls. However, rule by one person was the invaded the Peloponnesus in the Dark Age. life, So blessing with honor his opposite of what most Greeks wanted. They Like other city-states, Sparta needed more city, his father, and all his longed for rule by law with all citizens par- land as it grew, but its people did not set up people.” Ask: How does the ticipating in the government. colonies. Instead, they conquered and en- poet view death in battle? (as a By 500 B.C., tyrants had fallen out of slaved their neighbors. The Spartans called glorious honor) Assign students favor in Greece. Most city-states became their captive workers helots (HEH • luhts). to compose their own poem either oligarchies or democracies. In an This name comes from the Greek word for about Spartan warriors. Advise oligarchy (AH•luh• GAHR •kee), a few people “capture.” them to use information about hold power. In a democracy (dih•MAH•kruh• warriors and life in Sparta from see), all citizens share in running the Why Was the Military So Important? the textbook as a guide. L2 government. The oligarchy of Sparta (SPAHR• Spartans feared that the helots might some- tuh) and the democracy of Athens (A•thuhnz) day rebel. As a result, the government became two of the most powerful govern- firmly controlled the people of Sparta and ments of early Greece. trained the boys and men for war. Answer: Tyrants built new Evaluate Why were tyrants At age seven, boys left their family to marketplaces, temples, and popular in the city-states? live in barracks. They were harshly treated walls. to make them tough. The Greek historian Plutarch describes life for Spartan boys: Spartan Warrior More About the Art After they were twelve years old, Spartan soldiers took great Spartan boys and men they were no longer allowed to spent many years pains to prepare for battle. wear any undergarment; they had training for war. one coat to serve them a year; . . . Weapons and armor had At what age did to be well maintained, and Spartan boys leave They lodged together in little years of training honed their families for the bands upon beds made of the them into powerful war- military? reeds [grasses] . . . which they riors. Before battle, they were to break off with their hands carefully dressed their hair without a knife. before engaging the —Plutarch, “Spartan Discipline” enemy. At age 20, Spartan men entered the reg- Caption Answer: age 7 ular army. The men remained in military barracks for 10 more years. They ate all their meals in dining halls with other soldiers.

126 Foto Marburg/Art Resource, NY

DIFFERENTIATEDDIFFERENTIATED INSTRUCTIONINSTRUCTION Verbal/Linguistic: The Greek historian Plutarch said that the author of Sparta’s constitution, Lycurgus, “considered children not so much the property of their parents as of the state.” Have students write a short paragraph to explain the meaning of this remark in their own words. English Learners: Assign students to copy on a sheet of paper sentences that show ways Sparta controlled the upbringing of children. Gifted and Talented: Have students turn these sentences into a military handbook written for seven-year-old boys in the Spartan barracks. Refer to Inclusion Strategies for the Middle School Social Studies Classroom in the TCR. 126 0124-0130_3937 4/18/04 5:02 AM Page 127

CHAPTER 4 SECTION 2,2, 124–130124–130

More About the Photo Spartan Older men watched girls were trained in Spartan boys closely and sports. often provoked quarrels among them. They used the fights to determine each boy’s spirit and firm- ness in battle. Caption Answer: to prepare them for military service

Spartan boys began training for the military at age 7. Why did the Spartan government want its young people to be physically fit?

A typical meal was a vile-tasting dish called All Spartan men over age 30 belonged black broth—pork boiled in animal blood, to the assembly. They voted on the coun- Men in Athens liked to go salt, and vinegar. cil’s laws and chose five people to be to fancy dinner parties Spartans returned home at age 30 but ephors (EH • fuhrs) each year. The ephors known as symposiums. stayed in the army until age 60. They con- enforced the laws and managed tax Many guests liked to tell tinued to train for combat. They expected to collection. riddles. See if students can either win on the battlefield or die, but To keep anyone from questioning the figure out this one: “When never to surrender. One Spartan mother Spartan system, the government discour- you look at me, I look at ordered her son to “Come home carrying aged foreign visitors. It also banned travel you. When you speak, I your shield or being carried on it.” abroad for any reason but military ones. It open my mouth and move Girls in Sparta were trained in sports— even frowned upon citizens who studied my lips, but you cannot running, wrestling, and throwing the literature or the arts. hear me and I cannot see javelin. They kept fit to become healthy The Spartans succeeded in keeping con- you. What am I?” (a mirror) mothers. Wives lived at home while their trol over the helots for nearly 250 years. husbands lived in the barracks. As a result, However, by focusing on military training, Spartan women were freer than other Greek the Spartans fell behind other Greeks in women. They could own property and go trade. They also knew less about science where they wanted. and other subjects. However, their soldiers Answer: so they could con- What Was Sparta’s Government Like? were especially strong and swift. The quer their neighbors and con- Spartans would play a key role in defend- trol the large helot population The Spartan government was an oligarchy. ing Greece. Two kings headed a council of elders. The council, which included 28 citizens over age Cause and Effect Why did 60, presented laws to an assembly. the Spartans stress military training?

CHAPTER 4 The Ancient Greeks 127 (l)Bettmann/CORBIS, (r)Michael Holford

CRITICALCRITICAL THINKINGTHINKING ACTIVITYACTIVITY Analyzing Art Tell students that artists can express a message or convey an opinion about a subject. For example, they can emphasize details that evoke a certain emotion or lead the viewer to form a particular opinion. Refer to the illustration on this page. Ask: What opinion of Sparta does the artist convey? How? (Answers will vary. For instance, the scene is peaceful, examples of Spartan art and architecture are shown, the boys look physically fit, and so on. These images convey a positive view of Sparta.) L2

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CHAPTER 4 SECTION 2, 124–130124–130 S 2, Athens

Unlike Spartans, Athenians were more Web Activity Visit jat.glencoe.com and interested in building a democracy than building a click on Chapter 4—Student Web Activity military force. to learn more about ancient Greece. Objectives and answers to Reading Focus When visiting a new city, does every- the student activity can be thing feel strange to you? Spartans who visited Athens found in the Web Activity probably felt the same way. Read to find out why. Lesson Plan feature at What Was Life in Athens Like? Athenian jat.glencoe.com Athens lay northeast of Sparta, at least a citizens raised their children very differ- two-day trip away. The two city-states were ently from Spartans. In Athenian schools, also miles apart in their values and systems one teacher taught boys to read, write, and of government. do arithmetic. Another teacher taught them

“School” comes from the Greek word skolle, but it meant TheThe OlOlympicsympics something different to the Modern Olympic athletes Greeks than it does to us. They In ancient Greece, only men could defined the term simply as participate in and view the Olympic games. “conversation.” They thought Athletes competed by themselves, not as schooling could happen any- part of a team. Contests included running, place—especially in public jumping, wrestling, and boxing. Each places. winning athlete won a crown of olive leaves and brought glory to his city.

Answer: Ancient Greek winners received a crown of olive leaves and glory for their cities. Present-day winners receive a medal and In today’s Olympic games, glory for themselves, their both men and women compete. team, and their nation. These athletes come from all over the world. They may compete in either individual or team sporting events. Olympic athletes strive to win gold, silver, Reading Support L1/ EL or bronze medals. What did ancient Greek Olympic winners receive? What do present- Assign Guided Reading A warrior’s race in the ancient Olympics day Olympic winners receive? Activity 4–2 to help students organize the information in the section. 128 CHAPTER 4 The Ancient Greeks (l)Tom Lovell/National Geographic Society Image Collection, (r)Dan Helms/NewSport/CORBIS

INTERDISCIPLINARYINTERDISCIPLINARY CONNECTIONSCONNECTIONS ACTIVITY ACTIVITY Technology Remind students that Athenians chose the members of the council by lottery. Tell them that Athenians developed a rather sophisticated machine for determining random names. Ask students if they know how votes are cast today. (by paper ballot, by mechanical machine, by computer- ized machine) Ask: What might the benefits be of technology in voting, such as online voting? Are there any drawbacks? (Possible answers: Benefit—it makes it easier for people to vote.Drawback—not everybody can afford computers.) L1

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CHAPTER 4 SECTION 2,2, 124–130124–130 sports. A third teacher taught them to sing The city of Athens and to play a stringed instrument called the was named for the lyre. This kind of education created well- goddess Athena. What group ruled More About the Art rounded Athenians with good minds and Athens during bodies. At age 18, boys finished school and the 600s B.C.? According to legend, became citizens. Athena competed with Athenian girls stayed at home. Their Poseidon, god of the sea, mothers taught them spinning, weaving, to become the protector of and other household duties. Only in some Athens. Each had to create wealthy families did girls learn to read, something of value for the write, and play the lyre. When they mar- city-state. Athena won by ried, women stayed home to keep house creating the olive tree. and to teach their own daughters. Caption Answer: A Budding Democracy Early Athens, like landowning nobles other city-states, was ruled by landowning nobles during the 600s B.C. An assembly of all citizens existed, but it had few powers. Actually, the government was an oligarchy, as in Sparta. Around 600 B.C., the Athenians began to Assign Section 2 Review as rebel against the nobles. Most farmers homework or as an in-class owed the nobles money, and many sold activity. themselves into slavery to pay their debts. Have students use the Over and over, farmers demanded an end Interactive Tutor Self- to all debts, along with land for the poor. Assessment CD-ROM to In 594 B.C. the nobles turned to the one continued to press Solon to give away the review the section. man both sides trusted: a noble named Solon wealthy nobles’ land. This he refused to do. (SOH • luhn). Solon canceled all the farmers’ After Solon, there were 30 years of tur- debts and freed those who had become moil. Finally, a tyrant named Peisistratus Assessment L2 slaves. He also allowed all male citizens to (py•SIHS•truht•uhs) seized power in 560 B.C. participate in the assembly and law courts. A He won the support of the poor by dividing Assign Section 2 Quiz to council of 400 wealthy citizens wrote the large estates among landless farmers. He also assess mastery of the mate- laws, but the assembly had to pass them. loaned money to poor people and gave them rial found in the section. Solon’s reforms were popular among jobs building temples and other public the common people. However, the farmers works. Reading Support L1/ EL Assign Reading Essentials and Study Guide 4–2 to help students review section material.

Token used to select jurors for Athenian courts.

CHAPTER 4 The Ancient Greeks 129 (t)Nimatallah/Art Resource, NY, (b)The Brooklyn Museum, Charles Wilbour Fund

EXTENDINGEXTENDING THETHE CONTENTCONTENT What Athletic Contest Did Greek Women Start? The Greeks dedicated the Olympic games to Zeus. Although married women could not compete in the games,they could enter their horses and chariots. However,women organized an athletic festival to honor Zeus’s wife,Hera. The festival, known as the Heraia,pitted unmarried women against each other in a series of footraces organized by age groups.

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CHAPTER 4 SECTION 2, 124–130124–130 The most important leader after Stone carving of Peisistratus died was Cleisthenes (KLYS •thuh• Democracy crowning a figure NEEZ) B C . When he came to power in 508 . ., he that symbolizes Caption Answer: reorganized the assembly to play the central Cleisthenes Athens. What role in governing. As before, all male citizens leader is credited could belong to the assembly and vote on with making laws. However, members had new powers. Athens a democracy? ENRICH They could debate matters openly, hear court cases, and appoint army generals. Ask students to compare Most importantly, Cleisthenes created a Athenian democracy with the new council of 500 citizens to help the governments of Mesopotamia assembly carry out daily business. The and Egypt. L2 council proposed laws, dealt with foreign Non-citizens, which included all women, countries, and oversaw the treasury. foreign-born men, and slaves, were still Athenians chose the members of the excluded. Nonetheless, Cleisthenes is council each year in a lottery. They believed credited with making the government of Answer: made the assembly the this system was fairer than an election, Athens a democracy. center of government, gave citi- which might favor the rich. zens more powers, created a citi- Cleisthenes’ reforms did not bring Explain How did zen council to help the assembly all Athenians into the political process. Cleisthenes build a democracy in Athens?

Homework Helper Visit msworldhistory.com for Homework HelperHomeworkNeed Helper. help with the To help students understand material in this section? Visit jat.glencoe.com section material,have them visit Homework Helper at jat.glencoe.com What Did You Learn? Reading Summary 1. Who were the helots? 5. Explain How did Greek nobles Review the 2. Why did tyrants fall out of gain power? • The support of wealthy mer- favor with the Greeks? 6. Analyze Why was Solon pop- RETEACH chants and artisans helped Critical Thinking ular among some Athenian tyrants seize power from nobles farmers and unpopular among 3. Classifying Information others? Ask students to explain why in the city-states. Draw a diagram like the one they would have preferred to below. In each oval write a 7. Civics Link How did • Sparta was a powerful city-state. Athenian democracy keep live in Athens or Sparta. L2 fact about the Spartan It created a military state to oligarchy. one person from gaining too control the people it conquered much power? and to prevent uprisings. 8. Descriptive Writing Imagine Oligarchy that you are a 28-year-old man • Athens was a powerful demo- living in Sparta in 700 B.C. Write Ask how a citizen of Sparta cratic city-state. Athenians were a letter to your 6-year-old would complete this sentence: more involved in government, nephew telling him what to education, and the arts than the 4. Evaluate Why did Athenians “I’m proud of my city-state choose officials by lottery? expect when he leaves home Spartans. on his next birthday. because ______.” L1 Would there be drawbacks to this method? Explain.

130 CHAPTER 4 The Ancient Greeks Ronald Sheridan/Ancient Art & Architecture Collection

SECTIONSECTION 22 REVIEW REVIEW ANSWERSANSWERS 1. captive workers in Sparta answer: the most qualified nobles’ land. 2. because most Greeks longed people might not be picked. 7. A large council chosen by for rule by law with all citizens 5. They seized power from lottery kept power distrib- participating in government kings during the Dark Age. uted among the people. 3. Answers will vary but should 6. He canceled farmers’ debts 8. Letters should discuss early be based on the text. and freed those who had military training and the 4. They thought elections become enslaved, but he importance of serving might favor the rich. Possible refused to give away wealthy Sparta. 130 131-137_CH04_MSWHTE_60316 7/29/04 10:29 PM Page 131

CHAPTER 4 Persia Attacks SECTION 3,3, 131–137131–137 the Greeks SECTION OVERVIEW This section traces the rise of the Persian Empire and how What’s the Connection? Meeting People the Greeks prevented the Section 2 explained how Greeks Cyrus the Great (SY•ruhs) Persians from conquering them. built strong but separate city-states. Darius (duh•RY •uhs) At the same time far to the east, the Xerxes (ZUHRK•SEEZ) Persians were building a powerful Themistocles empire. It was only a matter of time (thuh•MIHS•tuh•KLEEZ) before Persia would try to invade Greece. Building Your Vocabulary satrapies (SAY•truh•peez) Project Daily Focus Focusing on the satrap (SAY•TRAP) • The Persian Empire united a wide Skills Transparency 4–3 Zoroastrianism (ZOHR•uh•WAS • area under a single government. and have students answer tree•uh•NIH•zuhm) (page 132) questions. Discuss their • Both Sparta and Athens played roles Reading Strategy responses. in defeating the Persians. (page 134) Organizing Information Create a chart like the one below to list the Locating Places accomplishments of Cyrus, Darius, Persia (PUHR•zhuh) and Xerxes. Marathon (MAR•uh•THAHN) Ruler Accomplishments Preteaching Vocabulary: Two Thermopylae Cyrus (thuhr•MAH•puh•lee) vocabulary words are related— Darius Salamis (SA•luh•muhs) satrapies and satrap. A satrap Plataea (pluh•TEE•uh) Xerxes was a Persian governor of a local province called a satrapy. Answers to Graphic: Cyrus: united Persians into a powerful kingdom, started to build empire; Darius: reorganized 650 B..C.. 550 550 B..C.. 450 450 B..C.. government into satrapies; Xerxes: built huge army but 660 B.C. 559 B.C. 480 B.C. waged failed war against Zoroaster Cyrus becomes Xerxes invades Greece, held empire together born ruler of Persia Greece

CHAPTER 4 The Ancient Greeks 131

SECTIONSECTION RESOURCESRESOURCES Reproducible Masters Transparencies • Reproducible Lesson Plan 4–3 • Daily Focus Skills Transparency 4–3 • Daily Lecture and Discussion Notes 4–3 • Vocabulary Activity 4–3 Multimedia • Active Reading Note-Taking Guide 4–3 Interactive Tutor Self-Assessment CD-ROM • Guided Reading Activity 4–3 ExamView® Pro Testmaker CD-ROM • Section Quiz 4–3 Presentation Plus! CD-ROM • Reading Essentials and Study Guide 4–3 131 131-137_CH04_MSWHTE_60316 8/2/04 8:18 AM Page 132

CHAPTER 4 SECTION 3, 131–137131–137 The Persian Empire to unite the Persians into a powerful kingdom. Under Cyrus, who ruled from The Persian Empire united a wide area 559 B.C. to 530 B.C., Persia began building under a single government. an empire larger than any yet seen in the Reading Focus Have you ever seen soldiers marching world. through city streets on the news? Imagine the same Daily Lecture and thing happening in Asia in the 500s B.C. Read to learn The Rise of the Persian Empire In 539 B.C. Discussion Notes 4–3 what happened as Persian armies marched westward Cyrus’s armies swept into Mesopotamia from Asia. and captured Babylon. Then they took over Use Daily Lecture and northern Mesopotamia, Asia Minor, Syria, Discussion Notes 4–3 for The people of Persia (PUHR•zhuh) lived Canaan, and the Phoenician cities. Cyrus an outline of key concepts in what is today southwestern Iran. Early treated all his new subjects well. As you found in the section. Persians were warriors and nomads who read in Chapter 3, he allowed the captive herded cattle. For a time, they were domi- Jews in Babylon to return home. Cyrus’s nated by others. Then one remarkable merciful rule helped hold his growing leader, Cyrus the Great (SY•ruhs), managed empire together. CONNECTING ACROSS TIME Both Darius and the founders of the United States found The Persian Empire 500 B.C. ways to manage the territories 20°E °E 60°E40 of their nations. How were N Aral their solutions similar? (They Sea 40°N divided the area into states.) How Black Sea W E C a s were their solutions different? GREECE S p i a (Answers will vary, but may n ASIA A Sardis S m u include that satraps answered to MINOR e D M a arya R. e M Tigr the king, while governors and di Crete E is te S R rr O . Nineveh other state officials in the United an Cyprus P ean O S T . ea Byblos E KEY R States answer to the people.) L2 u A p M s PHOENICIA hr Persian Empire u at I d Tyre es A n PERSIA I Jerusalem R Royal Road Trade and the Persian Empire . Babylon Susa Have students research trade in EGYPT the Persian Empire, examining Persepolis N P i l e e r aspects such as roads and other R s . i improvements, the use of coins, Thebes an R G u e lf and weights and measures. L2 d S Arabian Sea e a 20°N A system of roads, including the

0 500 miles Royal Road, helped Persian kings rule their empire. Answers: 0 500 kilometers Lambert Azimuthal Equal-Area projection 1. About how long was the Royal 1. about 1,700–1,800 miles Road? long 2. Based on the map, why might the Persian Empire have been a threat 2. It had conquered land Bronze model of Persian chariot to Greece? just to the north and east of the Greek 132 mainland. SEF/Art Resource, NY

READINGREADING THE THE TEXT TEXT Sequencing Information Assign students to draw an expanded version of the section time line. Suggest that they divide it into 10-year intervals and expand it to end with 330 B.C. Tell students to plot events and dates as they read through the section. Suggest that students illustrate their time lines. Once students finish their time lines, have them create a short quiz for their classmates to test their understanding of important events. Then have them quiz each other. L2

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CHAPTER 4 SECTION 3,3, 131–137131–137 The leaders who followed Cyrus continued to add to Persian territory. They King Darius conquered Egypt, western India, and Reading Support L1/ EL Thrace, a region northeast of Greece. From Darius helped to organize the Persian government. one end to the other, the Persian Empire What methods did he use? Use Vocabulary Activity 4–3 was about the size of the continental to review important terms in United States today. the section. To connect their vast holdings, the Persians built miles of roads. The Royal Road stretched from Asia Minor to Susa, the Persian capital. Along the way, the More About the Art Persians set up roadside stations to supply food, shelter, and fresh horses to the This carving decorated the king’s messengers. stone facade of the grand staircase at Persepolis, one What Was Persian Government Like? As of the ceremonial capitals the Persian Empire grew bigger, it became built by Darius. very difficult to manage. When Darius Caption Answer: He (duh•RY •uhs) came to the throne in 521 B.C., divided the empire into he reorganized the government to make it satrapies, each ruled by an work better. official called a satrap who Darius divided the empire into 20 states reported to him. called satrapies (SAY•truh•peez). Each was ruled by an official with the title of satrap (SAY• TRAP), meaning “protector of the kingdom.” The satrap acted as tax collector, judge, chief of police, and head recruiter for the Persian army. However, all the satraps answered to the Persian king. The king’s power depended upon his was born in 660 B.C. He began preaching The Royal Road was lined troops. By the time of Darius, Persia had a after seeing visions as a young man. with more than 110 inns. large army of professional soldiers. Unlike Like the Jews, Zoroaster believed in Each was built about 15 the Greek city-states, where the citizens one god. He viewed this supreme being as miles (24 km) apart, or took up arms in times of war, in Persia the creator of all things and a force of about one-day’s journey by the government paid people to be full-time goodness. However, Zoroaster recognized horseback. The king’s mes- soldiers. Among them were 10,000 specially evil in the world, too. He taught that sengers carried information trained soldiers who guarded the king. humans had the freedom to choose from inn to inn, keeping They were called the Immortals because between right and wrong, and that good- travelers and locals when a member died, he was immediately ness would triumph in the end. The informed. replaced. Persians practiced Zoroastrianism for cen- turies, and it still has a small number of The Persian Religion The Persian religion followers today. was called Zoroastrianism (ZOHR •uh•WAS • Explain Why did Darius tree • uh • NIH • zuhm). Its founder, Zoroaster, create satrapies? Answer: to make the government work better CHAPTER 4 The Ancient Greeks 133 The Art Archive/Dagli Orti

DIFFERENTIATEDDIFFERENTIATED INSTRUCTIONINSTRUCTION Auditory/Musical: Tell students to take notes on the Royal Road as you read the Time Traveler on this page. Verbal/Linguistic: Have students find more information on the Royal Road and add it to their notes. Assign them to write a letter describing a typical day’s journey on the road. Gifted and Talented: Have students research information on the Pony Express. Have them use a Venn diagram to compare these riders to messengers on the Royal Road. Refer to Inclusion Strategies for the Middle School Social Studies Classroom in the TCR. 133 0131-0137_3937 4/18/04 5:19 AM Page 134

CHAPTER 4 SECTION 3, 131–137131–137 The Persian Wars against their Persian rulers. The rebellion failed, but King Darius decided the main- Both Sparta and Athens played roles in land Greeks had to be stopped from inter- defeating the Persians. fering in the Persian Empire. Reading Focus Have you and a rival ever set aside The Battle of Marathon your differences to work for a common cause? This hap- In 490 B.C.a pened in ancient Greece when Sparta and Athens came Persian fleet landed 20,000 soldiers on the together to fight the Persians. Read about the outcome. plain of Marathon (MAR• uh• THAHN), only a Assign students to write a two- short distance from Athens. For several paragraph account of the Battle days, the Persians waited there for the of Marathon, slanting it in As the Greeks set up colonies in the Athenians to advance. The Athenians, how- favor of the Greeks. Introduce Mediterranean area, they often clashed ever, did not take the bait. They had only the idea of “loaded words,” or with the Persians. By the mid-500s B.C., 10,000 soldiers compared to the Persians’ words that have an emotional Persia already controlled the Greek cities in 20,000. They knew that attacking was too impact and thus create a biased Asia Minor. In 499 B.C. the Athenian army dangerous. Instead they held back in the or opinionated statement. Have helped the Greeks in Asia Minor rebel hills overlooking the plain. students exchange papers, circling loaded words that might influence a reader’s Persian Wars 499–479499–479 B.C. opinion of the battle. (Sample

words: glorious, greatest, 0 100 miles smashed, pitiful, and so on.) 0 100 kilometers L1/ EL Lambert Azimuthal Equal-Area projection Sea of Marmara Suggestions for rubrics may be found in the Quizzes, 1 Athenian army defeats Persian army. Tests, and Authentic 40°N Assessment (with Rubrics) 2 Greek force, led booklet. by Spartans, falls to Aegean Persian army. Sea Thermopylae Sardis 4 Greeks defeat Persians, Plataea Marathon ending the war. Salamis Answers: 3 Greek fleet defeats Miletus Persian navy. 1. Salamis Athens Sparta 2. The Persians were deep 20°E in enemy territory and far from supply bases. N KEY W E Skills Practice Greek states S Ask: Which battle Persian Empire Crete 1st Persian invasion, between the Greeks and 490 B.C. ° Persians ended the war? 2nd Persian invasion, The Persian Empire invaded30 GreeceE twice 480 B.C. andMediterranean was beaten back both times. (Plataea) Was it a land Major battle 1. Which Seaof the major battles shown was a battle or sea battle? (land naval battle? battle) 2. Why might attacks on the Greek city- states have been difficult for the Persians? 134 CHAPTER 4 The Ancient Greeks

CRITICALCRITICAL THINKINGTHINKING ACTIVITYACTIVITY Predicting Tell students that predictions are based on trends or patterns over time. Ask: What patterns have you seen in the relations between Athens and Sparta? (For much of their histories, they have been rivals.) What predictions can you make about the partnership they formed during the Persian Wars? (Answers will vary, but most students will predict a revival of tensions when the war ended.) Instruct students to write down their predictions and check them when they read Section 4. L2

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CHAPTER 4 SECTION 3, 131–137131–137 Tired of waiting, the Persian commander decided to sail south and attack Athens directly. He ordered his troops back Herodotus’s Creating a Presentation Organize onto the ships, and it was then that he made History the class into small groups to a big mistake. The first to board, he prepare an oral and visual decided, would be the horsemen in the cav- presentation on the Persian alry, the strongest part of the Persian army. Wars for the other groups. As soon as the cavalry was out of fight- Within each group, assign stu- ing range, the Greeks charged down from dents specific topics, such as the hills and onto the plain of Marathon. the impact of geography on the They caught the Persian foot soldiers stand- battles and the leaders ing in the water, waiting their turn to board involved. Visual presentations the ships. Unable to defend themselves, the might include drawings of Persians were easily defeated. soldiers, weapons, battle According to legend, the Athenians sent formations, fortifications, and a messenger named Pheidippides (fy•DIHP• ships as well as time lines of uh • DEEZ) home with the news. The runner events. L2 raced nearly 25 miles (40.2 km) from Marathon to Athens. He collapsed from exhaustion and, with his last breath, announced, “Victory.” Then he died. Herodotus reading to a crowd Modern marathon races are named for this Herodotus traveled to famous run and are just over 26 miles long. The Greek historian Herodotus (hih•RAH• duh•tuhs) wrote History of the Persian Wars. Persia to collect stories This is thought to be the first real history in about the wars. He read Another Persian Strike After Darius died Western civilization. Herodotus described the parts of his manuscript B C Xerxes (ZUHRK • SEEZ) in 486 . ., his son conflict between the Greeks and Persians as to eager crowds in became the Persian king. Xerxes vowed one between freedom and dictatorship. Here Athens before it was revenge against the Athenians. In 480 B.C. he tells of Xerxes’ address to Persian nobles: “published,” or copied he launched a new invasion of Greece, this “And truly I have pondered upon this, until at last onto papyrus scrolls by I have found out a way whereby we may at once time with about 180,000 troops and thou- scribes. This speech sands of warships and supply vessels. win glory, and likewise get possession of a land which is as large and as rich as our own ...while stirred up pride in To defend themselves, the Greeks joined at the same time we obtain satisfaction and Athens, which was at the forces. Sparta sent the most soldiers, and revenge . . . My intent is to . . . march an army height of its power when their king, Leonidas (lee • AH • nuh • duhs), through Europe against Greece, that thereby I he compiled this work. served as commander. Athens provided the may obtain vengeance from the Athenians for navy. An Athenian general, Themistocles the wrongs committed by them against the Answer: (thuh•MIHS•tuh• KLEEZ), came up with a plan Persians and against my father.” glory and winning a to fight the Persians. —Herodotus, wealthy land The Persian Wars, Book VII The Greeks knew that as the huge Persian army marched south, it depended on shipments of food brought in by boat. What reasons besides revenge does Xerxes Themistocles argued that the Greeks’ best have for invading Greece? Reading Support L1/ EL strategy would be to attack the Persians’ Assign Guided Reading ships and cut off food supplies to the army. Activity 4–3 to help students CHAPTER 4 The Ancient Greeks 135 organize the information in Bettmann/CORBIS the section.

INTERDISCIPLINARYINTERDISCIPLINARY CONNECTIONSCONNECTIONS ACTIVITY ACTIVITY Mathematics Students may have noticed the use of the metric system in the text in sentences such as this: “The runner raced nearly 25 miles (40.2 km) from Marathon to Athens.” They also may have noticed a metric scale on maps. See if students have any prior knowledge of the metric system, which is used in much of the world today. Write this formula on the board: miles 1.609 kilometers. Then call out some easy distances in miles and have students practice converting miles to kilometers. L2

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CHAPTER 4 SECTION 3, 131–137131–137 To ready their fleet for battle, the Greeks stayed behind and fought to the death. The needed to stall the Persian army before it Greeks lost the battle at Thermopylae, but reached Athens. The Greeks decided the their valiant stand gave Athens enough best place to block the Persians was at time to assemble 200 ships. Thermopylae (thuhr • MAH • puh • lee). Ther- The Greek fleet attacked the Persian Assign Section 3 Review as mopylae was a narrow pass through the fleet in the strait of Salamis (SA•luh•muhs), homework or as an in-class mountains that was easy to defend. About not far from Athens. A strait is a narrow strip activity. 7,000 Greek soldiers held off the Persians of water between two pieces of land. The Have students use the there for two days. The Spartans in the Greeks expected to have the upper hand in Interactive Tutor Self- Greek army were especially brave. As one the battle because their ships could maneu- Assessment CD-ROM to story has it, the Greeks heard that Persian ver well in tight spaces. Greek ships were review the section. arrows would darken the sky. A Spartan smaller, faster, and easier to steer than the big warrior responded, “That is good news. We Persian ships, which became easy targets. will fight in the shade!” The Greek plan worked. After a ferocious Assessment L2 Unfortunately for the Greeks, a traitor battle, the Greeks destroyed almost the entire Assign Section 3 Quiz to directed the Persians to a mountain path Persian fleet. Still, the Persian army marched assess mastery of the mate- that led them around the Greeks. As the on. When their troops reached Athens, the rial found in the section. Persians mounted a rear attack, King Greeks had already fled. Leonidas sent most of his troops to safety. The Persians burned the city. This only He and several hundred others, however, stiffened the resolve of the Greek city-states.

More About the Art Battle of Salamis Greek warships—called triremes—had three levels At the Battle of Salamis, smaller, faster Greek ships of oarsmen on each side. defeated the Persian fleet. Near what Greek Shipbuilders armed the city-state was the strait of Salamis located? boat with a bronze-and- wood ram that weighed hundreds of pounds. They could sink other ships by hitting them with their rams. Caption Answer: Athens

Reading Support L1/ EL Assign Reading Essentials and Study Guide 4–3 to help students review section material.

Peter Connolly

EXTENDINGEXTENDING THETHE CONTENTCONTENT Who Were the Scythians? The Persians used many different peoples to bolster their army. The Scythians lived in the grasslands north of the Black Sea and used hit-and-run tactics to keep the Persians from seizing their homeland. Darius so admired their skills with bows and arrows and their lightning strikes on horseback that he hired them to help invade Greece. Later kings used Scythian teachers to train Persian archers.

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CHAPTER 4 SECTION 3,3, 131–137131–137 In early 479 B.C., they came together to The high taxes angered their subjects form the largest Greek army ever assem- and caused many rebellions. At the same bled. With solid body armor, longer spears, time, the Persian royal family fought over ENRICH and better training, the Greek army who was to be king. Many of the later crushed the Persian army at Plataea (pluh• Persian kings were killed by other family The Greek phalanx carried the TEE•uh), northwest of Athens. members who wanted the throne. day on the battlefield at Plataea. The battle was a turning point for the Persian kings had many wives and Hoplites attacked the much Greeks, convincing the Persians to retreat to children. The sons had little, if any, power larger Persian force, refusing to Asia Minor. By working together, the Greek so they were constantly plotting to take break their tight lines. Ask stu- city-states had saved their homeland from over the throne. As a result of such plots, dents to name other factors invasion. six of the nine rulers after Darius were that helped the Greeks defeat What Caused the Persian Empire to Fall? murdered. Persia. (Possible answers: good All of these problems made Persia tactics, powerful navy, citizen- When the Greeks defeated the Persian vulnerable to attack. By the time a young soldiers, fighting on their own army, they helped to weaken it. The empire Greek conqueror named Alexander in- territory) L2 was already facing internal problems. As vaded the empire in 334 B.C., the Persians these problems worsened, the empire were no match for his troops. would gradually lose its strength. By 330 B.C., the last Persian king was dead Answer: Persian expansion, Persia remained intact for almost 150 and Alexander ruled over all his lands. You Greek rebellions, revenge of more years. However, after Darius and will learn more about Alexander the Great Persian defeats Xerxes, other Persian rulers raised taxes to and his many achievements in Chapter 5. gain more wealth. They spent the gold and silver that flowed into the treasuries on lux- Cause and Effect What led uries for the royal court. to the Persian Wars?

To help students understand section material, have them visit Homework Helper at Homework Helper Need help with the jat.glencoe.com material in this section? Visit jat.glencoe.com What Did You Learn? Reading Summary 1. Why was Cyrus considered a 4. Persuasive Writing Imagine RETEACH fair ruler? you are an adviser to Xerxes Review the and are alarmed about his plan Ask students to review the • The Persian Empire united its 2. What was the Royal Road? for revenge on Greece. Compose main ideas in this section, many lands under a single Critical Thinking a letter to him outlining rea- recalling details and facts that government. 3. Summarize Draw a table like sons why he should cancel his the one below. Then summarize invasion of Greece. support each one. L2 • The Persian Empire attacked what happened at each battle 5. Greece several times. Despite in the Persian Wars. Making The Persians their rivalry, Athens and Sparta Connections wanted revenge against the joined forces to defeat the Battle Action Greeks. Describe an event in Persians. Marathon Thermopylae your own life or on the news Ask students to speculate on Salamis where revenge was involved. reasons historians consider the Plataea What was the outcome? Greek defeat of the Persians a turning point in history. (It led CHAPTER 4 The Ancient Greeks 137 to the rise of Athenian power and to a period of great philosophy.) L2

SECTIONSECTION 33 REVIEW REVIEW ANSWERSANSWERS 1. He treated new subjects Salamis: Greek ships opponents if allied. well. defeated Persians in the 5. Events will vary but should 2. a vast road that connected strait; Plataea: Greeks recognize that revenge Persian cities crushed Persians usually has bad results. 3. Marathon: Greeks over- 4. Answers will vary but should Encourage students to be whelmed Persians; demonstrate that students honest but fair in their Thermopylae: Greeks were understand how Greek city- answers. betrayed, Persians won; states could be formidable 137 0138-0149_3937 4/18/04 5:38 AM Page 138

CHAPTER 4 SECTION 4, 138–146138–146 TheThe Agege ofof Periclesericles SECTION OVERVIEW

This section explores how Athens blossomed under Pericles and the reasons Athens What’s the Connection? Meeting People and Sparta went to war. In Section 3, you learned how Pericles (PEHR•uh•KLEEZ) the Greeks defeated the Persians at Aspasia (as•PAY •zhuh) Plataea. One lesson the Greeks drew from the war was that they needed Building Your Vocabulary each other for security. Athens and direct democracy several other city-states soon (dih•MAH•kruh•see) banded together in a league for representative democracy the common defense. (REH•prih•ZEHN•tuh•tihv) Project Daily Focus philosopher (fuh•LAH•suh•fuhr) Skills Transparency 4–4 Focusing on the and have students answer • Under Pericles, Athens became very Reading Strategy questions. Discuss their powerful and more democratic. Organizing Information Create responses. (page 139) a circle graph to show how many • Athenian men and women had very citizens, foreigners, and enslaved people lived in Athens in the 400s B.C. different roles. (page 142) • Sparta and Athens went to war for control of Greece. (page 144) Foreigners Slaves Preteaching Vocabulary: Locating Places Democracy as the Greeks knew Delos (DEE•LAHS) it was different from democ- Citizens racy in the United States. In Athens, the direct democracy meant that every citizen could vote on every issue, as opposed to having representatives vote for them. Answers to Graphic: Citizens: 500 B..C.. 450 B.C. 400 B.C. 150,000; Foreigners: 35,000; 478 B.C. 461 B.C. 431 B.C. Enslaved people: 100,000 GREECE Delian League Pericles leads Peloponnesian Athens forms Athens War begins

Sparta Delos

Use Glencoe BookLink to create customized reading lists for your students’ 138 CHAPTER 4 The Ancient Greeks reading levels, interests, and abilities. SECTIONSECTION RESOURCESRESOURCES

Reproducible Masters Transparencies • Reproducible Lesson Plan 4–4 • Daily Focus Skills Transparency 4–4 • Daily Lecture and Discussion Notes 4–4 • Vocabulary Activity 4–4 Multimedia • Active Reading Note-Taking Guide 4–4 Interactive Tutor Self-Assessment CD-ROM • Guided Reading Activity 4–4 ExamView® Pro Testmaker CD-ROM • Section Quiz 4–4 Presentation Plus! CD-ROM • Reading Essentials and Study Guide 4–4 Vocabulary PuzzleMaker CD-ROM Glencoe BookLink CD-ROM 138 138-149_CH04_MSWHTE_60316 8/2/04 8:22 AM Page 139

CHAPTER 4 SECTION 4, 138–146138–146 The Athenian Empire S 4,

Under Pericles, Athens became very powerful and more democratic. Reading Focus Do you vote in school elections? Why do you choose one classmate over another? Read to learn why Athenians kept electing Pericles. Forming Questions Focus stu- As you read in Section 3, the Battle of dents’ attention on the graphic Plataea in 479 B.C. put an end to the Persians’ organizer under Get Ready to invasion of Greece. Although the Persians Read! Assign students to write retreated, they still remained a threat. In two questions that they might 478 B.C. Athens joined with other city-states— use to interview a member but not Sparta—to form the Delian League. from each of the three groups The Delian League promised to defend shown: citizens, foreigners, and its members against the Persians. It also enslaved people. Instruct stu- worked to drive Persia out of Greek territo- dents to look for possible ries in Asia Minor. Eventually, the league answers to these questions as freed almost all of the Greek cities under they read. L1/ EL Persia’s control. These ruins are of the agora—an ancient At its start, the Delian League had head- marketplace in Athens where the assembly met. quarters on the island of Delos (DEE• LAHS). What type of democracy did Athens have? More About the Art However, its chief officials—the treasurers in charge of its money and the commanders Can you imagine such a system in the Public buildings, such as in charge of its fleet—were from Athens, as United States? A mass meeting of our temples, law courts, and were most of the troops. Little by little, millions of citizens would be impossible! government buildings, Athens gained control over the other city- Instead, in the United States we have a lined the Athenian marketplace. The site was aptly states in the alliance. Soon the league was representative democracy (REH •prih•ZEHN• no longer a partnership to fight Persia but tuh•tihv). Under this type of democracy, cit- called the agora, meaning an Athenian empire. izens choose a smaller group to make laws “gathering place.” Men came to conduct business In 454 B.C. the Athenians moved the and governmental decisions on their behalf. Delian League’s treasury from Delos to This is a much more practical system when and find out what was happening in the assembly. Athens. The Athenians also began sending the population is large. troops to other Greek city-states, to help the What made direct democracy workable Caption Answer: direct common people rebel against the nobles in in ancient Athens was the relatively small democracy power. number of citizens. In the mid-400s B.C., about 43,000 male citizens over 18 years old Democracy in Athens Athenians had a made up the assembly. Usually fewer than strong faith in their democratic system. 6,000 attended the meetings, which were Daily Lecture and We call their system direct democracy held every 10 days. The assembly passed all Discussion Notes 4–4 (dih•MAH•kruh•see). In a direct democracy, laws, elected officials, and made decisions people gather at mass meetings to decide on war and foreign affairs. Ten officials Use Daily Lecture and on government matters. Every citizen can known as generals carried out the assembly’s Discussion Notes 4–4 for vote firsthand on laws and policies. laws and policies. an outline of key concepts found in the section. CHAPTER 4 The Ancient Greeks 139 Steve Vidler/SuperStock

READINGREADING THE THE TEXT TEXT Understanding Pronouns Distribute copies of these personal and possessive pronouns to students. First Person: I, me, my, mine, we, us, our, ours Second Person: you, yours Third Person: he, him, his, she, her, hers, it, its, their, theirs As students read the section, they should copy down two sentences on each page that use personal or possessive pronouns. Have them rewrite the sentences using the name of the person(s), place(s), or thing(s) to which each pronoun refers. When students find the word you, they should use their own names. L1/ EL 139 0138-0149_3937 4/18/04 11:24 AM Page 140

CHAPTER 4 SECTION 4, 138–146138–146 Comparing Governments Reading Support L1/ EL Athenian Democracy American Democracy Use Vocabulary Activity 4–4 Type of Democracy Direct Representative to help students learn important terms in the section. Right to Vote Only adult males born in Athens All citizens, male and female age 18 or over

Laws Proposed by the council and Approved by both houses of approved by a majority in the Congress and signed by the assembly president Understanding Charts Citizen Involvement Citizens with voting rights can Citizens with voting rights can The United States has a vote for or against any law vote for or against the officials representative system who make the laws based on federalism, or shared powers among national, state, and local governments. Ask: How is The small number of citizens made a direct democracy possible in Athens. the approval of laws dif- The Achievements of Pericles 1. In Athens, how was a law approved? ferent in the United States Athenians reelected their favorite generals again and 2. Compare Which government granted the than it was in Athens? (In right to vote to more of its population? Athens, all citizens could vote again. After the Persian Wars, the leading fig- on any law. In the U.S., ure in Athenian politics was a general named elected officials vote on laws.) Pericles (PEHR • uh • KLEEZ). This great statesman guided Athens for more than 30 years, Culture also blossomed under the rule Answers: from 461 B.C., when he was first elected, until of Pericles. The Age of Pericles was a 1. by a majority vote in the 429 B.C., shortly before his death. period of tremendous creativity and assembly Pericles helped Athens dominate the learning that peaked in the mid-400s B.C. 2. American Democracy Delian League. He treated the other city- states like subjects, demanding strict loy- The Persians had destroyed much of the alty and steady payments from them. He city during the Persian Wars. So Pericles even insisted that they use Athenian coins started a major rebuilding program. He Civics Most states require stu- and measures. had new temples and statues built across dents to attend school until age At the same time, Pericles made Athens the city. 16. Ask: Why is attending more democratic at home. He believed that Pericles supported artists, architects, school important in a democ- people’s talents were more important than writers, and philosophers (fuh • LAH • suh • racy? (because citizens learn skills their social standing. For this reason, fuhrs). Philosophers are thinkers who pon- to make informed decisions on Pericles included more Athenians than der questions about life. In Chapter 5, you L1 issues) ever before in government. He allowed will read more about the Greeks’ achieve- lower-class male citizens to run for public ments and understand why Pericles called office, and he also paid officeholders. As a Athens “the school of Greece.” result, even poor citizens could, for the first Answer: Direct democracy: all Identify What is the differ- time, be part of the inner circle running the citizens vote on laws. ence between a direct democracy and a represen- government. tative democracy? Representative democracy: elected officials vote on laws. 140 CHAPTER 4 The Ancient Greeks

DIFFERENTIATEDDIFFERENTIATED INSTRUCTIONINSTRUCTION Kinesthetic: Have a group of students design a floor plan or cutaway drawing of a modern home to compare with the image of a Greek home in this section. Suggest using tracing paper to copy the three-dimensional outline of the Greek home, which they then can modify. English Learners: Have students use a Venn diagram to compare a modern home with the Greek home. Gifted and Talented: Have students study the graphic organizers and present oral summaries of how the two homes compare. Ask them to explain the benefits of each. Refer to Inclusion Strategies for the Middle School Social Studies Classroom in the TCR. 140 138-149_CH04_MSWHTE_869371 9/13/04 12:08 AM Page 141

Pericles’ influence over PERICLES Athenian politics lasted for C c. 495– 429 B. . more than 30 years. As a states- Pericles was born just outside Athens, to a wealthy man, he was responsible for some of the greatest achieve- and powerful family. He received his education from ments in Athens, including philosophers. As a young man, he was known for his skill Pericles beautifying the city and estab- with words. Later, when he became a political leader, he lishing relative peace in the strongly supported democracy. region. Although he dominated Although he was from a wealthy family himself, he rule in Athens, he did work to believed that citizenship should not be limited to the increase people’s involvement wealthy and powerful. He made changes to take power in politics. from the few and give it to the many. However, in describing Pericles’ rule over Athens, Greek historian Ask students what it takes to Thucydides wrote “In name democracy, but in fact the be involved in politics in the rule of one man.” United States today. Can any- The “Age of Pericles” was Athens’s Golden Age, and one do it? (Anyone who wants to the city blossomed under his leadership. Pericles wanted and meets the proper citizenship Athens to be a model for the world. He made it a “Athens...is the qualifications [age/residency] can centerpiece of art, philosophy, and democracy. school of Greece.” run for political office.) L1/ EL Pericles’ goal was to make Athens a city that Greeks —— Pericles, as recorded could be proud of. He hired hundreds of workers to by Thucydides construct public buildings in Athens. The most well known The U.S. Constitution provides is the Parthenon. Based on the value of money today, for separation of powers into it cost about $3 billion to build. Workers hauled 20,000 tons of marble from a nearby judicial, legislative, and execu- mountain and spent almost 15 years completing it. tive branches. The legislative Pericles was a private person. He avoided being in branch passes laws, the execu- public as much as possible. He spent most of his time tive branch enforces laws, and alone, with family, or with close friends. He married the judicial branch interprets B.C. Pericles died from the and had three sons. In 429 laws. plague.

Consider what Thucydides wrote about Pericles’ rule in Athens. Do research to find out how the U.S. Constitution ensures that our government is not dominated by one leader.

The Parthenon sits at the top of the Acropolis. 141 (t)Scala/Art Resource, NY, (b)Vanni Archive/CORBIS

Reading List Generator CD-ROM RECOMMENDEDRECOMMENDED READINGREADING Use the Glencoe BookLink CD-ROM to create customized reading lists based on your students’ interests and reading levels. Below is an example based on content in this chapter. Also, see the Suggested Readings on pages 944–946 of the Appendix. • Coolidge, Olivia. Men of Athens. The Golden Age of Athens. The poets, sculptors, architects, historians, and storytellers of Athens’s Golden Age. • Pearson, Anne. What Do We Know About the Greeks? Answers questions such as: What did the Greeks wear? Were the Greeks scientists? What was life like in the Greek army? • Wroble, Lisa. Kids in Ancient Greece. The story about a boy who lived in ancient Athens. 141 0138-0149_3937 4/18/04 5:39 AM Page 142

CHAPTER 4 SECTION 4, 138–146138–146 Daily Life in Athens 43,000 of these were men with political rights. Foreigners in Athens numbered Athenian men and women had very about 35,000. The population also included different roles. about 100,000 enslaved people. Reading Focus School may be difficult at times, but Slavery was common in the ancient Have students clip, copy, or how would you feel if you could not go to school? Read world. There was at least one enslaved per- download from the Internet on to learn about the limits placed on some Athenians. son in most Athenian homes, and wealthy some classified ads from their Athenian households often had many. local newspaper advertising Some worked as household servants— homes for sale. Assign students In the 400s B.C., more people lived in cooks, maids, or tutors. Others toiled in the either individually or in small Athens than in any other Greek city-state. fields, in industry, and in artisans’ shops. groups to write similar ads list- Athens had about 285,000 residents in all. Without their labor, Athens could not have ing the Greek home shown in Some 150,000 were citizens, although only supported its bustling economy. the text. Tell them to omit a price, explaining that it will be negotiated at the time of sale. Athenian Homes (Sample opening line: Beautiful home within sight of the Acropolis Many wealthy Athenians had large homes made of mud bricks and tiled roofs. for sale.) L2 They had many small windows to let light and air in the house. Where are religious influences seen in the house? Suggestions for rubrics Altar and Courtyard may be found in the Quizzes, Wool Room Greek courtyards usually had an Tests, and Authentic Yarn was spun and cloth altar to the favorite family god. Assessment (with Rubrics) was woven here. booklet.

More About the Art Bedroom The warm Mediterranean climate allowed Greeks to Family Room spend a lot of time in the courtyard. Compared to homes today, Greek homes had little furniture, except in the dining room where men held dinner parties. Typical meals might include bread dipped in wine, goat cheese, fruit, Kitchen Dining Room olives, and perhaps fish. Cooking was often done Men ate their meals alone over an open fire. Caption Answer: altar to while served by women. favorite family god in the courtyard Athenian urn

142 CHAPTER 4 The Ancient Greeks Smithsonian Institution

CRITICALCRITICAL THINKINGTHINKING ACTIVITYACTIVITY Forming Generalizations Remind students that a generalization is a statement that links together or summarizes certain facts. To a form a generalization about Athenian democracy, have students brainstorm a list of facts about it. Record statements, and ask students to identify and eliminate any opin- ions. Then have them form valid generalizations about the topic. (Answers will vary, but generalizations should account for all the facts without making claims not supported by them.) L3

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CHAPTER 4 SECTION 4,4, 138–146138–146 What Drove the Athenian Economy? Many Athenians depended on farming for a living. Herders raised sheep and goats CONNECTING ACROSS TIME for wool, milk, and cheese. Some farmers Have students discuss the dif- grew grains, vegetables, and fruit for local Women’s Duties In ancient Athens, a use. Others grew grapes and olives to woman’s place was in the home. Her two ferences between the rights of make wine and olive oil to sell abroad. main responsibilities were caring for the women in ancient Athens and Athens did not have enough farmland household and raising children. The Greek the rights of women in the to grow crops for all its people. As a result, writer Xenophon (ZEH•nuh•fuhn) recorded United States today. Ask: What the city had to import grain from other a man’s explanation of women’s duties. rights do you have here in the classroom? places. During the 400s B.C., Athens “Thus your duty will be to remain indoors and (Possible answers: became the trading center of the Greek send out those servants whose work is outside, Girls are permitted to go to school. world. Merchants and artisans grew and superintend those who are to work Boys and girls are allowed to wear indoors . . . and take care that the sum laid by wealthy by making and selling pottery, similar clothing.) L2 for a year be not spent in a month. And when jewelry, leather goods, and other products. wool is brought to you, you must see that cloaks are made for those that want them. You Roles of Men and Women Athenian men must see too that the dry corn is in good con- usually worked in the morning and then dition for making food.” exercised or attended meetings of the assem- —Xenophon, Memorabilia and Oeconomicus bly. In the evenings, upper-class men enjoyed The second floor of each home was An Athenian woman’s all-male gatherings where they drank, dined, the women’s quarters. An Athenian childhood ended when she and discussed politics and philosophy. woman lived there with her children. She married. The day before the For Athenian women, life revolved was expected to wedding, she took her toys around home and family. Girls married keep her children to the Temple of Artemis early—at 14 or 15—and were expected to well and happy. She (goddess of the hunt, encouraged them have children and take care of household protector of women in duties. Poor women might also work with to learn sports and play with toys, and childbirth). After the their husbands in the fields or sell goods in taught them how wedding, her husband the agora. Respectable upper-class women, to interact with carried the bride across the however, stayed at home. They supervised friends and family threshold—a custom some- the household servants and worked wool members. Although times still practiced today. into cloth—spinning, dyeing, and weaving boys left home at it. They rarely went out, except to funerals or age seven to attend festivals. Even then, they could leave the school, girls stayed house only if a male relative went with them. with their mothers, Although Athenian women could not learning how to Greek woman attend school, many learned to read and to care for a house and servant and children. play music. Still, even educated women were not considered the equals of men. They Answers: had no political rights and could not own Connecting to the Past 1. Possible answer: to keep property. Fathers took charge of unmarried 1. Why do you think women and children them separate from men daughters. Husbands looked after their lived on the second floor of the home? wives. Sons or other male relatives looked 2. Over what areas of life did an Athenian 2. caring for the household, after widows. woman have authority? raising children

Nimatallah/Art Resource, NY

INTERDISCIPLINARYINTERDISCIPLINARY CONNECTIONSCONNECTIONS ACTIVITY ACTIVITY Language Arts Tell students that poetry originally meant “words set to music.” The lyre, an instrument played by women, gave us the word lyric. A feisty woman poet named Korinna won Athens’s most important poetry competition five times. Assign students to write a poem or song about Athens in the 400s B.C. Encourage them to read or perform their lyrics aloud. L1/ EL Refer to the Quizzes,Tests, and Authentic Assessment (with Rubrics) booklet for rubrics.

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CHAPTER 4 SECTION 4, 138–146138–146 A few women did move more freely The Peloponnesian War in public life. Aspasia (as • PAY • zhuh) is perhaps the most famous example. Sparta and Athens went to war for con- Aspasia was not a native Athenian. This Answer: Men worked and trol of Greece. gave her special status. She was well- Reading Focus exercised, and some went to Have you ever tried to get people to educated and taught public speaking to all-male gatherings and social- work together and been frustrated when they will not ized. Most women read, played many Athenians. Her writings have not cooperate? Read to find out how the Greek city-states’ refusal to cooperate nearly led to their destruction. music, wove cloth, and took survived, but Plato, the famous Greek care of children and the home. philosopher, said her work helped shape his ideas. Pericles often consulted As the Athenian empire became rich and Aspasia, as did many other Athenian powerful, other city-states grew suspicious of Reading Support L1/ EL leaders. In this way, she became influen- its aims. Led by Sparta, they joined forces tial in politics even though she was not against Athens. Sparta and Athens had built Assign Guided Reading allowed to vote or hold office. two very different kinds of societies, and nei- Activity 4–4 to help students Describe How did Athenian ther state understood or trusted the other. organize the information in men and women spend their time? The two groups clashed several times over the section.

The Peloponnesian War 431–404431–404 B.C.

20°E 30°E N Black Sea W E Answers: Adriatic Sea S 1. 429 B.C.; Athens’s Sea of KEY Marmara territory 422 B.C. Sparta and allies 405 B.C. 410 B.C. 2. Corinth and Thebes; Athens and allies 429 B.C. °N PERSIAN helped Sparta surround Neutral states 411 B.C. EMPIRE Spartan victory C04-26P Athens and provided Aegean 406 B.C. soldiers to fight in the Athenian victory Sea Mural of Greek soldiers marching war Ionian 424 B.C. Thebes to battle 407 B.C. Sea C04-25A Corinth Athens 418 B.C. Map: The Delos Miletus Peloponnesian War Sparta 425 B.C.

Mediterranean Sea Crete

0 100 miles 0 100 kilometers TheLambert Peloponnesian Azimuthal Equal-Area War projection between Sparta and Greek warriors Athens lasted for over 25 years. 1. In what year was the earliest battle of the war fought? In whose territory? 2. Which major cities were allied with Sparta? How do you think having those allies helped the Spartans to win the war? 144 CHAPTER 4 The Ancient Greeks Gianni Dagli Orti/CORBIS

EXTENDINGEXTENDING THETHE CONTENTCONTENT Who Was Lysimache? Lysimache, the high priestess of Athena, held her office longer than Pericles— almost 65 years. She performed many religious and public duties, including offering advice from the goddess. She may have served as the model for the antiwar comedy Lysistrata, written by Aristophanes during the Peloponnesian War. In the play, the married women of Athens threaten to go on strike unless their husbands end the fighting with Sparta.

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CHAPTER 4 SECTION 4, 138–146138–146 what Sparta and its allies saw as Athenian Pericles’ aggression. Finally, war broke out in 431 B.C. It would drag on until 404 B.C. and shatter Funeral Oration any possibility of future cooperation among Pericles was a dominant figure in Athenian the Greeks. Historians call this conflict the politics between 461 B.C. and 429 B.C., a Peloponnesian War because Sparta was period historians call the Age of Pericles. Thucydides, who In his Funeral Oration, given during the located in the Peloponnesus. recorded this speech, Peloponnesian War, Pericles described Pericles’ Funeral Oration In the first win- democracy, the importance of the individual, served as a general early ter of the war, the Athenians held a public and citizenship. in the war, but later was banished for 20 years for funeral. Its purpose was to honor those who “Our constitution is called losing a battle. He had died in battle. The relatives of the dead a democracy because wept for their loved ones. The rest of the cit- power is in the hands not explained in his history izens joined in a procession. of a minority but of the how he composed the As was the custom, a leading Athenian whole people. When it is speeches: “I have there- a question of settling addressed the crowd. On this day, Pericles fore put into the mouth private disputes, everyone of each speaker the senti- spoke. He talked about the greatness of is equal before the law; ments . . . as I thought he Athens and reminded the people that they when it is a question of would be likely to made their government strong. putting one person before express them.” In this famous speech, called the Funeral another in positions of Oration, Pericles pointed out that Athenians public responsibility, what Answer: were part of a community. As citizens, they counts is not membership People are chosen for of a particular class, but agreed to obey the rules in their constitu- Pericles the actual ability which duty based not on class tion—their framework of government. the man possesses. No one . . . is kept [out of but on ability. They accepted certain duties, such as pay- government] because of poverty. And, just as our ing taxes and defending the city. They also political life is free and open, so is our day-to- gained certain rights, such as the ability to day life in our relations with each other.” vote and run for office. —Pericles, as recorded by Thucydides, History of the Peloponnesian War Pericles’ speech reminded Athenians of the power of democracy and gave them the Assign Section 4 Review as courage to keep fighting. Its ideas are still homework or as an in-class important for people living in democratic When Pericles said “everyone is equal activity. nations today. before the law,” what did he mean? Why Was Athens Defeated? Have students use the At the begin- Interactive Tutor Self- ning of the Peloponnesian War, both Sparta Athenians stayed put and had the navy Assessment CD-ROM to and Athens thought they knew how to win. deliver supplies from their colonies and review the section. The Spartans and their allies surrounded allies. Because Sparta did not have a navy, it Athens. They hoped that the Athenians could not attack the Athenian ships. would send out an army to fight. However, Athens escaped serious harm for some Assessment L2 Pericles knew that Spartan forces could beat time. Then, in the second year of the war, a the Athenians in open battles. Believing his deadly disease spread through the over- Assign Section 4 Quiz to people would be safe behind the city walls, crowded city. It killed more than a third assess mastery of the mate- he urged farmers and others on the of the people, including Pericles himself in rial found in the section. outskirts to move inside the city. There 429 B.C. Despite these terrible losses, the

CHAPTER 4 The Ancient Greeks 145 Scala/Art Resource, NY

COOPERATIVECOOPERATIVE LEARNINGLEARNING ACTIVITYACTIVITY Oral Presentations Organize the class into five groups, and assign each group one of the sentences in Pericles’ Funeral Oration. The second sentence, which is very long, should go to a group with ver- bally gifted readers (or you might divide the sentence). Tell groups to translate the sentences into everyday English, using a dictionary if necessary. Then have one person from each group perform a dramatic reading of the translation. Request volunteers to describe their feelings as they hear the speech. L1/ EL Refer to the Quizzes,Tests, and Authentic Assessment (with Rubrics) booklet for rubrics.

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CHAPTER 4 SECTION 4, 138–146138–146 Athenians fought on. The standoff contin- down the city walls and broke up the ued for another 25 years. Athenian empire. The war was over at last. The historian Thucydides recorded The Peloponnesian War weakened all of Reading Support L1/ EL what he saw: the major Greek city-states, both the win- Assign Reading Essentials ners and the losers. Many people died in and Study Guide 4–4 to This, then, was the calamity the fighting, and many farms were help students review section which fell upon Athens, and the destroyed. Thousands of people were left material. times were hard indeed, with men without jobs. The war also made it impossi- dying inside the city and the land ble for the Greeks to unite and work outside being laid waste. together again. —Thucydides, After defeating Athens, Sparta tried ENRICH History of the Peloponnesian War to rule all of Greece. Within 30 years, however, the city-states rebelled, and a Finally, desperate to win, the Spartans Have students compare the new war began. While they were fighting made a deal with the Persian Empire. In Preamble to the Declaration of amongst themselves, the Greeks failed exchange for enough money to build a Independence to Pericles’ to notice that to their north, the kingdom navy, they gave the Persians some Greek Funeral Oration. L2 of Macedonia was growing in power. territory in Asia Minor. This would eventually cost them their In 405 B.C. Sparta’s new navy destroyed freedom. the Athenian fleet. The next year, after losing Answer: weakened all of more battles on land, Athens surrendered. Cause and Effect What Greece and made it open to The Spartans and their allies then tore effects did the Peloponnesian War have on Greece? conquest

Homework Helper Homework HelperVisit msworldhistory.comNeed help with the for material in this section?Homework Visit Helper. jat.glencoe.com To help students understand section material, have them What Did You Learn? visit Homework Helper at Reading Summary 1. What caused the jat.glencoe.com 4. Analyze What caused the Peloponnesian War? Review the lack of trust between Sparta and Athens? • Democracy and culture in Athens 2. According to Pericles, what flourished under the leadership duties did Athenian citizens 5. Interpreting Visuals RETEACH of Pericles. have? Examine the drawing of the Critical Thinking Athenian home on page 142. • Athenian men worked as farmers, What does it show about the Tell students that an epitaph is artisans, and merchants, while 3. Summarize Use a chart like role of women in Athens? an inscription written on a most women stayed secluded at the one below to summarize home. what Athens was like in the 6. Civics Link How did the direct tombstone or burial place. Ask Age of Pericles. democracy of Athens differ them to write an epitaph sum- • Athens and Sparta fought each from the democracy we have other in the Peloponnesian War. Government in the United States? marizing Pericles’ life. L1/ EL The fighting led to the defeat of Athens and the weakening of all Economy 7. Expository Writing Describe the Greek states. the role of the Delian League in Culture the creation of the Athenian Wars empire. Ask students to summarize relations between Sparta and 146 CHAPTER 4 The Ancient Greeks Athens. L2 SECTIONSECTION 44 REVIEW REVIEW ANSWERSANSWERS 1. expansion of Athenian major rebuilding program; domestic chores and did not power, Spartan jealousy Wars: Peloponnesian War, eat with men. 2. obey rules, pay taxes, defend Athens defeated 6. Answers should reflect infor- the city 4. lack of understanding of mation from the text. 3. Government: democracy; their differing societies, per- 7. Athens gradually took over Economy: farming and trade; ceived Athenian aggression the Delian League and Culture: great creativity, 5. Women performed most replaced it with its empire.

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CHAPTER REVIEW

PREVIEW/REVIEW Vocabulary Activity Have stu- Section The Early Greeks dents determine under which of these heads each term Vocabulary Focusing on the belongs: Government, peninsula • The geography of Greece influenced where people Geography, Culture, Society. colony settled and what they did. (page 117) Vocabulary PuzzleMaker polis • The Minoans earned their living by building ships CD-ROM agora and trading. (page 118) • Mycenaeans built the first Greek kingdoms and spread Interactive Tutor Self- their power across the Mediterranean region. (page 119) Assessment CD-ROM • Colonies and trade spread Greek culture and spurred Minoan industry. (page 121) calendar • The idea of citizenship developed in Greek city-states. (page 122) CONDENSE Chapter 4 Guided Section Sparta and Athens Reading Activities StudentWorks Plus™ CD- Vocabulary Focusing on the ROM (with Audio Program) tyrant • Tyrants were able to seize power from the nobles with the support of oligarchy Greek farmers, merchants, and artisans. (page 125) democracy • The Spartans focused on military skills to control the people they RETEACH helot conquered. (page 126) Differentiated Instruction • Unlike Spartans, Athenians were more interested in building a democracy than building a military force. (page 128) Activity 4 Chapter 4 Reading Section Persia Attacks the Greeks Essentials and Study Guide

Vocabulary Focusing on the CHAPTER CULMINATING satrapies • The Persian Empire united a wide area under a single government. (page 132) satrap • Both Sparta and Athens played roles in defeating the Persians. (page 134) ACTIVITY Zoroastrianism Have students finish the Chapter Culminating Section The Age of Pericles Activity from page 112D. Suggestions for rubrics Vocabulary Focusing on the may be found in the direct democracy • Under Pericles, Athens became very powerful and more democratic. (page 139) Quizzes, Tests, and representative • Athenian men and women had very different roles. (page 142) Authentic Assessment (with democracy • Sparta and Athens went to war for control of Greece. (page 144) Rubrics) booklet. philosopher

CHAPTER 4 The Ancient Greeks 147 Nimatallah/Art Resource, NY

READREAD TOTO WRITEWRITE Organizing Main Ideas Have students design a chart organizing main ideas about the governments created by each of the following: Minoans, Mycenaeans, Greek city-states under the tyrants, Sparta, Athens, and the Persian Empire. Each main idea should be expressed in sentence form. Use the following rubric for assessment: • L1 students should have at least one main idea for each group. • L2 students should include several main ideas and exhibit sentences that are different from those found in the text. • L3 students should be able to offer valid verbal generalizations based upon information in their charts. 147 0138-0149_3937 4/18/04 5:50 AM Page 148

CHAPTER ASSESSMENTSSESSMENT AND AND ACTIVITIES

MindJogger Videoquiz Review Vocabulary Section 2 • Sparta and Athens Use the MindJogger Videoquiz Write the vocabulary word that completes each 7. Why were tyrants able to seize control from Greek nobles? to review Chapter 4 content. sentence. Write a sentence for each word not used. 8. Describe the differences between Athens Available in DVD and a. satrap d. direct democracy and Sparta. VHS b. agora e. oligarchy Section 3 • Persia Attacks the Greeks 9. What system did Darius use to unite his c. democracy f. peninsula large empire under one government? 1. In a(n) ___, a few wealthy people hold 10. Why did Sparta and Athens unite during Review Vocabulary power. the Persian Wars? 2. The Greek mainland is a(n) ___, a body of Section 4 • The Age of Pericles 1. e 3. d land with water on three sides. 11. How was democracy expanded during the 2. f 4. a 3. In a(n) ___, people at mass meetings make Age of Pericles? Sentences should include accu- decisions for the government. 12. What was the result of the Peloponnesian rate definitions and use correct 4. A(n) ___ acted as tax collector, judge, chief War? grammar. of police, and army recruiter. Critical Thinking Review Main Ideas 13. Cause and Effect How did the geography Review Main Ideas Section 1 • The Early Greeks of Greece help to encourage trade? 5. 14. Conclude 5. The rocky mountains How did the geography of Greece influ- Did the people of ancient Athens ence where people settled and how they have a full democracy? Explain. caused people to settle near made a living? 15. Explain Do you think people would enjoy the seacoasts and become 6. How did the Greek colonies help industry more freedom in an oligarchy or a tyranny? fishers, sailors, and traders. to grow? Explain. 6. promoted trade, industry, and specialized goods 7. They had the support of the common people, many Making Connections of whom were hoplites. Use What You Know 8. Sparta emphasized the mil- 16. Which of these experiences would help 17. The lives of Athenian girls were very itary and strict living, you to better understand the meaning of different than the lives of girls today. while Athens focused on democracy? Write a paragraph that explains the democracy and culture. ___ a. running for class president differences. As examples, use your 9. divisions called satrapies ___ b. trading CDs with your friend own experiences or the experiences of someone you know. with rulers responsible to ___ c. picking up litter in your neighborhood him ___ d. checking out a book at a library 10. They feared Persian con- To review this skill, see pages 114–115. quest of Greece. 11. Pericles involved more people in government and paid officeholders so 148 CHAPTER 4 The Ancient Greeks poorer citizens could serve. 12. Athens declined. Greece 14. Yes; all citizens voted and could take part grew weaker, opening it to in lawmaking. No; females, foreigners, conquest. and enslaved people were excluded. 16. a. a democracy is a political system; b–d 15. Possible answers include that it depends are not good choices because these activi- Critical Thinking on the rulers. A tyrant might be fair and ties are not necessary to democracy well-liked or harsh and disliked. An oli- 17. Paragraphs should show things that girls 13. The Greek peninsula gave garchy involves more people in govern- do today that they were not permitted to the Greeks easy access to ment, but rivalries might weaken it. do in ancient Athens. sea routes all over the Oligarchs might be more willing to let Mediterranean. people suffer. 148 0138-0149_3937 4/18/04 5:40 AM Page 149

CHAPTER Geography Skills Self-Check Quiz To help you prepare for the Chapter Test, visit jat.glencoe.com ASSESSMENTSSESSMENT AND AND ACTIVITIES Study the map below and answer the following questions. 18. Place What sea lies along the west coast of Greece? Linking Past and Present 19. Location Where was Knossos? 24. Making Comparisons Choose a person 20. Movement If you traveled from Athens to mentioned in Chapter 4. Write a descrip- Have students visit the Web Troy, in what direction would you be going? tion of someone in the news today who has site at jat.glencoe.com to similar ideas or has acted in similar ways. review Chapter 4 and take Give examples of their similarities. the Self-Check Quiz. Ancient Greece Building Citizenship Skills 25. Analyze Democracy is not easy to achieve or maintain. Make a chart like the one Linking Past and Present N below to identify things that challenged 40°N Troy or threatened democracy in Athens. 24. Students’ comparisons GREECE Aegean W E should show informed Ionian Sea S Democratic Idea Challenges Sea Athens knowledge of both people, Mycenae with pertinent examples to M Sparta ed support each similarity. ite rra nea n Sea Knossos Crete Building Citizenship 20°E 30°E Analyze Skills Read to Write Study the following quote, then answer 25. Possible answers: Idea—all the questions that follow. citizens vote; Challenge— 21. Paraphrasing Select a quotation or “Our constitution does not copy the laws of limited idea of citizenship. primary source from one of the sections in neighbouring states; we are rather a pattern Idea—good leaders run this chapter. Reread it and then paraphrase to others than imitators ourselves. Its admin- city; Challenge—lottery what you have read. Remember that when istration favours the many instead of the few; you paraphrase, you restate in your own system to elect leaders. this is why it is called a democracy....The Idea—a rich, democratic words all of the words in the passage, not freedom which we enjoy in our government Athens; Challenge—jeal- just the main ideas. extends also to our ordinary life. . . . Further, 22. Descriptive Writing Work in a small group we provide plenty of means for the mind to ousy of other city-states to create a script for a play about an Athenian refresh itself from business. We celebrate leads to war. citizen who visits Sparta for the first time. games and sacrifices all the year round.” Perform your play for the class. —Pericles, as recorded by Thucydides, The Peloponnesian War 23. Using Your Use the information from your completed chapter opener foldables to create a brief study guide for the 26. According to Pericles, why is Athens 26. Its administration favors chapter. Your study guide should include at considered a democracy? the many instead of the least five questions for each section. 27. What does Pericles mean when he says, few. Questions should focus on the main ideas. “we provide plenty of means for the Exchange your study guide with a partner 27. Athens had games and sac- mind to refresh itself from business”? and answer each of the questions. rifices to entertain people.

CHAPTER 4 The Ancient Greeks 149 Ask: If a candidate similar to Pericles ran for pres- students’ words and completely restate Geography Skills ident of the United States, the original sources. would you vote for him? 18. the Ionian Sea 22. Students’ plays should demonstrate an (Students should list qualifi- 19. the island of Crete understanding of both Athenian and cations or experiences that 20. northeast Spartan culture. they would back or reject in 23. Students’ study guides should such a candidate.) Read to Write include relevant questions related to main ideas and concepts in each section. 21. Paraphrased paragraphs should be in

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