Ancient Greece Study Guide Matching: Please Write the Letters (A-J) on the Correct Blank

Total Page:16

File Type:pdf, Size:1020Kb

Ancient Greece Study Guide Matching: Please Write the Letters (A-J) on the Correct Blank Name: ____________________________ Ancient Greece Study Guide Matching: Please write the letters (a-j) on the correct blank. ​ ​ ​ ​ 1. The empire obtained new land after the ___________________ of the neighboring country. 2. The student was a good _________________ and gave the correct information to his parents from the teacher. 3. Alexander the Great is a famous _________________ of the Persian Empire. 4. A _______________ studies life, knowledge, and truth. 5. A _______________ is a gift or compliment that is given to honor or remember someone. 6. The students were invited to the __________________ to hear a speech from the new principal. 7. A strip of water between two bodies of land is called a __________________. 8. Something that is done without help is done __________________. 9. A performance that is excellent, or wonderful, might be called ________________. 10. The students ________________ about whether they liked math or reading time better. True/False: Please write true or false for each statement. ​ 1. _____ Democracy is a way of ruling that gives all the power to the king. 2. _____ The ancient Greeks believed that Mount Olympus was the home of the most powerful gods and goddesses. 3. _____ A short distance race is called a marathon. 4. _____ Architecture is the study of farming. 5. _____The city-state of Athens is considered the birthplace of democracy. 6. _____ An animal that is not gentle and obedient is tame. 7. _____ The largest Greek Island in the Aegean Sea is Thermopylae. 8. _____The Olympic Games were first held on the island of Crete and were contests in which the ancient Greek Philosophers competed. 9. _____Women were allowed to be part of the government in the city-states of Sparta and Athens. 10. _____In Athens, boys were educated in school, but the girls were educated at home. 11. _____ The Parthenon was a temple in Athens dedicated to the goddess Athena. 12. _____ The word marathon is used today to describe a long-distance race because of the long distance ​ ​ Pheidippides ran after the battle between the Greeks and Persians. 13. _____Socrates, Plato, and Aristotle were considered great philosophers of ancient Persia. 14. _____ The larger army of the Persians attacked the Greeks at Thermopylae, but the Greeks used their strategy to win. 15. _____As a young boy, Alexander the Great never learned how to ride a horse, so he fought all his battles on foot. WhO IS IT: Please write the correct word on each blank. ​ ​ ​ 1. In ancient Greek religion, I am the king of all the gods and goddesses on Mount Olympus. Who am I? ______________________________________ 2. I received my name because I conquered so many areas during my lifetime. Who am I? ______________________________________ 3. I was a philosopher who lived in ancient Greece and asked a lot of questions. Who am I? ______________________________________ 4. According to a Greek Legend, the Greek city-state of Athens was named after me after I offered the Athenians the gift of the olive tree. Who am I? ______________________________________ Short Answer: Please answer in complete sentences. ​ 1. Choose one of the Greek gods or goddesses you have learned about, and write/tell me about a particular power or skill s/he was believed to possess. 2. What are some contributions that the ancient Greeks gave to the rest of the world? 3. If you could meet one of the people you learned about, whom would you choose? Why? 4. How were Sparta and Athens similar? How were they different? 5. What was the most interesting thing you learned about the ancient Greek civilization? Name: _____________KEY_______________ ​ ​ Ancient Greece Study Guide Matching: Please write the letters (a-j) on the correct blank. ​ ​ ​ 1. The empire obtained new land after the _______conquest____________ of the neighboring country. 2. The student was a good ______messenger___________ and gave the correct information to his parents from the teacher. 3. Alexander the Great is a famous ________invader_________ of the Persian Empire. 4. A ____philosopher___________ studies life, knowledge, and truth. 5. A ____tribute___________ is a gift or compliment that is given to honor or remember someone. 6. The students were invited to the _______assembly___________ to hear a speech from the new principal. 7. A strip of water between two bodies of land is called a _____channel_____________. 8. Something that is done without help is done ___independently_______________. 9. A performance that is excellent, or wonderful, might be called ____marvelous____________. 10. The students ____debated____________ about whether they liked math or reading time better. True/False: Please write true or false for each statement. ​ 1. _F____ Democracy is a way of ruling that gives all the power to the king. 2. _T____ The ancient Greeks believed that Mount Olympus was the home of the most powerful gods and goddesses. 3. _F____ A short distance race is called a marathon. 4. _F____ Architecture is the study of farming. 5. _T____The city-state of Athens is considered the birthplace of democracy. 6. _F____ An animal that is not gentle and obedient is tame. 7. _F____ The largest Greek Island in the Aegean Sea is Thermopylae. *The largest island is Crete. ​ 8. _F____The Olympic Games were first held on the island of Crete and were contests in which the ancient Greek Philosophers competed. *They were held in Olympia and athletes competed. ​ 9. _F____Women were allowed to be part of the government in the city-states of Sparta and Athens. 10. _T____In Athens, boys were educated in school, but the girls were educated at home. 11. _T____ The Parthenon was a temple in Athens dedicated to the goddess Athena. 12. _T____ The word marathon is used today to describe a long-distance race because of the long ​ ​ distance Pheidippides ran after the battle between the Greeks and Persians. 13. _F____Socrates, Plato, and Aristotle were considered great philosophers of ancient Persia. *In Greece ​ 14. _T____ The larger army of the Persians attacked the Greeks at Thermopylae, but the Greeks used their strategy to win. 15. _F____As a young boy, Alexander the Great never learned how to ride a horse, so he fought all his battles on foot. WhO IS IT: Please write the correct word on each blank. ​ ​ ​ 1. In ancient Greek religion, I am the king of all the gods and goddesses on Mount Olympus. Who am I? _____________Zeus_________________________ 2. I received my name because I conquered so many areas during my lifetime. Who am I? __________Alexander the Great____________________________ 3. I was a philosopher who lived in ancient Greece and asked a lot of questions. Who am I? ________Socrates______________________________ 4. According to a Greek Legend, the Greek city-state of Athens was named after me after I offered the Athenians the gift of the olive tree. Who am I? ____________Athena__________________________ Short Answer: Please answer in complete sentences. ​ 1.Choose one of the Greek gods or goddesses you have learned about, and write/tell me about a particular power or skill s/he was believed to possess. Students can write about any of the following in complete sentences: Zeus - lightning, king of all gods Hera - goddess of women’s rights Hephaestus ​- god of fire Aphrodite - goddess of beauty and love Hermes - the messenger god Apollo - the god of music, poetry, and light Artemis - the goddess of hunting Demeter- the goddess of the plants and harvest Dionysus - the “new” god, god of wine and pleasure Poseidon ​- the god of the ocean and earthquakes Ares - the god of war Athena - the goddess of war and wisdom 2. What are some contributions that the ancient Greeks gave to the rest of the world? Some of the contributions are the Olympics, architecture, a marathon, democracy, and there are many others. 3. If you could meet one of the people you learned about, whom would you choose? Why? I would meet _______________ because _______________________. (answers can vary) 4. How were Sparta and Athens similar? How were they different? Sparta and Athens were similar because they both were city-states in Ancient Greece, they both had their own independent way of doing things and would work together only in emergencies. They also both had rugged land. Sparta was different from Athens because they were known for their Spartan warriors, and trained young boys at the age of 7. Athens is different from Sparta because they were known for their art, architecture, and democracy. 5. What was the most interesting thing you learned about the ancient Greek civilization? The most interesting thing I learned was __________________. (answers can vary) .
Recommended publications
  • Thyrea, Thermopylae and Narrative Patterns in Herodotus Author(S): John Dillery Source: the American Journal of Philology, Vol
    Reconfiguring the Past: Thyrea, Thermopylae and Narrative Patterns in Herodotus Author(s): John Dillery Source: The American Journal of Philology, Vol. 117, No. 2 (Summer, 1996), pp. 217-254 Published by: The Johns Hopkins University Press Stable URL: http://www.jstor.org/stable/1561895 Accessed: 06/09/2010 12:38 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=jhup. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The Johns Hopkins University Press is collaborating with JSTOR to digitize, preserve and extend access to The American Journal of Philology.
    [Show full text]
  • Marathon 2,500 Years Edited by Christopher Carey & Michael Edwards
    MARATHON 2,500 YEARS EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON MARATHON – 2,500 YEARS BULLETIN OF THE INSTITUTE OF CLASSICAL STUDIES SUPPLEMENT 124 DIRECTOR & GENERAL EDITOR: JOHN NORTH DIRECTOR OF PUBLICATIONS: RICHARD SIMPSON MARATHON – 2,500 YEARS PROCEEDINGS OF THE MARATHON CONFERENCE 2010 EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON 2013 The cover image shows Persian warriors at Ishtar Gate, from before the fourth century BC. Pergamon Museum/Vorderasiatisches Museum, Berlin. Photo Mohammed Shamma (2003). Used under CC‐BY terms. All rights reserved. This PDF edition published in 2019 First published in print in 2013 This book is published under a Creative Commons Attribution-NonCommercial- NoDerivatives (CC-BY-NC-ND 4.0) license. More information regarding CC licenses is available at http://creativecommons.org/licenses/ Available to download free at http://www.humanities-digital-library.org ISBN: 978-1-905670-81-9 (2019 PDF edition) DOI: 10.14296/1019.9781905670819 ISBN: 978-1-905670-52-9 (2013 paperback edition) ©2013 Institute of Classical Studies, University of London The right of contributors to be identified as the authors of the work published here has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Designed and typeset at the Institute of Classical Studies TABLE OF CONTENTS Introductory note 1 P. J. Rhodes The battle of Marathon and modern scholarship 3 Christopher Pelling Herodotus’ Marathon 23 Peter Krentz Marathon and the development of the exclusive hoplite phalanx 35 Andrej Petrovic The battle of Marathon in pre-Herodotean sources: on Marathon verse-inscriptions (IG I3 503/504; Seg Lvi 430) 45 V.
    [Show full text]
  • The Phocian Betrayal at Thermopylae
    historia 68, 2019/4, 413–435 DOI 10.25162/historia-2019-0022 Jeffrey Rop The Phocian Betrayal at Thermopylae Abstract: This article makes three arguments regarding the Battle of Thermopylae. First, that the discovery of the Anopaea path was not dependent upon Ephialtes, but that the Persians were aware of it at their arrival and planned their attacks at Thermopylae, Artemisium, and against the Phocians accordingly. Second, that Herodotus’ claims that the failure of the Pho- cians was due to surprise, confusion, and incompetence are not convincing. And third, that the best explanation for the Phocian behavior is that they were from Delphi and betrayed their allies as part of a bid to restore local control over the sanctuary. Keywords: Thermopylae – Artemisium – Delphi – Phocis – Medism – Anopaea The courageous sacrifice of Leonidas and the Spartans is perhaps the central theme of Herodotus’ narrative and of many popular retellings of the Battle of Thermopylae in 480 BCE. Even as modern historians are appropriately more critical of this heroizing impulse, they have tended to focus their attention on issues that might explain why Leo- nidas and his men fought to the death. These include discussion of the broader strategic and tactical importance of Thermopylae, the inter-relationship and chronology of the Greek defense of the pass and the naval campaign at Artemisium, the actual number of Greeks who served under Leonidas and whether it was sufficient to hold the position, and so on. While this article inevitably touches upon some of these same topics, its main purpose is to reconsider the decisive yet often overlooked moment of the battle: the failure of the 1,000 Phocians on the Anopaea path.
    [Show full text]
  • The Assyrians
    #3565 TTHHEE AASSSSYYRRIIAANNSS #3633 THE MACEDONIANS #3664 THE SPARTANS Grade Levels: 8-13+ 26 minutes AMBROSE VIDEO PUBLISHING 1998 DESCRIPTION ASSYRIANS The ancient Assyrians' greatest power and dominance lasted from 745-612 B.C. Ruthless, cruel warriors, their skill and organization at war was unmatched. When king Tiglath-pileser established a standing army, their kingdom began to expand. Uses the defeat of Elam in 655 B.C. and siege of Jerusalem in 701 B.C. to illustrate their battles, weapons, and strategies. Macedonians By 338 B.C., Philip II of Macedonia created an army of fearsome reputation as he forged his empire. His phalanxes of infantry and cavalry were refined by his son Alexander the Great. Reenactments, graphics, and artifacts illustrate battle strategies. Follows a typical soldier's training, weapons, and life. The siege and defeat of Tyre captures the Macedonians' determination to win. Spartans The ancient Greek city-state Sparta lived its life as an armed camp, training its men from birth to become fierce soldiers. Depicts the life of a typical Spartan soldier--training, clothing, everyday life, weapons, armor, and barracks life. The battle of Thermopylae in 480 B.C. serves as an example of Spartan philosophy and battle strategy--hardship willingly endured against impossible odds. Some live action, graphics, and artifacts add flavor. 1 Captioned Media Program VOICE 800-237-6213 – TTY 800-237-6819 – FAX 800-538-5636 – WEB www.cfv.org Funding for the Captioned Media Program is provided by the U. S. Department of Education
    [Show full text]
  • Chapter 9 Study Guide Key
    Chapter 9 Study Guide Key 7th Grade World History Vocabulary Cavalry – a unit of soldiers who ride horses. The Persian empire was known for their use of cavalry, helping to make them so victorious in battle Hellenistic – Greek-like - when a cultural idea is heavily influenced by Greek ideas (Example – cities of Alexandria created by Alexander.) Alliance – agreement to work together – as in the Persian Wars Vocabulary Phalanx – A square fighting formation – commonly used by Alexander & Sparta Satraps – governors in the Persian empire Helots – Slaves in Sparta – made up majority of population & heavily relied upon Parthenon – Great temple in Athens dedicated to the goddess Athena. Commissioned by Pericles after the Persian Wars. People to Know Cyrus the Great – Rebelled against the Medes to create the Persian Empire. Known for letting others keep their customs to help prevent rebellions Darius I – Leader of the Persians when Greek mainland city-states sent help to the Ionian city- states. Leader during the Battle of Marathon People to Know Xerxes I – the son of Darius. Was the leader of the Persian Wars during the battles of Thermopylae, Salamis & Plataea. Set up his golden throne to watch the Battle of Salamis – which he lost, forcing him to retreat to Persia Philip of Macedonia – Father of Alexander the Great. Conquered the Greek city-states. Alexander the Great – Macedonian King – came to power after his father was murdered. Helped to create the largest empire in the world at that point. Never lost a battle. Died at age 32 from malaria. People to Know Plato – a student of Socrates.
    [Show full text]
  • Accurately Simulating the Battle of Thermopylae to Analyze "What If " Scenarios Josh Wasserman Union College - Schenectady, NY
    Union College Union | Digital Works Honors Theses Student Work 6-2017 Accurately Simulating the Battle of Thermopylae to Analyze "What If " Scenarios Josh Wasserman Union College - Schenectady, NY Follow this and additional works at: https://digitalworks.union.edu/theses Part of the Classics Commons, and the Computer Sciences Commons Recommended Citation Wasserman, Josh, "Accurately Simulating the Battle of Thermopylae to Analyze "What If" Scenarios" (2017). Honors Theses. 99. https://digitalworks.union.edu/theses/99 This Open Access is brought to you for free and open access by the Student Work at Union | Digital Works. It has been accepted for inclusion in Honors Theses by an authorized administrator of Union | Digital Works. For more information, please contact [email protected]. Accurately Simulating the Battle of Thermopylae to Analyze “What-If” Scenarios By Joshua Wasserman ********* Submitted in partial fulfillment of the requirements for Honors in the Department of Computer Science UNION COLLEGE May, 2017 Abstract WASSERMAN, JOSHUA Accurately Simulating the Battle of Thermopylae to Analyze “What-If” Scenarios. Department of Computer Science, May, 2017. ADVISOR: Valerie Barr and Hans-Friedrich Mueller The Battle of Thermopylae (480 BCE) was a last ditch effort to stall the Persian army as it marched south toward Athens. Led by Leonidas and his personal guard of 300 Spartans, a citizen army of Greeks was able to delay a Persian army of over 100,000 soldiers at the town of Thermopylae for several days. Although the Greeks were ultimately defeated at Thermopylae, the battle provided enough time for the Greek states to regroup and plan a counter attack, eventually defeating the invading Persians.
    [Show full text]
  • (Pelasgians/Pelasgi/Pelasti/Pelišti) – the Archaic Mythical Pelasgo/Stork-People from Macedonia
    Basil Chulev • ∘ ⊕ ∘ • Pelasgi/Balasgi, Belasgians (Pelasgians/Pelasgi/Pelasti/Pelišti) – the Archaic Mythical Pelasgo/Stork-people from Macedonia 2013 Contents: Introduction ................................................................................................................... 5 Macedonians from Pella and Pelasgians from Macedon – origin of the Pelasgians ....... 16 Religion of the Pelasgians …………………..…………………………………..……… 32 Pelasgian language and script .......................................................................................... 39 Archaeological, Etymological, Mythological, and Genetic evidence of Pelasgic origin of Macedonians .................................................................................................................... 52 References ........................................................................................................................ 64 Introduction All the Macedonians are familiar with the ancient folktale of 'Silyan the Stork' (Mkd.latin: Silyan Štrkot, Cyrillic: Сиљан Штркот). It is one of the longest (25 pages) and unique Macedonian folktales. It was recorded in the 19th century, in vicinity of Prilep, Central Macedonia, a territory inhabited by the most direct Macedonian descendents of the ancient Bryges and Paionians. The notion of Bryges appear as from Erodot (Lat. Herodotus), who noted that the Bryges lived originally in Macedonia, and when they moved to Asia Minor they were called 'Phryges' (i.e. Phrygians). Who was Silyan? The story goes: Silyan was banished
    [Show full text]
  • Hellenistic Science
    Roots of European Civilisations Lectures 2 – 3 Classic Greece and Hellenistic Era Grecja klasyczna ● Around 1100 B.C. - Doric invasion ● Destruction of Mycenae Greece ● Beginning of Dark Age in Greece ● Since around VIII c. B.C. – resurrection of Greek culture ● Greek expansion in Mediterranean: – Coasts of Black Sea, – Sicily – Southern Italy (Magna Graecia - Megalê Hellas) – Southern Gaul – Massalia Greek world before Persian Wars Main achievements of Classical Period Greece ● Polis ● Concept of democracy ● Concept of barbarism ● Philosophy ● Historiography Polis ● Mainland Greece was divided into many little states called polis (poleis) ● This term, at the beginning referring to city, later meant body of citizens. Acropolis in Athens Characteristic of a polis ● All adult citizens (only males) were supposed to participate in agora – a meeting that decided about all public matters of a polis ● Forigners were not citizens even after many years – they were so called metoikos. ● All citizens were suppose to serve in the polis' army Democracy ● The best known example of polis is Athens. ● Athens' political system in its “golden age” was democracy. ● However ancient Greek's understanding of democracy was different than today, main differences were: ● Direct rules of citizens ● Lack of distinction between public and Periclesprivate – Athenian life. politician Greeks and Barbarians ● Word barbarians (barbaroi) originates from onomatopoeia „bar bar” - meaning non understandable speech. ● For Greeks all non Greeks were barbarians. ● In spite of their bond with particular polises Greeks were aware of their common culture. ● Greeks considered barbarians slaves to their rulers, unlike their own race. Sanctuary in Delphi Greeks and Barbarians ● Persian War makes a symbol of a conflict between free Greeks and barbaric slaves of the East.
    [Show full text]
  • Year 5 History: Ancient Greek & Persian Wars
    Year 5 History: Ancient Greek & Persian Wars The Persian Wars were a series of wars fought between the Persians and the Greeks from 492 BC to 449 BC. Who were the Persians? The Persian Empire was the largest and most powerful empire in the world at the time of the Persian Wars. They controlled land that stretched from Egypt all the way to India. Who were the Greeks? The Greeks were made up of a number of city-states, such as Sparta and Athens. Typically these city-states fought each other, but they united to fight against the Persians. Who were the Ionians? The Ionians were Greeks that lived along the coast of Turkey. They were conquered by the Persians. When the Ionians decided to revolt, they asked Athens and other Greek cities for help. The other Greek cities sent ships and weapons, but were quickly defeated. The Persians didn't like this and decided to conquer the rest of the Greek cities in order to keep them under control. First Invasion of Greece Darius I, King of Persia, decided he wanted to conquer the Greeks in 490 BC. He gathered a vast army of soldiers that outnumbered any army the Greeks could put together. They boarded the Persian fleet and headed to Greece. Battle of Marathon The Persian fleet landed at the Bay of Marathon, about 25 miles from the city of Athens. The Persians had a lot more soldiers, but they underestimated the fighting capability of the Greeks. The army of Athens defeated the Persian army killing around 6,000 Persians and only losing 192 Greeks.
    [Show full text]
  • Thermopylae 480 Bc : Leonidas Last Stand Pdf, Epub, Ebook
    THERMOPYLAE 480 BC : LEONIDAS LAST STAND PDF, EPUB, EBOOK Nic Fields | 96 pages | 20 Nov 2007 | Bloomsbury Publishing PLC | 9781841761800 | English | New York, United Kingdom Thermopylae 480 BC : Leonidas Last Stand PDF Book The latter hardship promoted the stealing of food as an adventurous duty, which in turn led to severe beatings if a boy was caught in the act. It seems certain that, in the ships of his novel, mass-produced navy with which he was so anxious to give battle in narrow waters, Themistokles must have planned to carry many more hoplites than ten per ship. Persia was vast and rich, but Greece was small and poor; it had little to offer the Great King who, after all, was the richest man on earth. And that, said the Greeks, is why they could send only an advance force to Thermopylae. In all, 4, troops from the Peloponnesian states accompanied Leonidas north in that fateful August of B. Yet Persian arrows could do little damage against a wall of Greek shields or a rapid charge by bronze-covered infantrymen. He was ostracised and his life was made so unbearable that he preferred to die as a berserker fighting against the Persians a year later. Number of troopsI The Persian infantryThe mainstay of fifth-century Persian armies was the foot soldier. Athenaios, albeit using second-hand evidence unlike Xenophon, even says the Spartans made preliminary sacrifice to Eros in front of the battle lines 'with the belief that safety and victory lies in the love of those ranged alongside each other' After the full moon 2, Spartan hoplites had left for Attica and arrived after only three days, but just too late.
    [Show full text]
  • In Remembrance of the Battle of Crete 1941-1991
    FIFTY YEARS LATER: IN REMEMBRANCE OF THE BATTLE OF CRETE 1941-1991 By G. C. Kiriakopoulos Nowhere in the history of the Second military time-table in their planned southward, leaving only a small army to World War was the terrible tragedy of invasion of Russia. The German cam­ block the Persian advance. This army human conflict seen more clearly than paign in Greece and in Crete eventually decided to fight at a narrow pass in the fierce campaign that took place in proved to be the turning point of the between the mountains and the sea, a May 1941 for the possession of the war. Some historians have referred to position that offered some possibility beautiful island of Crete. the battle for Crete as the Thermopylae for success. This mountain pass was For ten dramatic and bitterly fought of the Second World War. Let us briefly called Thermopylae. days, Crete served as the battleground examine this analogy. The whole civilized world has read of between the invaders of Nazi Germany, Herodotus tells us in his History of the heroic defense that King Leonidas who came to seize this historic land of the Persian Wars that King Xerxes of and his 300 Spartans, together with Minos and to conquer its historically Persia invaded the Grecian peninsula in their allies, made at Thermopylae. The unconquerable people. In the course of 480 B.c. with a vast army. Most of the defenders fought valiantly until they that ten-day battle, Crete became a Greek city-states put aside their politi­ were betrayed, whereupon they were bloody battlefield in the struggle cal differences and banded together to overcome by the Persian hordes.
    [Show full text]
  • 2500 Years Since the Battle of Thermopylae
    NUMISMATIC PROGRAMME 20202020 HELLENIC REPUBLIC MINISTRY OF FINANCE €10 SILVER COIN DEDICATED TO: “2,500 YEARS SINCE THE BATTLE OF THERMOPYLAE” 10 EURO n the summer of 480 BC, some 7,000 Greek troops under Leonidas, king of Sparta, tried to halt the advance of the invading Persian army, led by Xerxes. Though vastly outnumbered, they decided to Itake up position at the straits of Thermopylae, which commanded the passage to mainland Greece. When the Persian king invited them to surrender their arms, Leonidas famously countered «Μολών λαβέ» (“come and take them”). Using the narrow pass to their advantage, the Greeks managed to hold their ground for two days, until they were betrayed by Ephialtes, who showed the Persians a mountain track leading them behind the Greek lines. On the third day, Leonidas, realising that the battle was lost, dismissed the troops of the other Greek cities, but chose to stay behind with his elite guard of 300 Spartans, the helots and the remaining Lacedemonians. They were joined by 700 Thespians, who also opted to stay, and they all fell on the battlefield. With their courageous last stand, Leonidas and his comrades inspired the Greeks to continue their fight against the Persians, setting an everlasting example of heroism and self-denial. TECHNICAL SPECIFICATIONS: Denomination: €10 Diameter: 40 mm Weight: 34.10 gr Edge: plain Material: silver 92.5% (Ag) Packaging: coin box with certificate of authenticity Maximum issue: 3,000 pieces Minting quality: proof Coin designed by: G. Stamatopoulos Price: €52.42 plus V.A.T. Launch of sales: 11/03/2020 NUMISMATIC PROGRAMME 2020 2 €10 SILVER COIN DEDICATED TO: “2,500 YEARS SINCE THE BATTLE OF SALAMIS” 10 EURO fter their victory at Thermopylae, the Persians pushed forward through Central Greece and sacked Athens.
    [Show full text]