DOCSLIB.ORG

World History

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
World History PREMIER CURRICULUM SERIES Based on the Sunshine State Standards for Secondary Education, established by the State of Florida, Department of Education WORLD HISTORY Author: Caroline Y. Grant Copyright 2009 Revision Date:12/2009 INSTRUCTIONS Welcome to your Continental Academy course. As you read through the text book you will see that it is made up of the individual lessons listed in the Course Outline. Each lesson is divided into various sub-topics. As you read through the material you will see certain important sentences and phrases that are highlighted in yellow (printing black & white appears as grey highlight.) Bold, blue print is used to emphasize topics such as names or historical events (it appears Bold when printed in black and white.) Important Information in tables and charts is highlighted for emphasis. At the end of each lesson are practice questions with answers. You will progress through this course one lesson at a time, at your own pace. First, study the lesson thoroughly. (You can print the entire text book or one lesson at a time to assist you in the study process.) Then, complete the lesson reviews printed at the end of the lesson and carefully check your answers. When you are ready, complete the 10-question lesson assignment at the www.ContinentalAcademy.net web site. (Remember, when you begin a lesson assignment, you may skip a question, but you must complete the 10 question lesson assignment in its entirety.) You will find notes online entitled “Things to Remember”, in the Textbook/Supplement portal which can be printed for your convenience. All lesson assignments are open-book. Continue working on the lessons at your own pace until you have finished all lesson assignments for this course. When you have completed and passed all lesson assignments for this course, complete the End of Course Examination on-line. Once you pass this exam, the average of your grades for all your lesson assignments for this course will determine your final course grade. If you need help understanding any part of the lesson, practice questions, or this procedure: Click on the “Send a Message to the Guidance Department” link at the top of the right side of the home page Type your question in the field provided Then, click on the “Send” button You will receive a response within ONE BUSINESS DAY WORLD HISTORY 3 WORLD HISTORY About the Author… Caroline Grant earned her Bachelor of Arts [B.A.] degree in Psychology and her Master of Science [M.S.] Degree in Social Studies Education from Florida International University. She is also a certified therapist for dyslexic students. Miss Grant has had considerable experience teaching in public and private high schools. She has taught students of varying abilities ranging from the gifted to the academically challenged. Since 2003, she has been working as an Instructor in English at Broward Community College and as a General Education Instructor in Social Sciences and Humanities at Coastal Educational Institute. Miss Grant resides in Plantation, Florida. World History by Caroline Grant Copyright 2008 Home School of America ALL RIGHTS RESERVED For the Continental Academy Premiere Curriculum Series Course: 2109310 Published by Continental Academy 3241 Executive Way Miramar, FL 33025 4 WORLD HISTORY WORLD HISTORY COURSE OUTLINE LESSON 1: THE PREHISTORIC ERA (1,000, 000 B.C. - 4000 B.C.) 7 ¾ The First People ¾ The Neolithic Revolution and the Ages of Humanity LESSON 2: EARLY CIVILIZATIONS (4000 B.C. - 500 A.D. 13 ¾ The Fertile Crescent ¾ Ancient Egypt ¾ Early Cultures of India ¾ Early Cultures of China ¾ Classical Greece ¾ The Roman Republic and Empire ¾ The Rise and Growth of Christianity LESSON 3: THE MIDDLE AGES - EUROPE AND THE MIDDLE EAST (500 - 1450) 25 ¾ Feudalism and the Manorial System in Europe ¾ Role of the Church ¾ Byzantine Empire ¾ The Spread of Islam and the Muslim Empire ¾ The Crusades LESSON 4: THE MIDDLE AGES - ASIA, AFRICA AND MESOAMERICA (1000 - 1450) 33 ¾ Kingdoms of Africa ¾ Mesoamerican Civilizations ¾ The Mongol Empire LESSON 5: THE RENAISSANCE AND REFORMATION (1450 - 1750) 39 ¾ The Renaissance ¾ Age of Discovery and Exploration ¾ The Reformation and its Effects ¾ The Scientific Revolution and Enlightenment ¾ Absolutism and Enlightened Monarchies ¾ The Slave Trade LESSON 6: AGE OF REVOLUTIONARY MOVEMENTS (1750 - 1914) 49 ¾ The American Revolution ¾ The French Revolution ¾ The Industrial Revolution and its Effects ¾ Age of Imperialism and Nationalism 5 WORLD HISTORY LESSON 7: WORLD WARS AND DICTATORSHIPS (1900 - 1945) 57 ¾ World War I ¾ The Russian Revolution ¾ Rise of Totalitarian Governments ¾ World War II LESSON 8: CONTEMPORARY GLOBAL RELATIONS (SINCE 1945) 65 ¾ Cold War Politics ¾ The Changing Modern World COURSE OBJECTIVES 71 6 WORLD HISTORY LESSON 1 THE PREHISTORIC ERA (1,000, 000 B.C. - 4000 B.C.) The First People The Neolithic Revolution and the Ages of Humanity The bone fossils of the earliest hominid or humanlike creatures known to have walked on earth have been found in Ethiopia, Tanzania and Kenya in East Africa. Scientific evidence indicates that they lived about 3 million years ago and were characterized as humanlike because they had sizable brains and the ability to walk upright. There are five distinct periods that mark the development of man from his earliest stage of primitive existence to his ability to successfully live in and adapt to his environment. These periods are the Old Stone Age, the Middle Stone Age, the New Stone Age, the Copper and Bronze Age, and the Iron Age. The Stone Age or Prehistoric Era covers the earliest periods of human existence before written records were made. During the Old Stone Age, or Paleolithic Age (1,000,000 – 8000 B.C.) many types of humanlike beings, existed in Europe, Africa and parts of Asia. The earliest and best known type of humans that resembled modern man was the Neanderthals. They had large brains, were low-browed, short, stocky and strongly built. They lived in caves and made the earliest forms of knives and spears by fastening wooden handles to chipped flint and stone. They were nomadic which meant that they did not have permanent communities but moved from place to place gathering food and hunting large animals. When the Ice Age ended and the earth’s climate warmed, many of the animals they hunted died. As a result, the Neanderthals gradually disappeared. The Cro-Magnons were taller than Neanderthals and were the ancestors closest in mental ability and physical appearance to modern man. They were also nomadic and hunted animals, but were more socially and culturally developed. They lived in small groups and made artifacts and weapons from wood, bone and stone. They knew how to make fire and how to make clothing by using bone needles to sew animal skins together. Cro-Magnons also created the earliest art which was painted on the walls of their caves. These paintings are mostly of animals such as bison and deer that these people hunted, and also of their everyday activities. It is believed that modern humans or Homo sapiens emerged between 200,000 and 100,000 years ago. Scientists believe that they originated in Africa and later migrated to the Americas, Australia, Europe and Asia. Many factors determined this worldwide movement, the main ones being the need to find new sources of food and to adapt to different climates and environments. 7 WORLD HISTORY THE NEOLITHIC REVOLUTION AND THE AGES OF HUMANITY THE EVOLUTION OF MAN Neanderthal Man Cro-Magnon Man Modern Man Howell, F. Clark, (1965) Life Nature Library: Early Man, 45. New York: Time Life Books. 8 WORLD HISTORY THE NEOLITHIC REVOLUTION AND THE AGES OF HUMANITY The Mesolithic or Middle Stone Age lasted from about (12,000 to 10,000 B.C.) This period was the transition from the Old Stone Age to the New Stone Age and was marked by the development of early man’s tool-making skills and his ability to adapt to his environment. Some of the major inventions were the fishhook, small boats, bows and arrows, sharp knives, spears and clay pottery. The Neolithic Revolution (10,000 to 4,000 B.C.) was a significant period of social and cultural development for early man, which led to the emergence of civilization. This revolution began in the Near East and later spread to other parts of the world. During this time the lives of early people changed in many ways. Early man developed a higher level of technology through his invention of the wheel, the plow and metal tools. People had now learned how to sow seeds and plant crops which directly changed their living patterns. The development of farming led to the domestication of animals like the dog and the herding of pigs, sheep, cattle and other animals. Some of these animals increased the supply of food and clothing. People also built dwellings that were more sophisticated and durable than those built during the earlier ages. The introduction of farming and the raising of animals in many parts of the world increased the food supply which in turn led to an increase in the world’s population. Some of the earliest crops planted were corn and rice. This practice led to the development of farming villages and permanent settlements. These early people also learned how to knit and weave plant fibers to make cloth. These skills helped them to make superior clothing and blankets instead of using animal skins. There were also improvements in pottery-making which facilitated the proper storage of food. As communities developed, there was a greater need for protection and cooperation. The establishment of permanent settlements facilitated the establishment of traditions and lasting social institutions. The earliest forms of formal government came into existence with officials and laws.
Load more

Recommended publications
  • Central Balkans Cradle of Aegean Culture
    ANTONIJE SHKOKLJEV SLAVE NIKOLOVSKI - KATIN PREHISTORY CENTRAL BALKANS CRADLE OF AEGEAN CULTURE Prehistory - Central Balkans Cradle of Aegean culture By Antonije Shkokljev Slave Nikolovski – Katin Translated from Macedonian to English and edited By Risto Stefov Prehistory - Central Balkans Cradle of Aegean culture Published by: Risto Stefov Publications rstefov@hotmail.com Toronto, Canada All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written consent from the author, except for the inclusion of brief and documented quotations in a review. Copyright 2013 by Antonije Shkokljev, Slave Nikolovski – Katin & Risto Stefov e-book edition 2 Index Index........................................................................................................3 COMMON HISTORY AND FUTURE ..................................................5 I - GEOGRAPHICAL CONFIGURATION OF THE BALKANS.........8 II - ARCHAEOLOGICAL DISCOVERIES .........................................10 III - EPISTEMOLOGY OF THE PANNONIAN ONOMASTICS.......11 IV - DEVELOPMENT OF PALEOGRAPHY IN THE BALKANS....33 V – THRACE ........................................................................................37 VI – PREHISTORIC MACEDONIA....................................................41 VII - THESSALY - PREHISTORIC AEOLIA.....................................62 VIII – EPIRUS – PELASGIAN TESPROTIA......................................69
    [Show full text]
  • Glencoe World History: Journey Across Time
    108A-108B_U02PG_MSWHTE_6031 8/13/04 6:40 PM Page 2 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 compre- hension. 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 compre- hend 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.
    [Show full text]
  • Athens in the Age of Pericles, 462–429 BC
    Qualification Accredited GCSE (9–1) Prescribed Source Booklet ANCIENT HISTORY J198 For first teaching in 2017 Athens in the Age of Pericles, 462–429 BC Version 1 www.ocr.org.uk/gcseancienthistory Prescribed Sources Booklet Overview of the depth study The relationship Contextual background for the rising tensions between between Athens Athens and Sparta including refusal of Athenian help This depth study continues the time-frame covered in the period study to look and Sparta and supressing the helot revolt, construction of the Long at how Athens changed during the Age of Pericles. The contextual background Pericles’ Foreign Walls and Athens’ growing power; Athens as a leader in to this depth study tracks the relationships between Athens and its allies and Policy the Greek world: the aftermath of the Persian Wars, the between Athens and Sparta and the creation of a radical democracy. This Delian League and Athenian Empire; the significance depth study involves gaining an understanding of the workings of Athenian ascribed to the Megarian degree by Aristophanes; democracy and the political, cultural and religious context which allowed moving the Delian League treasury to Athens; Pericles’ Introduction Pericles to claim in his Funeral Oration that “Athens was an education to Greece”. strategy during the Archidamian War and its impact Students will also analyse how Athenians saw themselves as well as the role and including the plague. position of women in society at this time. Pericles and the The importance of Pericles’ building programme;
    [Show full text]
  • A Calendar of Mathematical Dates January
    A CALENDAR OF MATHEMATICAL DATES V. Frederick Rickey Department of Mathematical Sciences United States Military Academy West Point, NY 10996-1786 USA Email: fred-rickey @ usma.edu JANUARY 1 January 4713 B.C. This is Julian day 1 and begins at noon Greenwich or Universal Time (U.T.). It provides a convenient way to keep track of the number of days between events. Noon, January 1, 1984, begins Julian Day 2,445,336. For the use of the Chinese remainder theorem in determining this date, see American Journal of Physics, 49(1981), 658{661. 46 B.C. The first day of the first year of the Julian calendar. It remained in effect until October 4, 1582. The previous year, \the last year of confusion," was the longest year on record|it contained 445 days. [Encyclopedia Brittanica, 13th edition, vol. 4, p. 990] 1618 La Salle's expedition reached the present site of Peoria, Illinois, birthplace of the author of this calendar. 1800 Cauchy's father was elected Secretary of the Senate in France. The young Cauchy used a corner of his father's office in Luxembourg Palace for his own desk. LaGrange and Laplace frequently stopped in on business and so took an interest in the boys mathematical talent. One day, in the presence of numerous dignitaries, Lagrange pointed to the young Cauchy and said \You see that little young man? Well! He will supplant all of us in so far as we are mathematicians." [E. T. Bell, Men of Mathematics, p. 274] 1801 Giuseppe Piazzi (1746{1826) discovered the first asteroid, Ceres, but lost it in the sun 41 days later, after only a few observations.
    [Show full text]
  • Bridging the Hellespont: the Successor Lysimachus - a Study
    BRIDGING THE HELLESPONT: THE SUCCESSOR LYSIMACHUS - A STUDY IN EARLY HELLENISTIC KINGSHIP Helen Sarah Lund PhD University College, London ProQuest Number: 10610063 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10610063 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ABSTRACT Literary evidence on Lysimachus reveals a series of images which may say more about contemporary or later views on kingship than about the actual man, given the intrusion of bias, conventional motifs and propaganda. Thrace was Lysimachus* legacy from Alexander's empire; though problems posed by its formidable tribes and limited resources excluded him from the Successors' wars for nearly ten years, its position, linking Europe and Asia, afforded him some influence, Lysimachus failed to conquer "all of Thrace", but his settlements there achieved enough stability to allow him thoughts of rule across the Hellespont, in Asia Minor, More ambitious and less cautious than is often thought, Lysimachus' acquisition of empire in Asia Minor, Macedon and Greece from c.315 BC to 284 BC reflects considerable military and diplomatic skills, deployed primarily when self-interest demanded rather than reflecting obligations as a permanent member of an "anti-Antigonid team".
    [Show full text]
  • The Epidemic of Athens, Options
    History of Medicine cover the whole field, this paper will provide a general overview and a discussion of the most likely diagnostic The epidemic of Athens, options. 430 - 426 BC The author Francois P Retief, Louise Cilliers Thucydides' classic description is our only primary source of reference, although a number of subsequent writers and The Athenian epidemic of 430 - 426 BC, at the outbreak of historians added to the story. For instance, Diodorus Siculus the Peloponnesian War, caused the death of the great (1 st century BC)! relying on the informant, Ephoros, gives statesman, Pericles, decimated the population and additional information which often clashes with Thucydides' contributed significantly to the decline and fall of classical description; its veracity, however, is open to serious doubt. Similarly, Lucretius (1 st century BC)9.,o and Plutarch (1 st Greece. In his remarkable documentation of the epidemic, century AD)9 wrote from hearsay at a much later date, while Thucydides (who survived the disease) not only left us a Galen (2nd century AD), with no further information at his clear clinical picture of the pestilence but also identified its disposal, tended to be critical of Thucydides, comparing him infectious nature and the fact that it conferred at least unfavourably with Hippocrates." Aetius (390 - 435 AD) and partial immunity on survivors. As confirmed by a large others record the legend (certainly apocryphal) that number of scholars who studied the subject, Thucydides' Hippocrates aborted the epidemic by lighting a huge description does not accurately fit any existing disease, bonfire." A soldier and noted classical historian, Thucydides (460 ­ but we suggest that analysis of the signs and symptoms, 400 BC) survived an attack of the Athenian disease.' His considered in conjunction with significant epidemiological description of the epidemic is among the great medical evidence, narrows down the many possibilities to contributions of ancient times.
    [Show full text]
  • Wars and Battles of Ancient Greece
    WARS AND BATTLES OF ANCIENT GREECE Battle summaries are from Harbottle's Dictionary of Battles, published by Swan Sonnenschein & Co., 1904. TROJAN WAR—CIRCA 1000 B.C. Legendary war between the mainland Greeks (Achaeans) and Trojans, near Hellespont Battle of Description Troy The siege and destruction of this city by the Hellenes, though all the details are legendary, may be accepted B.C. 1000 as a historical fact, and the date may be put approximately at 1100 B.C. RISE OF SPARTA—743 TO 471 B.C. Wars of Sparta with Messenia, Argos and Arcadia for domination of the Peloponnese . Battle of Description Caprysema Fought B.C. 743, between the Spartans and Corinthians, and the Messenians with their allies (Messenian) from other Peloponnesian states under Cristomenes. The Spartans were routed, and, but for the B.C. 743 eloquence of Tyrtaeus, would have abandoned the struggle. Megaletaphrus Fought B.C. 740, between the Messenians, under Aristomenes, and the Spartans. The (Messenian) Messenians were surrounded and cut to pieces, Aristomenes escaping with a few followers. B.C. 740 Hysiae (Argive) Fought, approximately, 668 B.C., between the Spartans and the Argives. The former were totally B.C. 668 defeated, and Argos was left in undisputed possession of the supremacy of the Peloponnesus. Sepeia (Argive) Fought B.C. 494, between the Spartans, under Cleomenes, and the Argives. The Spartans, by a ruse, succeeded in surprising the Argives while the soldiers were dining, and totally routed them. B.C. 494 This defeat deprived Argos of the paramountcy in the Peloponnesus. Tegea (Arcadian) Fought B.C.
    [Show full text]
  • Chapter 4: the Ancient Greeks
    108-111 UO2-824133 4/3/04 4:16 PM Page 108 TheAncient World Each civilization that you will study in this unit made important contributions to history. • The Greeks developed democratic government. • The ancient Chinese created paper. • The people of India invented the concept of zero. 25002500 B..C.. 1500 1500 B..C.. 800 800 B..C.. 650 650 B..C.. Ancient c. 1600 B.C. c. 776 B.C. Greece Minoan First civilization Olympic Cha & 5 pters 4 reaches Games height take place Ancient plate Early c. 2500 B.C. c. 1500 B.C. IndiaIndia Settlements Aryans invade develop along India Hindu temple Chap r 6 te Indus River Early c. 1750 B.C. c. 1045 B.C. China Shang dynasty Zhou establish Chapter 7 begins dynasty in China Zhou dynasty bronze dragon 108 (t)National Museums of Scotland/Bridgeman Art Library, (c)Borromeo/Art Resource, NY, (b)file photo 108-111 UO2-824133 3/28/04 9:45 AM Page 109 0 1,000 miles 0 1,000 kilometers Mercator projection Chapter 6 Chapter 7 EUROPE Caspian Sea ASIA Black Sea e H GOBI g T an i SH Hu g KU r E i U I up s D n Mediterranean h R Persian IN d r . H us Sea a R te s Gulf . N R Jiang . ang Chapters h 4 & 5 CCHINA 4 & 5 . R e l ARABIA i INDIA South PACIFIC N Arabian Bay of China OCEAN AFRICA Red Sea Sea Sea Bengal Equator Chapters 4 & 5 INDIAN Chapter0° 6 30°E 60°E OCEAN 90°E 120°E Chapter 7 500500 B..C.
    [Show full text]
  • History of Ancient Greece Institute for the Study of Western Civilization Week 20 Thucydides
    History of Ancient Greece Institute for the Study of Western Civilization Week 20 Thucydides TuesdayMarch 17, 2020 Thucydides and the Peloponnesian War TuesdayMarch 17, 2020 THUCYDIDES, THE HISTORY OF THE PELOPONNESIAN WAR "Thucydides, an Athenian, wrote the history of the war between the Peloponnesians and the Athenians, beginning at the moment that it broke out, and believing that it would be a great war and more worthy of relation than any that had preceded it. This belief was not without its grounds. The preparations of both the combatants were in every department in the last state of perfection; and he could see the rest of the Hellenic race taking sides in the quarrel; those who delayed doing so at once having it in contemplation. Indeed this was the greatest movement yet known in history, not only of the Hellenes, but of a large part of the barbarian world- I had almost said of mankind. For though the events of remote antiquity, and even those that more immediately preceded the war, could not from lapse of time be clearly ascertained, yet the evidences which an inquiry carried as far back as was practicable leads me to trust, all point to the conclusion that there was nothing on such a great scale, either in war or in other matters. " TuesdayMarch 17, 2020 Thucydides and the Peloponnesian War TuesdayMarch 17, 2020 HOMER AND THE ILIAD Troy TuesdayMarch 17, 2020 Blaise Pascal: "Homer wrote a romance, for nobody supposes that Troy and Agamemnon existed any more than the apples of the Hesperides. He had no intention to write history, but only to amuse us." During the 19th century the stories of Troy were devalued as fables by George Grote and others.
    [Show full text]
  • Chapter 4: the Ancient Greeks
    108-111 UO2-875047 9/13/06 10:21 AM Page 108 TheAncient World Each civilization that you will study in this unit made important contributions to history. • The Greeks developed democratic government. • The ancient Chinese created paper. • The people of India invented the concept of zero. 2500 B..C.. 1500 1500 B..C.. 800 800 B..C.. 650 650 B..C.. Ancient c. 1600 B.C. c. 776 B.C. Greece Minoan First civilization Olympic Cha & 5 pters 4 reaches Games height take place Ancient plate Early c. 2500 B.C. c. 1500 B.C. IndiaIndia Settlements Aryans enter develop along India Hindu temple Chap r 6 te Indus River Early c. 1750 B.C. c. 1045 B.C. China Shang dynasty Zhou establish begins dynasty in China Chapter 7 Zhou dynasty bronze dragon 108 (t)National Museums of Scotland/Bridgeman Art Library, (c)Borromeo/Art Resource, NY, (b)file photo 108-111 UO2-824133 3/28/04 9:45 AM Page 109 0 1,000 miles 0 1,000 kilometers Mercator projection Chapter 6 Chapter 7 EUROPE Caspian Sea ASIA Black Sea e H GOBI g T an i SH Hu g KU r i U E s D I up N n Mediterranean h R Persian I d r . H us Sea a R te s Gulf . N R Jiang . ang Chapters h 4 & 5 CCHINA 4 & 5 . R e l ARABIA i INDIA South PACIFIC N Arabian Bay of China OCEAN AFRICA Red Sea Sea Sea Bengal Equator Chapters 4 & 5 INDIAN Chapter0° 6 30°E 60°E OCEAN 90°E 120°E Chapter 7 500 B..C.
    [Show full text]
  • PLAGUE and CONSEQUENCES Athens 431 – 421 BC
    1 PLAGUE AND CONSEQUENCES Athens 431 – 421 BC Torbjørn Iversen Master thesis 2011, English version 2014 Department of Archeology, Conservation and History Faculty of Humanities University of Oslo Keywords Thucydides, plague, Athens, risk factors, typhoid fever, epidemic typhus. 2 Contents Chapter 1: Introduction ........................................................................................................................... 5 1.1 The common theory of the plague ........................................................................................................... 6 1.2 Method ....................................................................................................................................................... 7 1.3 Intention of the study ............................................................................................................................... 7 Chapter 2: Sources and Methods ............................................................................................................ 8 2. 1. 1 Introduction .......................................................................................................................................... 8 2.1.2 The Primary Source ................................................................................................................................ 8 2.1.3 The credibility of Thucydides ................................................................................................................. 9 2.1.4 Source credibility .................................................................................................................................
    [Show full text]
  • Democracy and Greece's Golden
    3 Democracy and Greece’s Golden Age MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES CULTURAL INTERACTION At its height, Greece set lasting •direct •Peloponnesian War Democratic principles and standards in art, politics, democracy • philosopher classical culture flourished literature, and philosophy that • classical art • Socrates during Greece’s golden age. are still influential today. • tragedy •Plato • comedy • Aristotle SETTING THE STAGE For close to 50 years (from 477 to 431 B.C.), Athens experienced a growth in intellectual and artistic learning. This period is often called the Golden Age of Athens. During this golden age, drama, sculpture, poetry, philosophy, architecture, and science all reached new heights. The artis- tic and literary legacies of the time continue to inspire and instruct people around the world. TAKING NOTES Pericles’ Plan for Athens Recognizing Effects Use a web diagram to A wise and able statesman named Pericles led Athens during much of its golden organize information age. Honest and fair, Pericles held onto popular support for 32 years. He was a about Pericles‘ goals skillful politician, an inspiring speaker, and a respected general. He so dominated for Athens. the life of Athens from 461 to 429 B.C. that this period often is called the Age of Pericles. He had three goals: (1) to strengthen Athenian democracy, (2) to hold Pericles' Goals and strengthen the empire, and (3) to glorify Athens. Stronger Democracy To strengthen democracy, Pericles increased the number of public officials who were paid salaries. Earlier in Athens, most positions in public office were unpaid. Thus, only wealthier Athenian citizens could afford to Athenian and United States Democracy Athenian Democracy Both U.S.
    [Show full text]