Classical Greece, Study the History and Culture of Classical Greece and Analyze Its 2000 B.C.–300 B.C
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CHAPTER 5 • OBJECTIVE Classical Greece, Study the history and culture of classical Greece and analyze its 2000 B.C.–300 B.C. impact on the modern world. Previewing Main Ideas Previewing Main Ideas Point out to students the relatively small POWER AND AUTHORITY In the Greek city-state of Athens, a new form of government developed—democracy—in which citizens exercised power. size of Greece. Then explain how, in spite Geography What geographic factors might have confined democracy of its size, classical Greece developed largely to Athens? ideas about government, philosophy, science, and the arts that are still CULTURAL INTERACTION Alexander the Great spread Greek culture throughout much of Asia. Greek, Egyptian, and Asian cultures then blended enormously influential. to create Hellenistic culture. Accessing Prior Knowledge Geography Why might the sea have been important to the spread of Greek culture? Ask students to discuss what they already EMPIRE BUILDING Athens assumed control of a defense league and know about classical Greece. (Possible eventually built it into an empire. Later, Alexander conquered the Persian Answers: the Olympics; Greek fables such Empire and beyond to create a vast new empire of his own. as The Tortoise and the Hare; mythical Geography What geographic features might have strengthened the figures such as the Cyclops; Greek words, Macedonian desire to build an empire to the south and east? such as polis and demos, that form the roots of English words; the Hippocratic Oath, taken by physicians) INTERNET RESOURCES • Interactive Maps Go to classzone.com for: Geography Answers • Interactive Visuals • Research Links • Maps • Interactive Primary Sources • Internet Activities • Test Practice POWER AND AUTHORITY Factors may • Primary Sources • Current Events have included separation by sea and • Chapter Quiz mountainous terrain. CULTURAL INTERACTION It provided a means of transportation, communication, and trade among the city-states and with foreign lands. EMPIRE BUILDING Macedonia had rugged terrain, so a desire for more fertile land may have driven the Macedonians to build an empire. Also, the lands to the south and east were vulnerable to inva- sion from both land and sea. 120 TIME LINE DISCUSSION Explain to students that the time line covers 2. Ask students to identify two major conflicts on 4. Have students look over the bottom half Greek civilization from its earliest influences to the time line. (Trojan War in about 1200 B.C., of the time line and identify places that its widespread diffusion. Persian Wars in 479 B.C.) are featured there. (modern Iraq for both 1. Remind students that the Minoan civilization 3. Ask students to calculate how long after the Hammurabi and the Assyrians, Egypt, China, in Crete is named for the legendary King Trojan War it took for Greece to become a Mexico, India) Minos. The king is said to have built a major military power. (721 years) How many labyrinth for the Minotaur, a mythical beast years did Greece’s military power last before shaped half like a man and half like a bull. Alexander entered the region? (145) (See page 72.) 120 Chapter 5 CHAPTER 5 History from Visuals Interpreting the Map Point out that the Greek mainland is largely a peninsula. Ask students to con- sider the region’s suitability for sea trade. Have students think about the types of geographic information that they would need to answer this question. (terrain and elevation, climate, locations of coastal towns and navigable harbors, accessibility of forests to supply wood for shipbuilding) Extension Explain to students that place names can come to be associated with qualities that people have ascribed to the places’ inhabitants. Have students use a dictionary to investigate some of the qualities that have come to be associated with the following Greek city-states: Olympia, Delphi, and Sparta. (Olympian: majestic, superior; Delphic: prophetic, ambiguous, obscure; Spartan: self-disciplined, austere, courageous in the face of pain and danger) 121 RECOMMENDED RESOURCES Books for the Teacher McDougal Littell Nextext. Videos and Software STORIES IN HISTORY Ancient Greece. This ANCIENT Martin, Thomas R. Ancient Greece: From GREECE Athenian Democracy. Britannica, 1993. Prehistoric to Hellenistic Times. New Haven: collection of fiction, non- 2000–300 B.C. 800-323-1229. Athens’ brief experiment with Yale UP, 1996. fiction, and visuals brings democracy. to life this fascinating era Sacks, David. Encyclopedia of the Ancient The Spirit of Alexander the Great. VHS. of Greek culture. Greek World. New York: Facts on File, 1995. Films for the Humanities & Sciences, 1994. Nardo, Don. Age of Books for the Student Helen of Troy 800-257-5126. Provides excellent insight into the Pericles. San Diego: Greek mind and the role of the warrior/leader in Adkins, Lesley, and Roy A. Adkins. Handbook to Lucent, 1996. A descrip- the Hellenic world. Life in Ancient Greece. New York: Oxford UP, tion of Greece’s golden age. Ancient Greece. CD-ROM. Educational Software 1998. Three thousand years of Greek history and Institute, 1994. 800-955-5570. Government, archaeology. social rules, mythology, and daily life. Teacher’s Edition 121 CHAPTER 5 • INTERACT What does this art tell you about Greek culture? Interact with History When you think of ancient Greece, what is the first thing that comes to mind? You can learn a lot about a culture from its Objectives works of art and literature, as well as from the statements of its • Introduce students to some of the leaders, philosophers, and historians. Look at these Greek values and cultural achievements of works of art and read the quotations. classical Greece. • Help students connect with the people, ideas, and events they will study in the chapter. “As an oak tree falls on the hillside crushing all that lies beneath, so the Theseus. He presses out the life, the EXAMINING ISSUES brute’s savage life, and now it lies dead.” Answers EXAMINING the ISSUES EDITH HAMILTON, “Theseus,” Mythology • It suggests that democracy played a central role in Greek society. M This plate shows Theseus, the greatest hero of Athens, killing the • It may have been a way of passing on mythological beast Minotaur. important lessons and morals commu- nicated in Greek myths. L This stone relief panel of • The Greeks may have felt that these Democracy crowning Athens was graceful sculptures would win them the placed in the marketplace, where citizens could see it daily. favor of the gods and goddesses. “Our constitution is called a democracy because power is in Discussion L The Greeks often adorned the hands not of a minority but Ask students if they can think of exam- their public buildings with of the whole people.” graceful sculptures of gods ples of art in their own communities that PERICLES, an Athenian statesman and goddesses. serve functions similar to those served by the art shown here. (Possible Answers: “For we are lovers of the beautiful in our tastes.” the state seal, the state flag, sculpture or THUCYDIDES, a historian paintings found in local public buildings) EXAMINING the ISSUES • What does the relief panel suggest about the role of democracy in Greek society? • Why might the Greeks decorate pottery with a heroic scene? • Why might the Greeks fill their public buildings with graceful statues? Break into small groups and discuss what these artworks suggest about ancient Greek culture. Also discuss what the quotes tell you about the culture and its ideals. As you read about ancient Greece, think about how its culture influenced later civilizations. 122 Chapter 5 WHY STUDY CLASSICAL GREECE? • Athenian democracy was an important model • Architecture that reflects classical Greek styles for the establishment of a democracy in the remains highly visible in the contemporary United States. landscape. Buildings such as courthouses and • The Olympics originated in ancient Greece and is banks have traditionally relied heavily on Greek still a major international sporting event. forms. (See the History through Art feature on (See the History in Depth feature on page 130.) pages 140–141.) • The work of Greek philosophers, such as • The epic poems of Homer, as well as the come- Socrates, Plato, and Aristotle, continues to be dies and tragedies of Greek playwrights, are still relevant to modern thought and society. (See the widely read and rank among the world’s greatest History Makers feature on page 139.) works of the imagination. 122 Chapter 5 wh10te-010501-0123-0126 8/1/03 3:25 PM Page 123 LESSON PLAN 1 Young girl winning chariot race. The Propylaea and the Parthenon, OBJECTIVES Engraving from Athens, Greece • Identify the ways geography and red-figure Greek vase Cultures of the climate shaped Greek life. • Explain the rise and development of Mountains and the Sea Mycenaean civilization. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe how Homer and Greek myths contributed to early Greek culture. CULTURAL INTERACTION The The seeds of much of Western • Mycenaean • Homer roots of Greek culture are based cultural heritage were planted • Trojan War • epic on interaction of the Mycenaean, during this time period. • Dorian •myth FOCUS & MOTIVATE Minoan, and Dorian cultures. Ask students how geography influenced the way their community took shape. In ancient times, Greece was not a united country. It SETTING THE STAGE (Possible Answer: city, town, or county was a collection of separate lands where Greek-speaking people lived. By founded in a resource-rich area or near 3000 B.C., the Minoans lived on the large Greek island of Crete. The Minoans created an elegant civilization that had great power in the Mediterranean world. a transportation intersection) At the same time, people from the plains along the Black Sea and Anatolia migrated and settled in mainland Greece. INSTRUCT Geography Shapes Greek Life TAKING NOTES Geography Shapes Greek Life Categorizing Use a Ancient Greece consisted mainly of a mountainous peninsula jutting out into the chart to organize Mediterranean Sea.