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.
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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.)
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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)
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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.
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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. It also included about 2,000 islands in the Aegean information about the Critical Thinking (ih•JEE•uhn) and Ionian (eye•OH•nee•uhn) seas. Lands on the eastern edge of roots of Greek culture. • How did nearness to the sea help alle- the Aegean were also part of ancient Greece. (See the map on page 121.) The viate Greek resource shortages? region’s physical geography directly shaped Greek traditions and customs. Culture Contribution Minoan Writinggy System: (allowed access to regions that could The sea shaped Greek civilization just as rivers shaped the ancient pottery designs The Sea provide the resources) civilizations of Egypt, the Fertile Crescent, India, and China. In one sense, the Mycenaean Greeks did not live on a land but around a sea. Greeks rarely had to travel more • Why did most Greeks identify with their than 85 miles to reach the coastline. The Aegean Sea, the Ionian Sea, and the Dorian local community instead of Greece as a neighboring Black Sea were important transportation routes for the Greek peo- whole? (Geography nourished small ple. These seaways linked most parts of Greece. As the Greeks became skilled independent communities.) sailors, sea travel connected Greece with other societies. Sea travel and trade • How might a moderate climate foster were also important because Greece lacked natural resources, such as timber, civic life? (by allowing frequent outdoor precious metals, and usable farmland. meetings and discussions) The Land Rugged mountains covered about three-fourths of ancient Greece. The mountain chains ran mainly from northwest to southeast along the Balkan In-Depth Resources: Unit 2 Peninsula. Mountains divided the land into a number of different regions. This • Guided Reading, p. 1 (also in Spanish) significantly influenced Greek political life. Instead of a single government, the Greeks developed small, independent communities within each little valley and its TEST-TAKING RESOURCES surrounding mountains. Most Greeks gave their loyalty to these local communities. In ancient times, the uneven terrain also made land transportation difficult. Of Test Generator CD-ROM the few roads that existed, most were little more than dirt paths. It often took Strategies for Test Preparation travelers several days to complete a journey that might take a few hours today. Much of the land itself was stony, and only a small part of it was arable, or Test Practice Transparencies, TT16 suitable for farming. Tiny but fertile valleys covered about one-fourth of Greece. Online Test Practice Classical Greece 123
SECTION 1 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 2 In-Depth Resources: Unit 2 eEdition CD-ROM • Guided Reading, p. 1 • Guided Reading, p. 1 Voices from the Past Audio CD Formal Assessment • Building Vocabulary, p. 6 Power Presentations CD-ROM • Section Quiz, p. 71 • Reteaching Activity, p. 21 classzone.com Reading Study Guide, p. 43 ENGLISH LEARNERS Reading Study Guide Audio CD In-Depth Resources in Spanish • Guided Reading, p. 38 GIFTED AND TALENTED STUDENTS Reading Study Guide (Spanish), p. 43 In-Depth Resources: Unit 2 Reading Study Guide Audio CD (Spanish) • Literature: from the Odyssey by Homer, p. 15
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CHAPTER 5 • Section 1 The small streams that watered these valleys were not suitable for large-scale irrigation projects. With so little fertile farmland or fresh water for irrigation, Greece was never able to support a large population. Historians estimate that no more than a few million people lived in ancient Greece at any given time. Even this small population could not expect the land to support a life of luxury. A desire for more living space, grassland for raising livestock, and adequate farmland may have Analyzing Causes been factors that motivated the Greeks to seek new sites for colonies. In what ways did Greece’s loca- The Climate Climate was the third important environmental influence on Greek tion by the sea and civilization. Greece has a varied climate, with temperatures averaging 48 degrees its mountainous Fahrenheit in the winter and 80 degrees Fahrenheit in the summer. In ancient times, land affect its these moderate temperatures supported an outdoor life for many Greek citizens. development? Men spent much of their leisure time at outdoor public events. They met often to A. Possible Answer discuss public issues, exchange news, and take an active part in civic life. The closeness of Mycenaean Civilization the sea promoted trade. The moun- Develops Mycenaean Civilization Develops tains isolated the As Chapter 3 explained, a large wave of Indo-Europeans migrated from the valleys, and this made it difficult to Critical Thinking Eurasian steppes to Europe, India, and Southwest Asia. Some of the people who establish central • What were some of Mycenae’s settled on the Greek mainland around 2000 B.C. were later known as Mycenaeans. control. strengths? (Possible Answers: ridge and The name came from their leading city, Mycenae (my•SEE•nee). wall made city secure; strong central Mycenae was located in southern Greece on a steep, rocky ridge and surrounded by a protective wall more than 20 feet thick. The fortified city of Mycenae could rule; trade with other cities possible; withstand almost any attack. From Mycenae, a warrior-king ruled the surrounding able to adapt Minoan culture) villages and farms. Strong rulers controlled the areas around other Mycenaean • Look at the map. Why might Troy have cities, such as Tiryns and Athens. These kings dominated Greece from about 1600 prospered as a trading city? (Location to 1100 B.C. may have allowed Troy to profit from movement of goods between Black and 42°N Black Sea Aegean seas.) Mycenaean Greece Mycenaean city Mycenaean Greece, c. 1250 B.C. Other city Trade routes Battle History from Visuals Troy HITTITE EMPIRE Interpreting the Map Lesbos ANATOLIA GREECE Aegean Ask students to describe aspects of Euboea Orchomenos Gla Sea Chios Greece’s geography that helped it estab- Ionian Thebes Athens Samos lish a thriving sea trade. (easy access to Sea Miletus Sicily Mycenae Tiryns sea; mountainous terrain made overland Peloponnesus routes hazardous; islands, inlets, and Pylos bays provided harbors; coastal cities Rhodes provided trade, supplies) ° 16 E Knossos Cyprus Crete SKILLBUILDER Answers GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Location in the region’s leading 1. Location Where was the center of the Mediterranean city, Mycenae Mycenaean Civilization located? 34°N Sea 2. Movement The Mycenaeans 2. Movement Based on the map, how did Mycenaean traders conduct most conducted most of their trade by sea. of their trade? 0 100 Miles
24°E 0 200 Kilometers 32°E
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Treasures from Mycenaean Tombs Class Time 45 minutes Have each student make models of some of these artifacts, using papier- Task Creating an exhibit of Mycenaean artifacts mâché, modeling clay, or other materials, and coloring them with acrylic or Purpose To better understand Mycenaean civilization enamel paint. Ask the students to create a small exhibit of their models and a short exhibition catalog. The catalog should feature images and Instructions Tell students that excavated Mycenaean royal tombs have detailed explanations of each object. yielded a wealth of astonishing artifacts: solid gold funeral masks, gold crowns, gold cups, engraved rings and seals, weapons, and ornaments of all kinds. Color pictures of these artifacts can be found in books such as Art History by Marilyn Stokstad (Abrams, 2001), Minoan and Mycenaean Art by Reynold Higgins (Oxford UP, 1981), or on the Internet. These arti- facts reveal the sophistication and skill of Mycenaean craftspersons.
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Contact with Minoans Sometime after CHAPTER 5 • Section 1 1500 B.C., through either trade or war, the Mycenaeans came into contact with the Minoan civilization. From their contact with the Minoans, the Mycenaeans saw the value of seaborne trade. Mycenaean More About . . . traders soon sailed throughout the eastern Mediterranean, making stops at Aegean The Trojan War islands, coastal towns in Anatolia, and The actual Trojan War may have been ports in Syria, Egypt, Italy, and Crete. a raid that occurred around 1180 B.C. The Minoans also influenced the Over time, the raid was transformed into Mycenaeans in other ways. The Myce- an epic tale of gods and goddesses, love naeans adapted the Minoan writing sys- and betrayal, revenge and honor that still tem to the Greek language and decorated vases with Minoan designs. The Minoan- captivates readers more than 2,700 years influenced culture of Mycenae formed the after its creation by Greek poet Homer. core of Greek religious practice, art, Recognizing politics, and literature. Indeed, Western Effects civilization has its roots in these two Tip for English Learners How did early Mediterranean civilizations. contact with the Explain to students that Trojan is a The Trojan War During the 1200s B.C., Minoans affect ▲ Greek stories noun meaning an inhabitant of Troy. You Mycenaean culture? the Mycenaeans fought a ten-year war against Troy, an independent trading city tell of their army’s B. Answer located in Anatolia. According to legend, a Greek army besieged and destroyed capture of the leg- might also mention other unexpected Mycenaeans Troy because a Trojan prince had kidnapped Helen, the beautiful wife of a endary city of Troy place-name and noun associations, learned value of Greek king. by hiding soldiers in a hollow such as Minneapolis with Minneapolitan; seaborne trade For many years, historians thought that the legendary stories told of the Trojan from Minoans. wooden horse. Los Angeles with Los Angeleno; and were totally fictional. However, excavations conducted in northwestern They also adapted War Cambridge with Cantabrigian. Minoan writing sys- Turkey during the 1870s by German archaeologist Heinrich Schliemann sug- tem and artistic gested that the stories of the Trojan War might have been based on real cities, designs. people, and events. Further archaeological studies conducted in the 20th century support Schliemann’s findings. Although the exact nature of the Trojan War remains unclear, this attack on Troy was almost certainly one of the last Mycenaean battle campaigns. Greek Culture Declines Greek Culture Declines Under the Dorians Under the Dorians Not long after the Trojan War, Mycenaean civilization collapsed. Around 1200 B.C., sea raiders attacked and burned many Mycenaean cities. According to tradition, a Critical Thinking new group of people, the Dorians (DAWR•ee•uhnz), moved into the war-torn • Why might a detailed history of the countryside. The Dorians spoke a dialect of Greek and may have been distant Dorian Age be difficult to write? (lack relatives of the Bronze Age Greeks. of written records from this period) The Dorians were far less advanced than the Mycenaeans. The economy • Why might the account of the Trojan collapsed and trade eventually came to a standstill soon after their arrival. Most War in Homer’s Iliad be unreliable? important to historians, Greeks appear to have temporarily lost the art of writing (because Homer’s focus was poetry, not during the Dorian Age. No written record exists from the 400-year period between history; stories passed on verbally tend 1150 and 750 B.C. As a result, little is known about this period of Greek history. to change over time) Epics of Homer Lacking writing, the Greeks of this time learned about their history through the spoken word. According to tradition, the greatest storyteller • Why are the explanations provided in was a blind man named Homer. Little is known of his personal life. Some historians Greek myths of nature’s mysteries no believe that Homer composed his epics, narrative poems celebrating heroic deeds, longer believable? (Possible Answer: sometime between 750 and 700 B.C. The Trojan War forms the backdrop for one of Science now provides more credible Homer’s great epic poems, the Iliad. explanations.) Classical Greece 125
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CHAPTER 5 Section 1 (pages 123–126) TÉRMINOS Y NOMBRES micénicos Grupo que se estableció en Grecia, hacia el 2000 a.C. Cultures of the Guerra de Troya Guerra en que los DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS micénicos atacaron la ciudad de Mountains and the Sea Troya dóricos Pueblo que emigró a Grecia Homero Poeta griego que escribió ANTES DE LEER La odisea y La ilíada En el capítulo anterior, leíste acerca de 105 sistemas de epopeyas Historias heroicas creencias en la antigua China y sobre la dinastía Qin. narradas en forma de largos poemas En esta sección, leerás la forma en que se desarrolló mitos Historias tradicionales que explican el mundo Cultural Interaction in Greece la cultura en la antigua Grecia. AL LEER Usa el cuadro para tomar notas sobre la vida en la Grecia antigua. Class Time 20 minutes geographía micénicos dóricos montanas y valles separaban Mycenaean Minoan Dorian las regiones Task Creating a chart showing features of different cultures • came from • used ships to • spoke a kind Purpose To better understand the cultural roots of Indo-European trade goods of Greek
migrants Geography Shapes Greek Life tiles y no podían alimentar a mucha gente. Sólo se • had writing • not as All rights reserved. (pages 123–124) podían cultivar ciertos productos—cereales, uvas y classical Greece aceitunas—y por 10 tanto la alimentación era limi- ¿Por qué la geografía tada. Seguramente la falta de tierra para habitar y moldeó la vida griega? cultivar presionó a 10s griegos a buscar colonias. • Pero 10s griegos tenían acceso al mar. Se borrowed system advanced, no La geografía moldeó la vida de 10s antiguos griegos. volvieron excelentes marineros. Como Grecia tenía Grecia es un país rocoso con altas montañas y valles
Instructions Have students create a chart in which they © McDougal Littell Inc. pocos recursos naturales, el comercio se volvió profundos. Las moñtanas eran barreras naturales y importante. hacían difícil el transporte por tierra. Por eso, 1os from Minoan writing system El clima era agradable. Los griegos pasaban griegos vivían en regiones diferentes que no podían mucho tiempo al aire libre. Asistían a funciones list different features of the cultures that influenced Greek unificarse fácilmente. públicas e incluso conducían el gobierno al aire libre. culture Sólo una cuarta parte de Grecia eran tierras fér- civilization. An example is at right. CHAPTER 5CLASSICAL GREECE 43 For help, have students use the Reading Study Guide in Reading Study Guide: Spanish Spanish for Section 1. Translation
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CHAPTER 5 • Section 1 The heroes of the Iliad are warriors: the fierce Greek, Achilles (uh•KIHL•eez), and the courageous and noble Hector of Troy. In the following dramatic excerpt, Hector’s wife begs him not to fight Achilles:
PRIMARY SOURCE More About . . . “My dear husband, your warlike spirit will be your death. You've no compassion for your infant child, for me, your sad wife, who before long The Legacy of Homer will be your widow. . . . As for me, it would be better, if I'm to lose you, to be buried in the ground. . . .” For hundreds of years after the Great Hector . . . replied, “Wife, all this concerns me, too. But I’d be Homeric Age, professional singers called disgraced, dreadfully shamed . . . , if I should slink away from war, like a rhapsodes specialized in performing coward. [F]or I have learned always to be brave, to fight alongside Trojans at the front, striving to win great fame for my father, for myself.” epic poetry, such as the Iliad and the HOMER, Iliad (translated by Ian Johnston) Odyssey. Well-educated Greeks also memorized large portions of the epics, Hector’s response to his wife gives insight into the Greek heroic ideal of arete¯ (ar•uh•TAY), meaning virtue and excellence. A Greek often quoting Homer in conversation. could display this ideal on the battlefield in combat or in athletic This enduring love of Homer’s poetry contests on the playing field. helped to define and unify Greek culture. ▲ This is a Greeks Create Myths The Greeks developed a rich set of myths, or traditional marble sculpture In-Depth Resources: Unit 2 stories, about their gods. The works of Homer and another epic, Theogony by of Polyphemus, • Literature: from the Odyssey by Homer, Hesiod, are the source of much of Greek mythology. Through the myths, the Greeks a cyclops, or p. 15 sought to understand the mysteries of nature and the power of human passions. one-eyed monster, who Myths explained the changing of the seasons, for example. appears in Greeks attributed human qualities, such as love, hate, and jealousy, to their another of gods. The gods quarreled and competed with each other constantly. However, Homer’s epics, unlike humans, the gods lived forever. Zeus, the ruler of the gods, lived on Mount the Odyssey. Olympus with his wife, Hera. Hera was often jealous of Zeus’ relationships with other women. Athena, goddess of wisdom, was Zeus’ daughter and his favorite child. The Greeks thought of Athena as the guardian of cities, especially of Athens, which was named in her honor. You will learn about Athens and other cities in Section 2. ASSESS SECTION1 ASSESSMENT SECTION 1 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Have students work individually to • Mycenaean • Trojan War • Dorian • Homer • epic • myth answer the questions. Then have them share with the class their answer for USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which of the cultures on your 3. What impact did nearness to 6. DRAWING CONCLUSIONS How did the physical geography question 6. chart do you think contributed the sea have on the of Greece cause Greek-speaking peoples to develop Formal Assessment the most to Greek culture? development of Greece? separate, isolated communities? Explain. 4. What aspects of culture did the 7. ANALYZING CAUSES Other than the explanation offered in • Section Quiz, p. 71 Mycenaeans adopt from the the legend, why do you think the Greeks went to war Culture Contribution Minoans? with Troy? Minoan Writinggy System: RETEACH pottery designs 5. Why were the epics of 8. MAKING INFERENCES The Dorian period is often called Mycenaean importance to the Greeks of Greece’s Dark Age. Why do you think this is so? the Dorian period? 9. WRITING ACTIVITY CULTURAL INTERACTION Write an Use the Guided Reading worksheet for Dorian Section 1 to review the main ideas of expository essay explaining why the Greek epics and myths are so well known and studied in today’s society. the section.
In-Depth Resources: Unit 2 CONNECT TO TODAY WRITING EXPLANATIONS • Guided Reading, p. 1 (also in Spanish) Many names and phrases from this period of Greek history have been absorbed into the English language. Use library resources to find examples, such as Achilles heel, Homeric, and • Reteaching Activity, p. 21 Trojan horse. Write a brief explanation of each example. 126 Chapter 5
ANSWERS
1. Mycenaean, p. 124 • Trojan War, p. 125 • Dorian, p. 125 • Homer, p. 125 • epic, p. 125 • myth, p. 126 2. Sample Answer: Mycenaean—Strong rulers; 6. Mountains divided Greece into discrete • connect ideals and values from the epics and Dorian—No writing. Minoan and Mycenaean subregions whose populations developed myths with modern ideals and values. culture contributed most, forming the core of somewhat independently. CONNECT TO TODAY Greek religion, art, and politics. 7. conflict over trade routes Rubric Explanations should 3. Seas linked different parts of Greece, as well 8. Dark age refers to a period of decline, such as • describe the source of the name or as the surrounding world, together. that endured by Dorian Greece. phrase’s meaning. 4. their writing system and artistic designs 9. Rubric Essays should • give an example of how the name or phrase 5. The Greeks of this time lacked writing, so • show knowledge of early Greek epics might be used. they learned about their history through the and myths. spoken word.
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LESSON PLAN 2 Young girl winning chariot race. The Propylaea and the Parthenon, OBJECTIVES Engraving from Athens, Greece • Identify the different political systems red-figure Greek vase Warring City-States that developed in the Greek city-states. • Describe the government of Athens. • Explain how Athenian and Spartan gov- MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES ernments differed. • Summarize the battles and results of POWER AND AUTHORITY The Many political systems in today’s • polis • tyrant growth of city-states in Greece world mirror the varied forms of • acropolis • democracy the Persian Wars. led to the development of government that evolved in • monarchy • helot several political systems, Greece. • aristocracy • phalanx including democracy. • oligarchy • Persian Wars FOCUS & MOTIVATE Have students read the next-to-last para- SETTING THE STAGE During the Dorian period, Greek civilization experienced decline. However, two things changed life in Greece. First, Dorians graph on page 131. Ask how technology and Mycenaeans alike began to identify less with the culture of their ancestors has changed the way modern armies and more with the local area where they lived. Second, by the end of this period, fight. (Possible Answer: “smart bombs” the method of governing areas had changed from tribal or clan control to more guided by lasers and satellites) formal governments—the city-states. INSTRUCT Rule and Order in Greek City-States TAKING NOTES Following By 750 B.C., the city-state, or polis, was the fundamental political unit in ancient Chronological Order Rule and Order in Greek Greece. A polis was made up of a city and its surrounding countryside, which On a double time line, City-States included numerous villages. Most city-states controlled between 50 and 500 note the important square miles of territory. They were often home to fewer than 10,000 residents. events in the development of Critical Thinking At the agora, or marketplace, or on a fortified hilltop called an acropolis Athens and Sparta. (uh•KRAHP•uh•lihs), citizens gathered to discuss city government. • What were advantages and disadvan- Athens Greek Political Structures Greek city-states had many different forms of tages of the city-state as a form of gov- government. (See the chart on page 128.) In some, a single person, called a king, Draco's ernment? (Advantages—Small, easy to ruled in a government called a monarchy. Others adopted an aristocracy Code control, centralized; Disadvantages— (AR•uh•STAHK•ruh•see), a government ruled by a small group of noble, Controlled little territory, many rivals Conquest landowning families. These very rich families often gained political power after of Messenia nearby, greater chance for conflict.) serving in a king’s military cavalry. Later, as trade expanded, a new class of • Why would tyrants set up building pro- wealthy merchants and artisans emerged in some cities. When these groups Sparta grams? (to reward supporters and became dissatisfied with aristocratic rule, they sometimes took power or shared secure loyalty of ordinary people) it with the nobility. They formed an oligarchy, a government ruled by a few powerful people. In-Depth Resources: Unit 2 Tyrants Seize Power In many city-states, repeated clashes occurred between • Guided Reading, p. 2 (also in Spanish) rulers and the common people. Powerful individuals, usually nobles or other wealthy citizens, sometimes seized control of the government by appealing to the TEST-TAKING RESOURCES common people for support. These rulers were called tyrants. Unlike today, tyrants generally were not considered harsh and cruel. Rather, they were looked Test Generator CD-ROM upon as leaders who would work for the interests of the ordinary people. Once Strategies for Test Preparation in power, for example, tyrants often set up building programs to provide jobs and housing for their supporters. Test Practice Transparencies, TT17 Online Test Practice Classical Greece 127
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ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 2 In-Depth Resources: Unit 2 • “The Spartan Discipline for Youths” • Guided Reading, p. 2 • Guided Reading, p. 2 Formal Assessment • Building Vocabulary, p. 6 • Reteaching Activity, p. 22 • Section Quiz, p. 72 eEdition CD-ROM Reading Study Guide, p. 45 Power Presentations CD-ROM ENGLISH LEARNERS Reading Study Guide Audio CD In-Depth Resources in Spanish Geography Transparencies • Guided Reading, p. 39 GIFTED AND TALENTED STUDENTS • GT5 Greek View of the World, 494 B.C. Reading Study Guide (Spanish), p. 45 In-Depth Resources: Unit 2 Electronic Library of Primary Sources • “The Spartan Discipline for Youths” Reading Study Guide Audio CD (Spanish) • Primary Source: from The History of Herodotus, p. 10 classzone.com
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CHAPTER 5 • Section 2 Athens Builds a Limited Democracy The idea of representative government also began to take root in some city-states, particularly Athens. Like other city-states, Athens went through power struggles between rich and poor. However, Athenians avoided major political upheavals by Athens Builds a Limited making timely reforms. Athenian reformers moved toward democracy, rule by the Democracy people. In Athens, citizens participated directly in political decision making. Building Democracy The first step toward democracy came when a nobleman Vocabulary named Draco took power. In 621 B.C., Draco developed a legal code based on the The legal code pre- Critical Thinking idea that all Athenians, rich and poor, were equal under the law. Draco’s code dealt pared by Draco was • Which Athenian leader’s reforms most very harshly with criminals, making death the punishment for practically every so harsh that the resemble aspects of U.S. democracy? word draconian has crime. It also upheld such practices as debt slavery, in which debtors worked as come to mean (Possible Answer: Cleisthenes’, because slaves to repay their debts. “extreme cruelty or he organized citizens geographically More far-reaching democratic reforms were introduced by Solon (SO•luhn), severity.” and created a “second legislative who came to power in 594 B.C. Stating that no citizen should own another citizen, branch”—the Council of Five Hundred) Solon outlawed debt slavery. He organized all Athenian citizens into four social classes according to wealth. Only members of the top three classes could hold • Why might logic and public speaking political office. However, all citizens, regardless of class, could participate in the have been emphasized more in Athens Athenian assembly. Solon also introduced the legal concept that any citizen could In than in other city-states? (Athenians bring charges against wrongdoers. A. Answer settled many matters by debate.) Athens, participa- Around 500 B.C., the Athenian leader Cleisthenes (KLYS•thuh•NEEZ) introduced tion in political further reforms. He broke up the power of the nobility by organizing citizens into ten process limited to groups based on where they lived rather than on their wealth. He also increased the adult male property power of the assembly by allowing all citizens to submit laws for debate and passage. owners; in U.S. par- Cleisthenes then created the Council of Five Hundred. This body proposed laws and ticipation open to More About . . . all. Also, in U.S. counseled the assembly. Council members were chosen by lot, or at random. elected representa- The reforms of Cleisthenes allowed Athenian citizens to participate in a limited tives, not citizens Solon democracy. However, citizenship was restricted to a relatively small number of themselves, govern. Solon, a statesman and poet, was named Athenians. Only free adult male property owners born in Athens were considered archon in 594 B.C. He instituted a number citizens. Women, slaves, and foreigners were excluded from citizenship and had Contrasting of reforms, then left office, asking the few rights. How is Athenian democ- Athenian Education For the most part, only the sons of wealthy families received Athenians to keep his laws. When he racy different from returned ten years later, Athens was in formal education. Schooling began around the age of seven and largely prepared modern American boys to be good citizens. They studied reading, grammar, poetry, history, mathe- the middle of a civil war. Solon tried and democracy? matics, and music. Because citizens were expected to debate issues in the assem- failed to prevent Pisistratus, a tyrant, bly, boys also received training in logic and public speaking. And since the Greeks from obtaining office. believed that it was important to train and develop the body, part of each day
Forms of Government SKILLBUILDER Answers 1. Summarizing aristocracy, oligarchy Monarchy Aristocracy Oligarchy Direct Democracy 2. Clarifying direct democracy • State ruled by a king • State ruled by nobility • State ruled by a small • State ruled by its • Rule is hereditary • Rule is hereditary and group of citizens citizens • Some rulers claim based on family ties, • Rule is based on wealth • Rule is based on divine right social rank, wealth or ability citizenship • Practiced in Mycenae • Social status and wealth • Ruling group controls • Majority rule decides vote by 2000 B.C. support rulers’ authority military • Practiced in Athens by • Practiced in Athens prior • Practiced in Sparta by 500 B.C. about 500 B.C. to 594 B.C.
SKILLBUILDER: Interpreting Charts 1. Summarizing Which forms of government feature rule based on wealth or property ownership? 2. Clarifying In which form of government do citizens have the most power?
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Judging a Dispute Class Time 40 minutes increased, and he needs the additional land. In making their judgment, Task Judging a dispute from the point of view of a monarchy, an students should consider the following: aristocracy, an oligarchy, and a direct democracy • Who in each group has the power to make a decision and what is the Purpose To analyze the impact of political systems on judicial disputes basis of that power? Instructions Divide students into four teams, labeling each team a monar- • Which side in the dispute are they likely to favor and why? chy, aristocracy, oligarchy, or direct democracy. Ask the class to reexamine • What is their judgment likely to be? the Forms of Government chart on this page. Then explain that the dispute After each group makes its judgment, have the four teams work together involves a wealthy landowner, Philipus, and one of his poorer neighbors, to design a chart or poster that illustrates the similarities and differences in Emaeus. Emaeus claims the landowner wants to take part of his land to the four procedures and their outcomes. increase the nobleman’s own estate. Philipus says his expenses have
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A Husband’s Advice In this excerpt from The Economist, the Greek historian Xenophon describes how a husband might respond to his Analyzing Primary Sources wife’s question about how she could remain attractive: A Husband’s Advice PRIMARY SOURCE Ask students what Xenophon’s passage I counseled her to oversee the baking woman as indicates about the social status of the she made the bread; to stand beside the couple he describes. (They have servants, housekeeper as she measured out her stores; to so they must be fairly wealthy.) go on tours of inspection to see if all things were in order as they should be. For, as it seemed to Answers to Document-Based Questions me, this would at once be walking exercise and supervision. And, as an excellent gymnastic, I 1. Making Inferences that simply by per- recommended her to knead the dough and roll the forming her household duties, she will paste; to shake the coverlets and make the beds; be in better health and look more adding, if she trained herself in exercise of this sort she would enjoy her food, grow vigorous in health, attractive and her complexion would in very truth be lovelier. DOCUMENT-BASED QUESTIONS 2. Synthesizing The husband under- The very look and aspect of the wife. 1. Making Inferences What is the husband scores the Athenian attitude that XENOPHON, The Economist, Book 10 (Translated by suggesting in his advice to his wife? H. G. Dakyns) 2. Synthesizing How is the husband’s women should have little to do with advice representative of Athenian attitudes toward women? life outside the boundaries of family and home.
was spent in athletic activities. When they got older, boys went to military school to help them prepare for another important duty of citizenship—defending Athens. Athenian girls did not attend school. Rather, they were educated at home by their mothers and other female members of the household. They learned about child-rearing, weaving cloth, preparing meals, managing the household, and other skills that helped them become good wives and mothers. Some women were able to take their education farther and learned to read and write. A few even became accomplished writers. Even so, most women had very little to do with Athenian life outside the boundaries of family and home. Sparta Builds a Military State Sparta Builds a Military State Located in the southern part of Greece known as the Peloponnesus Critical Thinking (PEHL•uh•puh•NEE•sus), Sparta was nearly cut off from the rest of Greece by the • Why didn’t Spartans resist such an aus- Gulf of Corinth. (See the map on page 121.) In outlook and values, Sparta tere system? (Possible Answer: Spartan contrasted sharply with the other city-states, Athens in particular. Instead of a boys were taken from their homes at democracy, Sparta built a military state. age 7 and underwent military training Sparta Dominates Messenians Around 725 B.C., Sparta conquered the until age 30. They must have thor- neighboring region of Messenia and took over the land. The Messenians became oughly internalized Spartan values.) helots (HEHL•uhts), peasants forced to stay on the land they worked. Each year, • What was meant by the comment the Spartans demanded half of the helots’ crops. In about 650 B.C., the Messenians, resentful of the Spartans’ harsh rule, revolted. The Spartans, who were outnum- “come back with your shield or on it”? bered eight to one, just barely put down the revolt. Shocked at their vulnerability, (Return alive and victorious or killed they dedicated themselves to making Sparta a strong city-state. in battle.) Electronic Library of Primary Sources CD-ROM Classical Greece 129 • “The Spartan Discipline for Youths”
COOPERATIVE LEARNING
Daily Life in Sparta and Athens Class Time 45 minutes Have students use their assigned topics to study that aspect of Spartan and Task Researching daily life in Sparta and Athens and writing an editorial Athenian life. After completing their research, each group should use their Purpose To compare and contrast the ways of life in two city-states findings to write an editorial for a nightly television news program. Explain to students that an editorial expresses a particular viewpoint. Ask them to Instructions Divide students into five groups. Assign one of the following fashion their editorials in such a way that their comparing and contrasting topics to each group: of the two city-states expresses their opinions. Editorials should include • the role of government in the lives of individuals directions for the use of visuals, such as charts, graphs, and images, and • the purpose of education for boys and girls may even include prompts for specific gestures or facial expressions. • the responsibilities and privileges of citizens and noncitizens • the roles of women in society • the opportunities for artistic expression Teacher’s Edition 129 wh10te-010502-0127-0133 8/1/03 3:27 PM Page 130
CHAPTER 5 • Section 2
Festivals and Sports The ancient Greeks believed that strong healthy citizens helped strengthen Historyin Depth the city-state. They often included sporting events in the festivals they held to honor their gods. The most famous sports festival was the Olympic games, held every four years. Records of Olympics winners started in OBJECTIVES 776 B.C. At first, the festival lasted only one day and had only one contest, a race called the stade. Later, many other events were added, including a • Analyze the significance of festivals and long-distance race, wrestling, the long jump, the javelin, and the discus sports in ancient Greece. throw. The Olympics was expanded to five days in 472 B.C.
• Identify important characteristics of ▲ Women’s Sports the Olympics. Women had their own sports festival in ancient Greece. It was the festival devoted to Hera, the wife of Zeus. Like the Olympics, INSTRUCT the Hera festival was held every four years. Discuss how festivals and sports can One of the main events was a foot race for unmarried women. strengthen a community. (can improve morale, promote unity, encourage
▲ Discus Thrower exercise) Explain that throughout the Ancient athletes, such as this discus thrower, Olympics’ history, events have been would be considered amateurs today because added and removed. Some events that they received no pay for competing. However, they are no longer practiced include tug-of- trained rigorously for months at a time. Victors were given lavish gifts and were hailed as heroes. war, croquet, and water skiing. Bowling, Many athletes competed full-time.
billiards, and ballroom dancing have been considered for inclusion. ▲ Mount Olympus The ancient Olympics honored Zeus, the father of all Greek gods and goddesses. According to legend, Zeus hurled a thunderbolt from Mount Olympus at a spot in rural Greece. An altar for Zeus was built on Interactive Further information on the that spot. Eventually, many buildings were erected around the altar. This area was called Olympia and Olympics and other sporting events became the site for the Olympic games. around the world is available in an inter- active format on the eEdition. There, stu- dents can learn about sports from Mexico, Nigeria, and Japan.
Inclusion Tip All students will benefit from learning about athletes who participate in the Special Olympics, created for children and adults with mental handicaps. SKILLBUILDER: Interpreting Visual Sources 1. Evaluating Decisions Do you think it was a good decision for the Have students use the Internet to learn Greeks to add more sporting events to the Olympics? Explain. more about Special Olympic events, 2. Comparing and Contrasting How are today’s Olympics similar to such as snowboarding, basketball, and and different from the Olympics in ancient Greece? powerlifting.
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1. Evaluating Decisions 2. Comparing and Contrasting Yes—Increasing the sporting events allowed Some of the sports are similar, such as foot for a greater variety of skills to be tested and races, javelin, and long jump. Athletes had a greater variety of athletes to participate. Also, to train rigorously in both eras. For both, the it made the festival bigger and thus added to champions were given much acclaim and its prestige. No—The increase in athletic many honors. The two eras are different in that competition may have detracted from the today’s Olympics has many more events. Some religious celebration. of today’s athletes are paid. Today’s Olympic games are a secular festival, not a religious one.
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Sparta’s Government and Society Spartan government had several branches. An CHAPTER 5 • Section 2 assembly, which was composed of all Spartan citizens, elected officials and voted on major issues. The Council of Elders, made up of 30 older citizens, proposed laws on which the assembly voted. Five elected officials carried out the laws passed by the assembly. These men also controlled education and prosecuted court cases. In addition, two kings ruled over Sparta’s military forces. More About . . . The Spartan social order consisted of several groups. The first were citizens descended from the original inhabitants of the region. This group included the rul- Spartan Military Education ing families who owned the land. A second group, noncitizens who were free, After a lengthy training, many Spartan worked in commerce and industry. The helots, at the bottom of Spartan society, boys participated in the krypteia, or were little better than slaves. They worked in the fields or as house servants. secret police. Armed only with daggers, Spartan Daily Life From around 600 until 371 B.C., Sparta had the most powerful they snuck about Spartan territory during army in Greece. However, the Spartan people paid a high price for their military the night, seeking out and assassinating supremacy. All forms of individual expression were discouraged. As a result, helots thought to be in any way excep- Spartans did not value the arts, literature, or other artistic and intellectual pursuits. tional or dangerous. The krypteia instilled Comparing Spartans valued duty, strength, and discipline over freedom, individuality, beauty, How would you and learning. a sense of ruthlessness in the Spartan compare the ideals Since men were expected to serve in the army until the age of 60, their daily life youth and helped to maintain the of Spartan and centered on military training. Boys left home when they were 7 and moved into Spartan social order by instilling a perma- Athenian society? army barracks, where they stayed until they reached the age of 30. They spent their nent sense of insecurity and terror in B. Answer days marching, exercising, and fighting. They undertook these activities in all helot communites. Spartans valued weathers, wearing only light tunics and no shoes. At night, they slept without duty, physical and blankets on hard benches. Their daily diet consisted of little more than a bowl of military strength, coarse black porridge. Those who were not satisfied were encouraged to steal food. and discipline. The Tip for Struggling Readers Athenians valued Such training produced tough, resourceful soldiers. their political free- Spartan girls also led hardy lives. They received some military training, and they Porridge refers to a soft food made by also ran, wrestled, and played sports. Like boys, girls were taught to put service to dom, family life, boiling ground-up grains or legumes and intellectual Sparta above everything—even love of family. A legend says that Spartan women (such as peas or beans) in milk or water pursuits. told husbands and sons going to war to “come back with your shield or on it.” As adults, Spartan women had considerable freedom, especially in running the family until thick. Oatmeal is an example of estates when their husbands were on active military service. Such freedom sur- a porridge. prised men from other Greek city-states. This was particularly true of Athens, where women were expected to remain out of sight and quietly raise children. The Persian Wars The Persian Wars Danger of a helot revolt led Sparta to become a military state. Struggles between Critical Thinking rich and poor led Athens to become a democracy. The greatest danger of all— • What advantages did Greece enjoy dur- invasion by Persian armies—moved Sparta and Athens alike to their greatest glory. ing the Persian Wars? (Possible Answer: During the Dorian Age, only the rich could afford A New Kind of Army Emerges superior weapons and military tactics) bronze spears, shields, breastplates, and chariots. Thus, only the rich served in • If you were a leader of a small Greek armies. Iron later replaced bronze in the manufacture of weapons. Harder than bronze, iron was more common and therefore cheaper. Soon, ordinary citizens city-state, would you have joined the could afford to arm and defend themselves. The shift from bronze to iron weapons Delian League? (Yes—Protection from made possible a new kind of army composed not only of the rich, but also of mer- Persia; No—Control by Athens.) chants, artisans, and small landowners. The foot soldiers of this army, called hoplites, stood side by side, each holding a spear in one hand and a shield in the other. This fearsome formation, or phalanx (FAY•lanks), became the most powerful fighting force in the ancient world. Battle at Marathon The Persian Wars, between Greece and the Persian Empire, began in Ionia on the coast of Anatolia. (See the map on page 132.) Greeks had long been settled there, but around 546 B.C., the Persians conquered the area. When Classical Greece 131
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Sparta’s Military State Sparta Builds a Military State Class Time 30 minutes Intro Unlike democratic Athens, Sparta built a military Task To create a chart summarizing information about Sparta state. Purpose To gain practice in identifying vital information Sparta Sparta began its military state to control helots Instructions Have students reread the material under “Sparta Builds a Dominates after they revolted. Military State.” Then have them create a chart that represents what they Messenians view as the most important information communicated by this material. Society Spartan society had three groups: helots, Ask them to write no more than one or two sentences for each subsection. noncitizens, and citizens. Only citizens could take An example is at right. part in government. Daily Life Spartans had little time for art or writing. Men spent most of their lives in the army. Women had more freedom than Athenian women did. Teacher’s Edition 131 wh10te-010502-0127-0133 8/1/03 3:28 PM Page 132
CHAPTER 5 • Section 2 Ionian Greeks revolted, Athens sent ships and soldiers to their aid. The Persian king Darius the Great defeated the rebels and then vowed to destroy Athens in revenge. In 490 B.C., a Persian fleet carried 25,000 men across the Aegean Sea and landed northeast of Athens on a plain called Marathon. There, 10,000 Athenians, neatly arranged in phalanxes, waited for them. Vastly outnumbered, the Greek soldiers More About . . . charged. The Persians, who wore light armor and lacked training in this kind of land combat, were no match for the disciplined Greek phalanx. After several hours, Thermopylae the Persians fled the battlefield. The Persians lost more than 6,000 men. In contrast, The Greek historian Herodotus wrote this Athenian casualties numbered fewer than 200. about the Spartans at Thermopylae: Pheidippides Brings News Though the Athenians won the battle, their city now “Here they defended themselves to the stood defenseless. According to tradition, army leaders chose a young runner named last, such as still had swords using them Pheidippides (fy•DIP•uh•DEEZ) to race back to Athens. He brought news of the and the others resisting with their hands Persian defeat so that Athenians would not give up the city without a fight. Dashing the 26 miles from Marathon to Athens, Pheidippides delivered his message, and teeth. . . .” The Spartans’ sacrifice at “Rejoice, we conquer.” He then collapsed and died. Moving rapidly from Marathon, Thermopylae rallied the divided Greeks to the Greek army arrived in Athens not long after. When the Persians sailed into the defeat the Persians. harbor, they found the city heavily defended. They quickly put to sea in retreat. In-Depth Resources: Unit 2 Thermopylae and Salamis Ten years later, in 480 B.C., Darius the Great’s son • Primary Source: from The History of and successor, Xerxes (ZURK•seez), assembled an enormous invasion force to Herodotus, p. 10 crush Athens. The Greeks were badly divided. Some city-states agreed to fight the Persians. Others thought it wiser to let Xerxes destroy Athens and return home. Some Greeks even fought on the Persian The Persian Wars, side. Consequently, Xerxes’ army met 490–479 B.C. no resistance as it marched down the History from Visuals eastern coast of Greece. Persian campaign, 490 B.C. When Xerxes came to a narrow Interpreting the Map Persian campaign, 480 B.C. Persian victory mountain pass at Thermopylae Tell students to read the map key care- Greek victory (thur•MAHP•uh•lee), 7,000 Greeks, Indecisive battle Mt. Olympus fully to distinguish between the first and Greek alliance including 300 Spartans, blocked his Troy second Persian campaigns. Make sure Aegean Persian empire and allies way. Xerxes assumed that his troops Neutral Greek states would easily push the Greeks aside. students understand that the numbers in Sea 28°E However, he underestimated their fight- parentheses are dates of battles. Artemisium (480) PERSIAN Sardis Thermopylae (480) IONIA EMPIRE ing ability. The Greeks stopped the Plataea (479) 38°N Ephesus Persian advance for three days. Only a SKILLBUILDER Answers Athens Mycale (479) traitor’s informing the Persians about a GREECE 1. Movement by land and sea; fleet Miletus (494) secret path around the pass ended their could supply army and fight Greek Sparta Eretria brave stand. Fearing defeat, the Spartans (490) navy, while land forces could capture Thebes held the Persians back while the other Marathon (490) Greek forces retreated. The Spartans’ coastal towns ° Mediterranean 38 N Salamis valiant sacrifice—all were killed— 2. Location In or near Greek city-states. Knossos (480) Athens Sea made a great impression on all Greeks. The citizens were profoundly affected Crete Saronic Meanwhile, the Athenians debated by the destruction of their homes, the 0 100 Miles Gulf how best to defend their city. 0 25 Miles loss of troops, and the change in the 0 200 Kilometers °E Themistocles, an Athenian leader, con- ° 0 100 Kilometers 24 style of government to run the war. 34 N °E vinced them to evacuate the city and 24 fight at sea. They positioned their fleet GEOGRAPHY SKILLBUILDER: Interpreting Maps in a narrow channel near the island of 1. Movement By what routes did the Persians choose to attack Greece? Explain why. Salamis (SAL•uh•mihs), a few miles 2. Location Where did most of the battles of the Persian southwest of Athens. After setting fire Interactive This image is available in an Wars occur? How might their citizens have been affected? to Athens, Xerxes sent his warships to interactive format on the eEdition. 132 Chapter 5
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Difficult Greek Words Class Time 15 minutes letter combinations that signify unexpected sounds. For example, at the Task Looking for patterns in Greek words beginning of a word, “x” is pronounced like “z”; “ae” is pronounced like Purpose To help students predict how words are pronounced “ee” in “free”; “ph” is pronounced like an “f.” Ask students to guess how the following names might be pronounced: Xenophon, Aesop, Phidias, Instructions To make students feel less intimidated by the difficult words and Mycenae. in Section 2, tell them about the phrase “It’s Greek to me,” which usually refers to something that is difficult or impossible to understand. Then have students work in pairs to review the Greek words in Section 2 that are accompanied by phonetic spellings (acropolis, aristocracy, Solon, Cleisthenes, Peloponnesus, helots, phalanx, Pheidippides, Xerxes, Thermopylae, Salamis, Plataea, Delian). Have them make a list of letters or
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block both ends of the channel. However, the channel was CHAPTER 5 • Section 2 very narrow, and the Persian ships had difficulty turning. Smaller Greek ships armed with battering rams attacked, puncturing the hulls of many Persian warships. Xerxes watched in horror as more than one-third of his fleet sank. He faced another defeat in 479 B.C., when the Greeks Connect to Today crushed the Persian army at the Battle of Plataea (pluh•TEE•uh). After this major setback, the Persians were Modern Marathons always on the defensive. At the 1896 Olympic games held in The following year, several Greek city-states formed an Greece, runners actually ran a distance of alliance called the Delian (DEE•lee•uhn) League. (The 24.85 miles. It was not until the 1908 alliance took its name from Delos, the island in the Aegean London Olympics that the distance was Sea where it had its headquarters.) League members contin- ued to press the war against the Persians for several more lengthened to 26 miles—to cover the ground from Windsor Castle to White City years. In time, they drove the Persians from the territories Modern Marathons Stadium, with 385 yards added on so surrounding Greece and ended the threat of future attacks. Pheidippides’ heroic act in the Consequences of the Persian Wars With the Persian Persian Wars inspired officials at the that runners could finish in front of the C. Answer The threat ended, all the Greek city-states felt a new sense of first modern Olympic Games—held in royal family’s viewing box. This extra two wars united many confidence and freedom. Athens, in particular, basked in the Athens in 1896—to add a 26-mile miles is the origin of the marathon tradi- Greek city-states race to their competition. The course glory of the Persian defeat. During the 470s, Athens under Athens. of the race ran from Marathon to the tion of shouting “God save the Queen!” Victory paved the emerged as the leader of the Delian League, which had Olympic Stadium in Athens. when passing the 24-mile mark. way for a new burst grown to some 200 city-states. Soon thereafter, Athens Today, most of the world’s major of creativity. began to use its power to control the other league members. cities stage marathons every year. It moved the league headquarters to Athens, and used mili- Many, like the one held in Boston, attract wheelchair competitors. Recognizing tary force against members that challenged its authority. In Effects time, these city-states became little more than provinces of Rubric Histories should include How did the a vast Athenian empire. The prestige of victory over the • information on record-breaking runners Persian Wars affect Persians and the wealth of the Athenian empire set the stage the Greek people, INTERNET ACTIVITY Create an and their times. especially the for a dazzling burst of creativity in Athens. The city was illustrated history of the marathon. Go to classzone.com for your research. • images and anecdotes to make the Athenians? entering its brief golden age. history engaging.
SECTION2 ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. ASSESS • polis • acropolis • monarchy • aristocracy • oligarchy • tyrant • democracy • helot • phalanx • Persian Wars SECTION 2 ASSESSMENT USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which of the events on your 3. How does an aristocracy differ 6. CONTRASTING How was living in Athens different from Have pairs of students take turns quizzing time line do you think was the from an oligarchy? living in Sparta? each other on the questions. most important for life today? 4. What contributions did Solon 7. MAKING INFERENCES The introduction of cheap iron Explain. and Cleisthenes make to the weapons meant that ordinary Greek citizens could arm Formal Assessment Athens development of Athenian themselves. How might the ability to own weapons • Section Quiz, p. 72 democracy? change the outlook of ordinary citizens? Draco's Code 5. How did Athens benefit from 8. ANALYZING MOTIVES Why were the Spartan soldiers victory in the Persian Wars? willing to sacrifice themselves at Thermopylae? RETEACH Conquest 9. WRITING ACTIVITY POWER AND AUTHORITY Write a brief of Messenia political monologue about democracy from an Athenian Use the Reading Study Guide for Sparta slave’s point of view. Section 2 to review the main ideas of the section. INTERNET ACTIVITY Reading Study Guide, p. 45 (also in Spanish) New England town meetings are similar to the kind of democracy INTERNET KEYWORD practiced in Ancient Greece. Use the Internet to find information on the town meeting In-Depth Resources: Unit 2 town meeting. Present your findings to the class in a brief oral report. • Reteaching Activity, p. 22 Classical Greece 133
ANSWERS
1. polis, p. 127 • acropolis, p. 127 • monarchy, p. 127 • aristocracy, p. 127 • oligarchy, p. 127 • tyrant, p. 127 • democracy, p. 128 • helot, p. 129 • phalanx, p. 131 • Persian Wars, p. 131
2. Sample Answer: Sparta—Conquers Messenia nobility, rules an oligarchy. 8. They had been brought up to value the state (725 B.C.), begins military state (about 650), 4. Possible Answer: Solon let all Athenian citi- over their own lives. Persian Wars (400s); Athens—Draco’s code zens participate in assembly. Cleisthenes cre- 9. Rubric Monologues should (621), enacts democratic reforms (500s), ated the Council of Five Hundred. • show knowledge of Athenian democracy. Persian Wars (400s), dominates Delian League 5. Athens gained power and prestige and used it • effectively describe slave’s point of view. (470s). Most important: development of to dominate other city-states. democracy in Athens, as it influenced other 6. Spartans focused on military; Athenians democracies. focused on polis. Rubric Oral reports should 3. Members of the nobility rule aristocracies; a 7. Citizens might feel more confident and • explain similarities between the systems. small group, not necessarily members of the responsible for defending the city-state. • be delivered clearly and succinctly.
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LESSON PLAN 3 OBJECTIVES Young girl winning chariot race. The Propylaea and the Parthenon, • Identify three goals of Pericles. Engraving from Athens, Greece red-figure Greek vase Democracy and Greece’s • Describe Greek art and architecture. • Summarize the work of Greek dramatists and historians. Golden Age • Explain the major conflicts in the MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES Peloponnesian War. CULTURAL INTERACTION At its height, Greece set lasting • direct • Peloponnesian War • Identify Socrates, Plato, and Aristotle. 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 FOCUS & MOTIVATE • comedy • Aristotle Ask students, What are advantages and SETTING THE STAGE For close to 50 years (from 477 to 431 B.C.), Athens disadvantages of living in a democracy? experienced a growth in intellectual and artistic learning. This period is often (Advantages—More freedom, can partici- called the Golden Age of Athens. During this golden age, drama, sculpture, pate in politics; Disadvantages—May take poetry, philosophy, architecture, and science all reached new heights. The artis- longer to make decisions, most policies tic and literary legacies of the time continue to inspire and instruct people around must be popular with the majority.) the world. TAKING NOTES Pericles’ Plan for Athens INSTRUCT Recognizing Effects Use a web diagram to A wise and able statesman named Pericles led Athens during much of its golden Pericles’ Plan for Athens 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 Critical Thinking Pericles. He had three goals: (1) to strengthen Athenian democracy, (2) to hold • How did paying public officers Pericles' Goals and strengthen the empire, and (3) to glorify Athens. strengthen Athenian democracy? (let Stronger Democracy To strengthen democracy, Pericles increased the number Athens use talents of citizens who oth- of public officials who were paid salaries. Earlier in Athens, most positions in erwise could not afford to hold office) public office were unpaid. Thus, only wealthier Athenian citizens could afford to • What evidence exists to suggest that Pericles also pursued policies that were Athenian and United States Democracy not democratic? (use of Delian League funds for purposes not approved by Athenian Democracy Both U.S. Democracy members, such as public projects) • Citizens: male; 18 years old; • Political power • Citizens: born in United born of citizen parents exercised by citizens States or completed In-Depth Resources: Unit 2 • Laws voted on and • Three branches of citizenship process • Guided Reading, p. 3 (also in Spanish) proposed directly by government • Representatives elected to assembly of all citizens • Legislative branch propose and vote on laws TEST-TAKING RESOURCES • Leader chosen by lot passes laws • Elected president • Executive branch composed • Executive branch • Executive branch made up of Test Generator CD-ROM of a council of 500 men carries out laws elected and appointed officials Strategies for Test Preparation • Juries varied in size • Judicial branch • Juries composed of 12 jurors • No attorneys; no appeals; conducts trials • Defendants and plaintiffs have Test Practice Transparencies, TT18 one-day trials with paid jurors attorneys; long appeals process Online Test Practice 134 Chapter 5
SECTION 3 PROGRAM RESOURCES
ALL STUDENTS • Geography Application, p. 44 • Connections Across Time and Cultures, p. 20 In-Depth Resources: Unit 2 Reading Study Guide (Spanish), p. 47 • Guided Reading, p. 3 • Skillbuilder Practice: Analyzing Motives, p. 7 STRUGGLING READERS eEdition CD-ROM • Geography Application: The Peloponnesian War, p. 8 In-Depth Resources: Unit 2 Power Presentations CD-ROM • History Makers: Sophocles, p. 18 • Guided Reading, p. 3 World Art and Cultures Transparencies Formal Assessment • Building Vocabulary, p. 6 • AT10 Greek painted oil flask • Section Quiz, p. 73 • Reteaching Activity, p. 23 Reading Study Guide, p. 47 • AT11 Greek marble sculptures ENGLISH LEARNERS Electronic Library of Primary Sources In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS • “The Athenians and the Spartans” • Guided Reading, p. 40 In-Depth Resources: Unit 2 classzone.com • Skillbuilder Practice, p. 43 • Primary Sources: Plague in Athens, p. 11; from • NetExplorations: The Parthenon Republic, p. 12; from Politics, p. 14 134 Chapter 5 wh10te-010503-0134-0141 8/2/03 11:30 AM Page 135
hold public office. Now even the poorest citizen could serve if elected or CHAPTER 5 • Section 3 chosen by lot. Consequently, Athens had more citizens engaged in self-government than any other city-state in Greece. This reform made Athens one of the most democratic governments in history. The introduction of direct democracy, a form of government in which citizens rule directly and not through representatives, was an important legacy of Periclean Tip for Gifted and Talented Athens. Few other city-states practiced this style of government. In Athens, male Students citizens who served in the assembly established all the important government poli- The Greeks called their assembly the cies that affected the polis. In a speech honoring the Athenian war dead, Pericles ecclesia, meaning “to summon forth.” Ask expressed his great pride in Athenian democracy: students if they know of any related PRIMARY SOURCE English words. (It is the root of the word Analyzing Our constitution is called a democracy because power is in the hands not of a minority ecclesiastic, which means “minister or Primary Sources but of the whole people. When it is a question of settling private disputes, everyone is priest,” and of ecclesiastical, “relating to How accurate equal before the law; when it is a question of putting one person before another in do you consider positions of public responsibility, what counts is not membership in a particular class, a church.”) Pericles’ statement but the actual ability which the man possesses. No one, so long as he has it in him to that Athenian be of service to the state, is kept in political obscurity because of poverty. democracy was in PERICLES, “The Funeral Oration,” from Thucydides, The Peloponnesian War the hands of “the History Makers whole people“? Athenian Empire After the defeat of the Persians, Athens A. Possible Answer Pericles Although Athenian helped organize the Delian League. In time, Athens took citizens were widely over leadership of the league and dominated all the city- In a famous funeral oration, Pericles represented at all states in it. Pericles used the money from the league’s treas- praised the citizens of Athens: “Here each levels of govern- ury to make the Athenian navy the strongest in the individual is interested not only in his ment, citizens were Mediterranean. A strong navy was important because it only a small part own affairs but in the affairs of the state helped Athens strengthen the safety of its empire. of Athens’ total as well. . . .” Ask students what this population. Non- Prosperity depended on gaining access to the surrounding citizens could not waterways. Athens needed overseas trade to obtain supplies quotation suggests about Pericles’ views participate. of grain and other raw materials. of public life in Athens and society in Athenian military might allowed Pericles to treat other general. (Pericles was proud of civic members of the Delian League as part of the empire. Some participation in Athens.) cities in the Peloponnesus, however, resisted Athens and formed their own alliances. As you will read later in this section, Sparta in particular was at odds with Athens. Pericles 495–429 B.C. Glorifying Athens Pericles also used money from the Pericles came from a rich and high- Delian League to beautify Athens. Without the league’s ranking noble family. His aristocratic Glorious Art and Architecture father had led the Athenian assembly approval, he persuaded the Athenian assembly to vote huge and fought at the Battle of Salamis in sums of the league’s money to buy gold, ivory, and marble. the Persian Wars. His mother was the Critical Thinking Still more money went to pay the artists, architects, and niece of Cleisthenes, the Athenian • Why would Pericles not have been sat- workers who used these materials. noble who had introduced important isfied with securing Athens’ political democratic reforms. Pericles was well known for his and economic strength? Why did he Glorious Art and Architecture political achievements as leader of also demand the city-state’s artistic glo- Pericles’ goal was to have the greatest Greek artists and Athens. Pericles the man, however, was rification? (Possible Answers: It was a architects create magnificent sculptures and buildings to harder to know. One historian wrote: way for Pericles to honor and win favor glorify Athens. At the center of his plan was one of “[He] no doubt, was a lonely man. . . . He had no friend . . . [and] he only with the Greek gods; Athenians thought architecture’s noblest works—the Parthenon. went out [of his home] for official surrounding themselves with beauty Architecture and Sculpture The Parthenon, a masterpiece business.” of architectural design and craftsmanship, was not unique in was valuable in itself.) • What sorts of artistic values might style. Rather, Greek architects constructed the 23,000- RESEARCH LINKS For more on square-foot building in the traditional style that had been Pericles, go to classzone.com classical artists and architects have used to create Greek temples for 200 years. This temple, shunned? (Possible Answers: realism, Classical Greece 135 disorder, emotionalism)
DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS
Greek Architectural Influence in the United States Class Time 45 minutes compile an album in which they organize their photographs by date, build- Task Exploring the influence of Greek architecture in the United States ing type, or a plan of their own devising. Albums should include commen- Purpose To familiarize students with the historical background of their tary about the photos, such as the location of the buildings photographed; environment their date of construction, if known; and names of distinguishing features, such as roof type, column design, cornice, or other decorative details. Instructions The influence of Greek art and architectural styles is apparent throughout the United States—in the nation’s capital; in hundreds of county courthouses, municipal buildings, public libraries, and colleges; and even in private residences. Greek columns, pediments, and porticos adorn many exteriors, while interiors of historic opera houses, theaters, and hotels have paintings or statues of classical Greek heroes and deities. Have students take walking tours of their own community and photograph buildings that show the influence of Greek architectural styles. Ask them to Teacher’s Edition 135 wh10te-010503-0134-0141 8/1/03 3:30 PM Page 136
CHAPTER 5 • Section 3 built to honor Athena, the goddess of wisdom and the protector of Athens, con- tained examples of Greek art that set standards for future generations of artists around the world. Pericles entrusted much of the work on the Parthenon to the sculptor Phidias (FIDH•ee•uhs). Within the temple, Phidias crafted a giant statue of Athena that not only contained such precious materials as gold and ivory, but also stood over 30 feet tall. Phidias and other sculptors during this golden age aimed to create figures that were graceful, strong, and perfectly formed. Their faces showed neither joy nor anger, only serenity. Greek sculptors also tried to capture the grace of the idealized human body in motion. They wanted to portray ideal beauty, not realism. Their val- ues of harmony, order, balance, and proportion became the standard of what is called classical art. Drama and History Drama and History Critical Thinking ▼ This poster The Greeks invented drama as an art form and built the first theaters in the West. • How might Greek plays have been promotes an 1898 Theatrical productions in Athens were both an expression of civic pride and a trib- production of ute to the gods. As part of their civic duty, wealthy citizens bore the cost of pro- expressions of civic pride? (Possible Euripides’ Medea, Answers: by demonstrating Athenian starring the great ducing the plays. Actors used colorful costumes, masks, and sets to dramatize values such as justice and freedom of French actress stories. The plays were about leadership, justice, and the duties owed to the gods. Sarah Bernhardt. They often included a chorus that danced, sang, and recited poetry. speech; by showing off prosperity with lavish productions) Tragedy and Comedy The Greeks wrote two kinds of drama—tragedy and comedy. A tragedy was a serious drama about common themes such • Do you think that Thucydides was right as love, hate, war, or betrayal. These dramas featured a main character, or in his assertion that history sometimes tragic hero. The hero usually was an important person and often gifted with repeats itself? Why or why not? (Yes— extraordinary abilities. A tragic flaw usually caused the hero’s downfall. Empires rise and fall; No—There are Often this flaw was hubris, or excessive pride. always different people, situations, and In ancient times, Greece had three notable dramatists who wrote tragedies. technologies.) Aeschylus (EHS•kuh•luhs) wrote more than 80 plays. His most famous work is the trilogy—a three-play series—Oresteia (ohr•res•TEE•uh). It is based on the family of Agamemnon, the Mycenaean king who commanded the Greeks at Troy. The plays examine the idea of justice. Sophocles (SAHF•uh•kleez) wrote more than 100 plays, including the tragedies More About . . . Oedipus the King and Antigone. Euripides (yoo•RIP•uh•DEEZ), author of the play Medea, often featured strong women in his works. Sophocles, Myth, and Psychiatry In contrast to Greek tragedies, a comedy contained scenes filled with Sigmund Freud, the father of psycho- slapstick situations and crude humor. Playwrights often made fun of politics and respected people and ideas of the time. Aristophanes analysis, believed that the myths explored (AR•ih•STAHF•uh•neez) wrote the first great comedies for the stage, in Sophocles’ play Oedipus the King par- including The Birds and Lysistrata. Lysistrata portrayed the women of alleled a tendency in child development. Athens forcing their husbands to end the Peloponnesian War. The fact that He named this tendency the “Oedipus Athenians could listen to criticism of themselves showed the freedom and Contrasting complex,” after the play’s hero. The openness of public discussion that existed in democratic Athens. How did tragedy differ from Oedipus complex describes the feelings History As you learned earlier in this chapter, there are no written records comedy? of a child toward the parent of the oppo- from the Dorian period. The epic poems of Homer recount stories, but are B. Possible Answer site sex and hostile or jealous feelings not accurate recordings of what took place. Herodotus, a Greek who lived Tragedy—serious toward the parent of the same sex. in Athens for a time, pioneered the accurate reporting of events. His book on the drama about com- Persian Wars is considered the first work of history. However, the greatest historian mon themes such In-Depth Resources: Unit 2 of the classical age was the Athenian Thucydides (thoo•SID•ih•DEEZ). He believed as love, hate, war, and betrayal. • History Makers: Sophocles, p. 18 that certain types of events and political situations recur over time. Studying those Comedy—slapstick events and situations, he felt, would aid in understanding the present. The situations and approaches Thucydides used in his work still guide historians today. crude humor. 136 Chapter 5
DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS
Exploring Themes in Greek Drama Class Time 20 minutes Tell students to choose three of these themes and to think about recent Task Reviewing the major themes explored by Greek dramatists television shows or movies that they have viewed that deal with similar Purpose To inspire students learning English to practice their writing skills subject matter. For example, the movies in the Star Wars series deal with war. When they have come up with one example for each theme, ask Instructions Have students reread the passages on Greek drama on them to write a paragraph that describes how that production explored the this page. Ask them to make a list, as they read, of the different themes theme. As a bonus question, ask students if they can identify any shows treated in Greek theater. These might include: or movies in which a leading character has a tragic flaw that causes his or • leadership • justice her downfall. • duties to the gods • love and hate • war • betrayal • humor • self-criticism
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Athenians and Spartans Go to War CHAPTER 5 • Section 3 As Athens grew in wealth, prestige, and power, other city-states began to view it with hostility. Ill will was especially strong between Sparta and Athens. Many peo- ple thought that war between the two was inevitable. Instead of trying to avoid con- flict, leaders in Athens and Sparta pressed for a war to begin, as both groups of Athenians and Spartans Go leaders believed their own city had the advantage. Eventually, Sparta declared war to War on Athens in 431 B.C. When the between the two city-states Peloponnesian War Peloponnesian War Critical Thinking began, Athens had the stronger navy. Sparta had the stronger army, and its location inland meant that it could not easily be attacked by sea. Pericles’ strategy was to • Who held the advantage during the Analyzing Motives avoid land battles with the Spartan army and wait for an opportunity to strike Peloponnesian War? Explain. What might Sparta and its allies from the sea. (Possible Answer: Sparta, because have been Pericles’ Eventually, the Spartans marched into Athenian territory. They swept over the of its militarism and interior location) goals in the countryside, burning the Athenian food supply. Pericles responded by bringing res- Peloponnesian • Why might the plague that struck War? idents from the surrounding region inside the city walls. The city was safe from Athens in the second year of the war hunger as long as ships could sail into port with supplies from Athenian colonies C. Possible have been so devastating? (Crowded Answers to protect and foreign states. conditions allowed the disease to the city’s trade in In the second year of the war, however, disaster struck Athens. A frightful plague grain and other raw swept through the city, killing perhaps one-third of the population, including spread quickly.) materials; to rid Pericles. Although weakened, Athens continued to fight for several years. Then, in Athens of its In-Depth Resources: Unit 2 Spartan enemy; to 421 B.C., the two sides, worn down by the war, signed a truce. • Primary Source: Plague in Athens, p. 11 continue to use Sparta Gains Victory The peace did not last long. In 415 B.C., the Athenians sent Electronic Library of Primary Sources Delian League a huge fleet carrying more than 20,000 soldiers to the island of Sicily. Their plan funds; and to was to destroy the city-state of Syracuse, one of Sparta’s wealthiest allies. The • “The Athenians and the Spartans” spread the empire by acquiring over- expedition ended with a crushing defeat in 413 B.C. In his study of the Pelopon- seas colonies nesian War, Thucydides recalled: “[The Athenians] were destroyed with a total
42°N 16°E History from Visuals 24°E Black Sea Peloponnesian War, 431–404 B.C. Interpreting the Map THRACE Byzantium Have students use the map to create a Adriatic MACEDONIA time line showing important battles of Sea Amphipolis (422 B.C.) Cyzicus (410 B.C.) Aegospotami (405 B.C.) the Peloponnesian War. Ask students why such a significant number of battles Spartalos (429 B.C.) Cynossema (411 B.C.) PERSIAN might have occurred across the Aegean Aegean EMPIRE on the Ionian coast. (Possible Answers: Arginusae Islands (406 B.C.) Ionian Sea Pericles’ strategy involved sea battles; Sea GREECE much of Greece is coastline.) IONIA Thebes Athenian victory Delium (424 B.C.) Ephesus SKILLBUILDER Answers Spartan victory Athens Notium (407 B.C.) Athens and allies Corinth 1. Location in Aegean coastal regions Sicily Sparta and allies Miletus Neutral states Mantinea (418 B.C.) 2. Movement It allowed the Athenian Sparta Syracuse (413 B.C.) navy to acquire supplies from its Sphacteria (425 B.C.) Mediterranean Sea colonies and from foreign states. 0 100 Miles In-Depth Resources: Unit 2 GEOGRAPHY SKILLBUILDER: Interpreting Maps 0 200 Kilometers 1. Location Where were most of the allies of Athens located? • Geography Application: The Peloponnesian 2. Movement Why was the sea important to Athens during War, p. 9 the Peloponnesian War? Crete 137
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CHAPTER SKILLBUILDER PRACTICE Analyzing Motives 5 When you analyze motives, you examine the reasons why a person, group, or government took a particular action. These reasons can be rooted in the needs, SKILLBUILDER PRACTICE: ANALYZING MOTIVES Section 3 emotions, experiences, or goals of the person or group. The passage below is from a funeral oration delivered by Pericles in honor of Athenian soldiers. As you read, keep in mind Pericles’ goals for Athens—to strengthen Athenian democracy, to hold and strengthen the empire, and to glorify Athens. Then answer the questions that follow. (See Skillbuilder Handbook)
ut before I praise the dead, I should like Because of the greatness of our city the fruits of Bto point out by what principles of action we the whole earth flow in upon us; so that we enjoy rose to power, and under what institutions and the goods of other countries as freely as our own. Reasons for the Peloponnesian War through what manner of life our empire became Then, again, our military training is in great. . . . many respects superior to that of our adversaries. . . Our form of government does not enter . And in the matter of education, whereas they into rivalry with the institutions of others. We do from early youth are always undergoing laborious not copy our neighbors, but are an example to exercises which are to make them brave, we live at them. ease, and yet are equally ready to face the perils Class Time 15 minutes 2. How could war be used to strengthen Athens’ trade It is true that we are called a democracy, for the which they face. . . . [W]e can be as brave as those administration is in the hands of the many and who never allow themselves to rest; and thus too not of the few. . . . our city is equally admirable in peace and in war. And we have not forgotten to provide for from Thucydides, History of the Peloponnesian War, trans- Task Examining the reasons Athens went to war empire? (The Athenian navy could conquer other ports our weary spirits many relaxations from toil. . . . lated by Benjamin Jowett. 1. The purpose of Pericles’ speech was to honor those who had died in the early campaigns of the Peloponnesian War. What might have been his motives in against Sparta and prevent Athens’ enemies from trading with speaking first of how Athens became a great empire? ______
other cities.) 2. a. Why do you think Pericles referred to the Spartans without once mentioning Purpose To relate these reasons to the goals of them by name? ______
3. How might war increase Athens’ prestige? (by making All rights reserved. Periclean Athens b. What probably were Pericles’ motives in comparing Athens and Sparta? ______
Athens the region’s dominant military, economic, and 3. How do you think Pericles’ goals for Athens affected the content and tone of his funeral oration?______Instructions Tell students that Athens’ motives for seeking © McDougal Littell Inc. war with Sparta may have been rooted in Pericles’ three cultural power) ______
goals. Have them answer the following questions. For more practice, have students complete the Skillbuilder Classical Greece 7 1. How could the goal of strengthening democracy have Practice activity for this section. In-Depth Resources: Unit 2 helped lead Athens into war? (Civic pride may have convinced citizens of Athenian invincibility.) Teacher’s Edition 137 wh10te-010503-0134-0141 8/1/03 3:31 PM Page 138
CHAPTER 5 • Section 3 destruction—their fleet, their army—there was nothing that was not destroyed, and few out of many returned home.” Somehow, a terribly weakened Athens fended off Spartan attacks for another nine years. Finally, in 404 B.C., the Athenians and their allies surrendered. Athens had lost its empire, power, and wealth.
Philosophers Search for Truth Philosophers Search for Truth After the war, many Athenians lost confidence in democratic government and began Critical Thinking to question their values. In this time of uncertainty, several great thinkers appeared. • Why might the ideas of Protagoras have They were determined to seek the truth, no matter where the search led them. The troubled Athenians? (Athenians named Greeks called such thinkers philosophers, meaning “lovers of wisdom.” These their city-state for a goddess and built Greek thinkers based their philosophy on the following two assumptions: her a lavish temple, so they may have • The universe (land, sky, and sea) is put together in an orderly way, and found Protagoras’ ideas insulting.) subject to absolute and unchanging laws. • How does the trial of Socrates reflect • People can understand these laws through logic and reason. One group of philosophers, the Sophists, questioned people’s unexamined on Athenian democracy? (It suggests beliefs and ideas about justice and other traditional values. One of the most famous that Athenians set limits on freedom of Sophists was Protagoras, who questioned the existence of the traditional Greek speech when controversial opinions gods. He also argued that there was no universal standard of truth, saying “Man Making were expressed.) [the individual] is the measure of all things.” These were radical and dangerous Inferences ideas to many Athenians. Why would philosophers start Socrates One critic of the Sophists was Socrates (SAHK•ruh•TEEZ). Unlike the questioning tradi- Sophists, he believed that absolute standards did exist for truth and justice. However, tional beliefs at this he encouraged Greeks to go farther and question themselves and their moral charac- particular time in More About . . . ter. Historians believe that it was Socrates who once said, “The unexamined life is not Athenian history? worth living.” Those who understood Socrates admired him deeply. The majority of D. Possible Socrates citizens, however, could not understand this strange old man and his ideas. Answers Sparta’s Socrates, one of the most revered defeat of Athens In 399 B.C., when Socrates was about 70 years old, he was brought to trial for would have raised of Greek philosophers, left behind “corrupting the youth of Athens” and “neglecting the city’s gods.” In his own spiritual doubts. no writings. What is known of his life ▼ Surrounded by defense, Socrates said that his teachings were good for Athens because they forced This might have led supporters, people to think about their values and actions. The jury disagreed and condemned people to consider comes from accounts written by his Socrates prepares him to death. He died by drinking hemlock, a slow-acting poison. radical ideas and to contemporaries, among them Plato to drink poison. question traditional and Aristophanes. Plato’s work portrays Plato A student of Socrates, Plato attitudes. (PLAY•toh), was in his late 20s Socrates as a wise and intelligent man, when his teacher died. Later, Plato while the work of Aristophanes subjects wrote down the conversations of Socrates to merciless ridicule. In his Socrates “as a means of philosophi- comedy Clouds, the playwright satirizes cal investigation.” Sometime in the Socrates as an eccentric and a crank who 370s B.C., Plato wrote his most corrupts the minds of Athenian youths at famous work, The Republic. In it, he his “Thinking Shop,” or school. set forth his vision of a perfectly governed society. It was not a democracy. In his ideal society, all citizens would fall naturally into three groups: farmers and artisans, warriors, and the ruling class. The person with the greatest insight and intellect from the ruling class would be chosen philosopher-king. Plato’s writings dominated philosophic thought in Europe for nearly 1,500
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CHAPTER GUIDED READING Democracy and Greece’s 5 Golden Age DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Section 3
A. Summarizing As you read this section, take notes to answer questions about Athens’ golden age.
Pericles had three goals for Athens.
1. How did Pericles strengthen democracy? 2. What steps did Pericles take to strengthen the Learning About Greek Philosophers empire and glorify Athens? Class Time 35 minutes each group to share its findings with the class.
The Greeks invented drama.
3. What themes were common in Greek tragedy? 4. What do the themes of Greek comedies suggest Task Creating a chart of main ideas For more help, students can complete the Guided Reading about the men and women of Athens? Purpose To introduce students to ancient Greek activity for this section.
Greek philosophers search for truth.
philosophers 5. What was Plato’s vision of the ideal society? 6. What is the philosophic legacy of Aristotle?
Instructions The concepts and vocabulary in Socrates Plato Aristotle All rights reserved.
“Philosophers Search for Truth” on pages 138 and 139 • wanted • wrote about • developed © McDougal Littell Inc. B. Analyzing Causes and Recognizing Effects On the back of this paper, briefly explain the causes and consequences of the Peloponnesian War. may be especially difficult for struggling readers. On the people to a perfectly rules of logic chalkboard, create a chart like the one at right. Divide stu- think about governed Classical Greece 3 dents into three heterogeneous groups. Assign each group their values society In-Depth Resources: Unit 2 one philosopher. Have each group reread the section on and actions that philosopher and restate the main points. Then ask 138 Chapter 5 wh10te-010503-0134-0141 8/1/03 3:32 PM Page 139
CHAPTER 5 • Section 3
Socrates Plato Aristotle 470–399 B.C. 427–347 B.C. 384–322 B.C. Socrates Born into a Aristotle, the son encouraged his wealthy Athenian of a physician, History Makers students to family, Plato had was one of the examine their careers as a brightest students Socrates, Plato, Aristotle beliefs. He asked wrestler and at Plato’s them a series of a poet before he Academy. He Ask students to criticize Socrates’ state- leading became a came there as a ment that “There is only one good, questions to show that people hold philosopher. After Socrates, his teacher, young man and stayed for 20 years until knowledge, and one evil, ignorance.” many contradictory opinions. This died, Plato left Greece. He later returned Plato’s death. In 335 B.C., Aristotle opened question-and-answer approach to to Athens and founded a school called his own school in Athens called the (Possible Answer: Some intelligent people teaching is known as the Socratic the Academy in 387 B.C. The school Lyceum. The school eventually rivaled the use knowledge for evil purposes.) method. Socrates devoted his life to lasted for approximately 900 years. It Academy. Aristotle once argued, “He who gaining self-knowledge and once said, was Plato who once stated, “Philosophy studies how things originated . . . will Socrates, Plato, and Aristotle laid much of “There is only one good, knowledge, begins in wonder.” achieve the clearest view of them.” the foundations for Western education. and one evil, ignorance.” The Socratic method is still used in the fields of law and medicine to train stu- years. His only rivals in importance were his teacher, Socrates, and his own pupil, dents in analytical thinking. Aristotle (AR•ih•STAHT•uhl). In-Depth Resources: Unit 2 Aristotle The philosopher Aristotle questioned the nature of the world and of human belief, thought, and knowledge. Aristotle came close to summarizing all the • Primary Sources: from The Republic, p. 12; knowledge up to his time. He invented a method for arguing according to rules of from Politics, p. 14 logic. He later applied his method to problems in the fields of psychology, physics, and biology. His work provides the basis of the scientific method used today. One of Aristotle’s most famous pupils was Alexander, son of King Philip II of Macedonia. Around 343 B.C., Aristotle accepted the king’s invitation to tutor the 13-year-old prince. Alexander’s status as a student abruptly ended three years later, when his father called him back to Macedonia. You will learn more about Alexander in Section 4. ASSESS SECTION3 ASSESSMENT SECTION 3 ASSESSMENT Have students work on their own to TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • direct democracy • classical art • tragedy • comedy • Peloponnesian War • philosopher • Socrates • Plato • Aristotle answer the questions, then meet in groups to discuss their answers. USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which of Pericles’ goals do 3. What steps did Pericles take to 6. MAKING INFERENCES How does the concept of hubris Formal Assessment you think had the greatest strengthen democracy in from Greek tragedy apply to the Peloponnesian War? • Section Quiz, p. 73 impact on the modern Athens? 7. DRAWING CONCLUSIONS Was the rule of Pericles a world? Explain your choice. 4. What were the battle strategies “golden age” for Athens? Explain. of Athens and Sparta in the 8. FORMING AND SUPPORTING OPINIONS Do you agree RETEACH Peloponnesian War? with Socrates that there are absolute standards for truth Have students study the chart on Pericles' Goals 5. Why do you think some and justice? Why or why not? Athenians found the ideas of 9. WRITING ACTIVITY POWER AND AUTHORITY Write a page 134 to review the similarities Socrates so disturbing? two- or three-paragraph essay comparing the system of and differences between Athenian and direct democracy adopted by Athens and the system of government Plato described in The Republic. U.S. democracy. For more help, use the Reading Study Guide to review the
CONNECT TO TODAY CREATING AN ILLUSTRATED REPORT main ideas of the section. One of Pericles’ goals was to create magnificent sculptures and buildings to glorify Athens. Reading Study Guide, p. 47 (also in Spanish) Identify local buildings or works of art that were created to honor your community, state, or the United States. Write a brief illustrated report on these buildings. In-Depth Resources: Unit 2 Classical Greece 139 • Reteaching Activity, p. 23
ANSWERS
1. direct democracy, p. 135 • classical art, p. 136 • tragedy, p. 136 • comedy, p. 136 • Peloponnesian War, p. 137 • philosopher, p. 138 • Socrates, p. 138 • Plato, p. 138 • Aristotle, p. 139
2. Sample Answer: strengthen democracy; question values and beliefs. 9. Rubric Essays should show strengthen empire; glorify Athens (biggest 6. Athenians were proud of their navy and may • knowledge of Athenian democracy and Plato’s impact—artistic forms set standards for future have underestimated Sparta. political ideas. generations) 7. Yes—Expansion of democracy and a flowering • similarities and differences between the two 3. made public offices paid positions—more of arts; No—Destructive war. types of government. citizens could take part in government 8. Yes—Clearly there are universal standards CONNECT TO TODAY 4. Athens—Avoid land battles, strike with supe- that everyone can agree upon. No—Many Rubric Illustrated reports should rior navy; Sparta—Draw Athenians into a land cultural differences exist in the world; the • show the relationship between art or battle and use superior army. attempt to elucidate a universal set of rules architecture and community. 5. They may have thought he threatened tradi- is bound to fail. • contain text that is relevant to the images. tional ways of life by encouraging students to Teacher’s Edition 139 CHAPTER 5
Greek Art and Architecture History through Art During ancient times, the Greeks established artistic standards that strongly influenced the later art of the Western world. The aim of Greek art was to express true ideals. To do this, the Greeks used OBJECTIVES balance, harmony, and symmetry in their art. • Identify values and ideals important to A major branch of Greek art was sculpture. Greek sculptors did Greek artists. not create realistic works, but instead made statues that reflected what they considered ideal beauty. Greek art also included pottery. •Think about the ways in which these In Greek architecture, the most important type of building was the values and ideals are expressed in temple. The walled rooms in the center of the temple held sculptures different art forms. of gods and goddesses and lavish gifts to these deities.
FOCUS & MOTIVATE RESEARCH LINKS For more on Greek art and Ask students to examine the Nike and architecture, go to classzone.com the pottery and try to guess the original Nike of Samothrace ▲ purpose and location of the objects. Discovered in 1863, the Nike (or Winged Victory) of Samothrace was probably created around 203 B.C. to honor a sea INSTRUCT battle. Through its exaggerated features Critical Thinking and artful portrayal of flowing drapery, the Nike conveys a sense of action and •Why might American architects adopt triumph. Currently, it is displayed at the the classical style for use in public Louvre Museum in Paris. buildings? (Possible Answer: They want citizens to associate government with harmony and order.) • How did the sculptor of the Nike con- vey a sense of movement? (statue’s wings are spread, clothing seems to be moving in a breeze)
▲ Red and Black Pottery Greek art also included pottery, which is known for its beauty of form and decoration. The two major types of Greek pottery are black-figure pottery (shown on the vessel) and red-figure pottery (shown on the plate). The vessel shows a scene from Greek mythology. The god Zeus, disguised as a bull, carries off a young woman named Europa. The figures on the plate demonstrate the importance of the sea and seafood in Greek culture. 140 Chapter 5
RECOMMENDED RESOURCES
Books from ancient harvest rites to the golden age of Pollit, Jerome Jordan. The Art of Ancient Greece: Aeschylus, Sophocles, Euripides, and Aristophanes. Sources and Documents. 2nd ed. Cambridge: Parthenon: Design and Architecture. VHS. Library Cambridge UP, 1990. This authoritative sourcebook Video Company, 2002. 800-843-3620. A study of contains a comprehensive collection of ancient the techniques used by the ancient Greeks to build literary evidence relating to Greek arts. the Parthenon, as well as an examination of the Stewart, Andrew. Greek Sculpture: An sculptures adorning it. Exploration. New Haven, CT: Yale UP, 1990. Software Videos History Through Art: Ancient Greece. CD-ROM. Greek Drama: From Ritual to Theater. VHS. CDAccess. 800-959-5260. Demonstrates how the Films for the Humanities & Sciences, 2001. architecture and sculpture of ancient Greece 800-257-5126. This program traces Greek theater expressed the belief that humankind “is the measure of all things.” 140 Chapter 5 CHAPTER 5
More About . . .
Nike of Samothrace When the 11-foot-tall marble statue was originally discovered, it was scattered about a Samothracian hillside in over 100 small pieces. In 1950, excavators working at the site of the original discovery found the Nike’s right hand. The Greek govern- ment presented it to the Louvre to be reunited with the rest of the statue. World Art and Cultures Transparencies •AT11 Greek marble sculptures
The Parthenon ▲ Built between 447 and 432 B.C., the Parthenon was a Greek temple More About . . . dedicated to Athena. It serves as an excellent example of the Greek expression of harmony, symmetry, and balance. Just as Greek Greek Pottery philosophers tried to understand the basic laws of nature, so Greek architects looked to nature for guidance. They discovered a ratio in The large vessel is called an amphora, nature that they believed created pleasing proportions and used that which means “to carry.” Such pots have ratio to design the rectangles in the Parthenon. two handles, a large oval body, and a narrow cylindrical neck. The Greeks used
▲ Dramatic Masks and Theater amphorae to store and transport oil, In the 6th century B.C., the Greeks became the first people to use wine, grain, and olives. theater for its own sake and not for religious rituals. They wrote two types of plays, comedy and tragedy. For both forms, actors wore World Art and Cultures Transparencies theatrical masks that exaggerated human expressions. The plays were •AT10 Greek painted oil flask performed in outdoor theaters. The stage or dancing floor was partially surrounded by a semicircular seating area fitted into a hillside, such as the one shown here.
More About . . .
The Parthenon The Parthenon stood intact until 1687, 1. Drawing Conclusions How does the Parthenon display the Greek when it was used to store gunpowder. preference for symmetry and balance? When Venetians bombarded the temple, See Skillbuilder Handbook, Page R11. the powder exploded, destroying the center of the building. 2. Hypothesizing On what does our culture today base its standards of classzone.com beauty? Give examples to support • NetExplorations: The Parthenon your hypothesis.
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1. Drawing Conclusions 2. Hypothesizing The building is very symmetrical. The builders used a ratio to create Possible Answer: People in the United States seem to be focused on pleasing proportions. It shows balance because no one part dominates their physical appearance. The ideal for women is based on the appear- the others. ance of beautiful models and actresses. The current standard for women emphasizes thinness of body and a symmetrical bone structure for the face. The ideal for men is based on celebrities and athletes, and seems to emphasize a muscular physique and rugged handsomeness.
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LESSON PLAN 4 OBJECTIVES Young girl winning chariot race. The Propylaea and the Parthenon, • Describe Philip’s conquest of Greece. Engraving from Athens, Greece red-figure Greek vase • Explain how Alexander defeated the Alexander’s Empire Persian Empire. • Summarize Alexander’s conquests and their impact on future cultures. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES
EMPIRE BUILDING Alexander the Alexander’s empire extended • Philip II • Alexander FOCUS & MOTIVATE Great conquered Persia and Egypt across an area that today consists • Macedonia the Great and extended his empire to the of many nations and diverse • Darius III Ask students to suggest ways in which Indus River in northwest India. cultures. a ruler could maintain control over a vast territory, such as that conquered The Peloponnesian War severely weakened several by Alexander. (Possible Answers: SETTING THE STAGE Greek city-states. This caused a rapid decline in their military and economic military force, fair treatment of power. In the nearby kingdom of Macedonia, King Philip II took note. Philip population, charisma) dreamed of taking control of Greece and then moving against Persia to seize its vast wealth. Philip also hoped to avenge the Persian invasion of Greece in 480 B.C. INSTRUCT TAKING NOTES Philip Builds Macedonian Power Philip Builds Macedonian Outlining Use an outline to organize main ideas The kingdom of Macedonia, located just north of Greece, Power about the growth of had rough terrain and a cold climate. The Macedonians were Alexander's empire. a hardy people who lived in mountain villages rather than city-states. Most Macedonian nobles thought of themselves Critical Thinking Alexander's Empire as Greeks. The Greeks, however, looked down on the • What was the military consequence I. Philip Builds Macedonians as uncivilized foreigners who had no great of the lack of unity among Greek Macedonian Power A. philosophers, sculptors, or writers. The Macedonians did have one very city-states? (They were vulnerable to B. important resource—their shrewd and fearless kings. outside attacks, such as those mounted II. Alexander Conquers Persia Philip’s Army In 359 B.C., Philip II became king of Macedonia. Though only 23 by the Macedonians.) years old, he quickly proved to be a brilliant general and a ruthless politician. • Why might Philip II have allowed city- Philip transformed the rugged peasants under his command into a well-trained states to control local affairs? (Possible professional army. He organized his troops into phalanxes of 16 men across and Answers: made rebellions less likely; 16 deep, each one armed with an 18-foot pike. Philip used this heavy phalanx uninterested in local matters) formation to break through enemy lines. Then he used fast-moving cavalry to crush his disorganized opponents. After he employed these tactics successfully In-Depth Resources: Unit 2 against northern opponents, Philip began to prepare an invasion of Greece. • Guided Reading, p. 4 (also in Spanish) Conquest of Greece Demosthenes (dee•MAHS•thuh•NEEZ), the Athenian orator, tried to warn the Greeks of the threat Philip and his army posed. He urged TEST-TAKING RESOURCES them to unite against Philip. However, the Greek city-states could not agree on any single policy. Finally, in 338 B.C., Athens and Thebes—a city-state in central Test Generator CD-ROM Greece—joined forces to fight Philip. By then, however, it was too late. The Strategies for Test Preparation Macedonians soundly defeated the Greeks at the battle of Chaeronea (KAIR•uh•NEE•uh). This defeat ended Greek independence. The city-states Test Practice Transparencies, TT19 retained self-government in local affairs. However, Greece itself remained firmly Online Test Practice under the control of a succession of foreign powers—the first of which was Philip’s Macedonia. 142 Chapter 5
SECTION 4 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 2 In-Depth Resources: Unit 2 eEdition CD-ROM • Guided Reading, p. 4 • Guided Reading, p. 4 Power Presentations CD-ROM Formal Assessment • Building Vocabulary, p. 6 Electronic Library of Primary Sources • Section Quiz, p. 74 • Reteaching Activity, p. 24 • “Alexander Speaks to His Soldiers” Reading Study Guide, p. 49 classzone.com ENGLISH LEARNERS Reading Study Guide Audio CD In-Depth Resources in Spanish • Guided Reading, p. 56 GIFTED AND TALENTED STUDENTS Reading Study Guide (Spanish), p. 41 Electronic Library of Primary Sources Reading Study Guide Audio CD (Spanish) • “Alexander Speaks to His Soldiers”
142 Chapter 5 wh10te-010504-0142-0145 8/12/03 7:49 AM Page 143
Although Philip planned to invade Persia next, he never CHAPTER 5 • Section 4 Analyzing Causes got the chance. At his daughter’s wedding in 336 B.C., he How did the was stabbed to death by a former guardsman. Philip’s son Peloponnesian War Alexander immediately proclaimed himself king of pave the way for Philip’s conquest of Macedonia. Because of his accomplishments over the next Greece? 13 years, he became known as Alexander the Great. Alexander Defeats Persia A. Answer It weak- ened Greece and Alexander Defeats Persia Critical Thinking left it vulnerable. • Was Alexander right to destroy Thebes? Athens itself was Although Alexander was only 20 years old when he became defeated, and the king, he was well prepared to lead. Under Aristotle’s teaching, (Yes—Rebellion must be punished; deci- city-states could not Alexander had learned science, geography, and literature. sive action could prevent more rebel- agree on a united Alexander especially enjoyed Homer’s description of the lions and save lives; No—Could punish policy against the heroic deeds performed by Achilles during the Trojan War. To Macedonians. Thebans without destroying city.) inspire himself, he kept a copy of the Iliad under his pillow. • Why do you think the Egyptians wel- As a young boy, Alexander learned to ride a horse, use comed Alexander? (Possible Answers: weapons, and command troops. Once he became king, Alexander 356–323 B.C. Alexander promptly demonstrated that his military training When Alexander was only eight or They had been mistreated by their had not been wasted. When the people of Thebes rebelled, he nine years old, he tamed a wild leaders; Alexander allowed some con- horse that none of his father’s quered territories to govern themselves destroyed the city. About 6,000 Thebans were killed. The sur- grooms could manage. Alexander vivors were sold into slavery. Frightened by his cruelty, the calmed the horse, whose name was in local matters.) other Greek city-states quickly gave up any idea of rebellion. Bucephalus, by speaking gently. Invasion of Persia With Greece now secure, Alexander Seeing the control that Alexander had over the horse, Philip II said: felt free to carry out his father’s plan to invade and conquer History Makers ”You’ll have to find another kingdom; Vocabulary Persia. In 334 B.C., he led 35,000 soldiers across the Macedonia isn’t going to be big The Hellespont is Hellespont into Anatolia. (See the map on page 144.) enough for you.“ Alexander the ancient name Persian messengers raced along the Royal Road to spread Alexander took his father’s advice. After his victory at Granicus River, for the Dardanelles, news of the invasion. An army of about 40,000 men rushed Riding Bucephalus at the head of a the narrow straits Alexander sent 300 suits of Persian armor to defend Persia. The two forces met at the Granicus River. great army, he conquered the lands that separate from Greece to the Indus Valley. taken from the battlefield back to Athens Instead of waiting for the Persians to make the first move, Europe from Asia When the horse died in what is now with this message: “Alexander, the son of Minor. Alexander ordered his cavalry to attack. Leading his troops Pakistan, Alexander named the city of Philip, and the Greeks . . . have won this into battle, Alexander smashed the Persian defenses. Bucephala after it. Maybe he was Alexander’s victory at Granicus alarmed the Persian tired of the name Alexandria. By that spoil from the barbarians of Asia.” Ask king, Darius III. Vowing to crush the invaders, he raised a time, he had already named at least students what this message suggests huge army of between 50,000 and 75,000 men to face the a dozen cities after himself! about Alexander’s attitude toward the Macedonians near Issus. Realizing that he was outnumbered, Greeks and Greek culture. (He admired Alexander surprised his enemies. He ordered his finest troops to break through a Greek culture and considered himself weak point in the Persian lines. The army then charged straight at Darius. To avoid Greek as well as Macedonian.) capture, the frightened king fled, followed by his panicked army. This victory gave Alexander control over Anatolia. Electronic Library of Primary Sources Conquering the Persian Empire Shaken by his defeat, Darius tried to negotiate • “Alexander Speaks to His Soldiers” a peace settlement. He offered Alexander all of his lands west of the Euphrates River. Alexander’s advisers urged him to accept. However, the rapid collapse of Persian resistance fired Alexander’s ambition. He rejected Darius’s offer and Vocabulary Note: confidently announced his plan to conquer the entire Persian Empire. Academic Vocabulary Alexander marched into Egypt, a Persian territory, in 332 B.C. The Egyptians Students may not be familiar with welcomed Alexander as a liberator. They crowned him pharaoh—or god-king. the term Asia Minor, which describes During his time in Egypt, Alexander founded the city of Alexandria at the mouth the peninsula of western Asia between of the Nile. After leaving Egypt, Alexander moved east into Mesopotamia to con- the Black Sea on the north, the front Darius. The desperate Persian king assembled a force of some 250,000 men. Mediterranean Sea on the south, and the The two armies met at Gaugamela (GAW•guh•MEE•luh), a small village near the ruins of ancient Nineveh. Alexander launched a massive phalanx attack followed Aegean Sea on the west. Classical Greece 143
Name Date
CHAPTER 5 GUIDED READING Alexander’s Empire DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS Section 4
A. Analyzing Causes and Recognizing Effects As you read about the empire building of Alexander, note the goals and results of some of his actions.
Action(s) Goal(s) Result(s)
1. Led soldiers across Understanding Military Terminology Hellespont into Anatolia
2. Launched surprise attack against Persians near Class Time 25 minutes work and write military terms and brief definitions on the Issus
3. Rejected Darius’ peace chalkboard. Some examples are listed below. settlement of all lands Task Focusing on academic vocabulary west of Euphrates River
4. Launched a phalanx attack For more help, have students complete the Guided followed by a cavalry Purpose To improve understanding of charge at Gaugamela challenging material Reading activity for this section. 5. Led army into Indus Valley
Instructions Many English learners will be unfamiliar command—take control of All rights reserved. B. Drawing Conclusions On the back of this paper, explain how Philip II and Demosthenes are linked in the history of classical Greece.
with the military terms in this section. Divide students into troops—soldiers © McDougal Littell Inc. three groups. Assign each group one of the subsections in cavalry—soldiers on horses “Alexander Defeats Persia” on pages 143 and 144. Have 4 Unit 2, Chapter 5 students restate the main ideas of each subsection in occupy—stay in by force In-Depth Resources: Unit 2 their own words. Encourage students to use a dictionary liberator—someone who sets people free to look up challenging words. Supervise groups as they negotiate—try to make a deal with Teacher’s Edition 143 wh10te-010504-0142-0145 8/2/03 11:31 AM Page 144
CHAPTER 5 • Section 4 by a cavalry charge. As the Persian lines crumbled, Darius again panicked and fled. Alexander’s victory at Gaugamela ended Persia’s power. Within a short time, Alexander’s army occupied Babylon, Susa, and Persepolis. These cities yielded a huge treasure, which Alexander distributed among his army. A few months after it was occupied, Persepolis, Persia’s royal capital, burned to the Alexander’s Other Conquests ground. Some people said Alexander left the city in ashes to signal the total destruc- tion of the Persian Empire. The Greek historian Arrian, writing about 500 years after Critical Thinking Alexander’s time, suggested that the fire was set in revenge for the Persian burning • How could Alexander have supplied his of Athens. However, the cause of the fire remains a mystery. B. Possible Answer troops during his 11-year campaign? Alexander believed (Possible Answer: by buying or stealing Alexander’s Other Conquests it was his destiny to supplies along the way) Alexander now reigned as the unchallenged ruler of southwest Asia. But he was conquer and rule men. The defeat of • Why did Alexander’s troops remain more interested in expanding his empire than in governing it. He left the ruined the Persians only loyal for over a decade? (Possible Persepolis to pursue Darius and conquer Persia’s remote Asian provinces. Darius’s fueled his dreams trail led Alexander to a deserted spot south of the Caspian Sea. There he found of further world Answers: Alexander’s charisma, the joy Darius already dead, murdered by one of his provincial governors. Rather than conquest. of conquest, the spoils of victory) return to Babylon, Alexander continued east. During the next three years, his army fought its way across the desert wastes and mountains of Central Asia. He pushed Analyzing Motives on, hoping to reach the farthest edge of the continent. Why did Alexander continue Alexander in India In 326 B.C., Alexander and his army reached the Indus Valley. Tip for Gifted and Talented his conquests after Students At the Hydaspes River, a powerful Indian army blocked their path. After winning Darius was dead? a fierce battle, Alexander’s soldiers marched some 200 miles farther, but their Explain that Persepolis is located in morale was low. They had been fighting for 11 years and had marched more than southwest Iran, northeast of the city of 11,000 miles. They had endured both scorching deserts and drenching monsoon Shiraz. Have students use the Internet to rains. The exhausted soldiers yearned to go home. Bitterly disappointed, Alexander find more information about Persepolis. agreed to turn back.
Alexander and His Successors, 336–300 B.C. History from Visuals
Alexander’s empire 40 ° E 0 500 Miles Interpreting the Map B l a c k S e C at its height, 323 B.C. KINGDOM OF a CA UC a Path of conquest LYSIMACHUS PAPHLAGONIA A s SU 0 1,000 Kilometers To follow Alexander’s conquests, tell stu- S p Major battle KINGDOM OF BITHYNIA M i T a Alexandria S . dents to read across the map from left to CASSANDER n Eschate
Granicus S . right beginning in the northwest corner Hellespont S T 40°N (334) Ancyra M Troy e Bukhara H a S Sardis ARMENIA Marakanda U of the map at Troy. Ask them to find Aegean KINGDOM OF K Thebes U Sea ANTIGONUS D two of the many cities Alexander named MEDIA IN T Issus H AU . ATROPATENE RUS MTS (333) Tarsus Bactra after himself. Gaugamela Crete Cyprus Eu (331) ph T Taxila r i Ecbatana Aornos at g (327) es r Mediterranean Damascus R is KINGDOM OF . R Sea Tyre . SELEUCUS Hydaspes Babylon Susa (326) Z A Alexandria Gaza G Interactive This map is available in an R O . S R interactive format on the eEdition. M s Memphis NABATAEA P O u e U d G r s N n Siwah ARABIAN u i T Persepolis I KINGDOM l a A f n I Alexandria DESERT OF OF DESERT NS SKILLBUILDER Answers LIBYAN PTOLEMY GEDROSIA MAURYAN DESERT N i GEOGRAPHY SKILLBUILDER: Interpreting Maps EMPIRE 1. Region Africa, Europe, Asia le R. 1. Region Onto which continents did Alexander’s empire spread? 2. Place Lysimachus, Cassander, 2. Place Which kingdoms succeeded the empire of Alexander the Antigonus, Ptolemy, Seleucus Great after his death in 323 B.C.? Tropic of Cancer 144
DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS
Researching the Life of Alexander the Great Class Time 45 minutes Students should use both primary and secondary sources. Have them use Task Researching different aspects of Alexander’s life and designing a pro- library materials or the Internet to conduct their research. (Arrian’s Life of posal for a multimedia presentation Alexander the Great may be a useful starting point.) Purpose To understand one of the key rulers of the ancient world Tell students that presentations should list artwork, images or descriptions Instructions Divide students into four groups. Each group will investigate of battles, and maps that they plan to use. As they plan their presentations, one aspect of Alexander’s life: encourage students to think of imaginative ways to deliver information (audio narratives with sound effects, short movie clips, interactive maps, • education and images). If time permits, have groups complete their presentations • military conquests and present them to the class. • administrative and cultural achievements • historical legacy
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CHAPTER 5 • Section 4
332 B.C. Alexander entered Egypt and founded the city of Alexandria. MACEDONIA 306 B.C. ALEXANDER'S EMPIRE Antigonus I PERSIA became 312 B.C. History from Visuals king of 334 B.C. 326 B.C. 323 B.C. Seleucus EGYPT Macedonia. Alexander led 35,000 Alexander’s Alexander died at 323 B.C. took Analyzing Time Lines soldiers into Anatolia. army reached age 32. His Ptolemy most of 336 B.C. the Indus generals began a became Persian Ask students how many years are repre- Empire. Philip II was assassinated. Alexander Valley. power struggle. governor sented on the time line. (30) How old became king of Macedonia at age 20. of Egypt. was Alexander when he arrived in Egypt? (24) How many years after Alexander By the spring of 323 B.C., Alexander and his army had reached Babylon. Restless entered Anatolia did he die? (11) C. Possible as always, Alexander announced plans to organize and unify his empire. He would Answers Yes—the construct new cities, roads, and harbors and conquer Arabia. However, Alexander empire might still have splintered never carried out his plans. He became seriously ill with a fever and died a few without Alexander days later. He was just 32 years old. to bind it together. Alexander’s Legacy After Alexander died, his Macedonian generals fought More About . . . No—Alexander among themselves for control of his empire. Eventually, three ambitious leaders might have had Blending an Empire time to carry out won out. Antigonus (an•TIG•uh•nuhs) became king of Macedonia and took control his plans to unify of the Greek city-states. Ptolemy (TAHL•uh•mee) seized Egypt, took the title of As Alexander’s empire grew, he sought to the empire. pharaoh, and established a dynasty. Seleucus (sih•LOO•kuhs) took most of the unite Macedonians and Persians. He old Persian Empire, which became known as the Seleucid kingdom. Ignoring adopted a Persian style of dress, married the democratic traditions of the Greek polis, these rulers and their descendants Hypothesizing a Persian princess, and presided over a Was the power governed with complete power over their subjects. mass marriage of 80 of his men to struggle that fol- Alexander’s conquests had an interesting cultural impact. Alexander himself lowed Alexander’s adopted Persian dress and customs and married a Persian woman. He included Persian women. He also brought Persian death inevitable? Persians and people from other lands in his army. As time passed, Greek settlers troops into his army and made young throughout the empire also adopted new ways. A vibrant new culture emerged from Persian nobles part of his elite cavalry. the blend of Greek and Eastern customs.
SECTION4 ASSESSMENT ASSESS TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Philip II • Macedonia • Alexander the Great • Darius III SECTION 4 ASSESSMENT Have students work in small groups to USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which of Alexander’s 3. How was Philip II able to 6. FORMING AND SUPPORTING OPINIONS Do you think that answer the questions. Then put the conquests do you think was conquer Greece? Alexander was worthy of the title “Great”? Explain. outline in Question 2 on the board and the most significant? Why? 4. Philip II’s goal was to conquer 7. HYPOTHESIZING If Alexander had lived, do you think he complete it as a class. Persia. Why did Alexander would have been as successful in ruling his empire as he Alexander's Empire continue his campaign of was in building it? Explain. Formal Assessment I. Philip Builds conquest after this goal had 8. MAKING INFERENCES Why do you think Alexander Macedonian Power been achieved? • Section Quiz, p. 74 A. adopted Persian customs and included Persians in his B. 5. What happened to Alexander’s army? II. Alexander empire after his death? 9. WRITING ACTIVITY EMPIRE BUILDING In small groups, RETEACH Conquers Persia create storyboards for a video presentation on the growth of Alexander’s empire. Review the time line on page 145 to reteach the major events of Alexander’s CONNECT TO TODAY CREATING A MAP empire building. For more help, use the Use atlases to find the modern countries that occupy the lands included in Alexander’s Reading Study Guide to review the main empire. Create a map that shows the boundaries and names of these countries. Compare your map to the map of Alexander’s empire on page 144. ideas of the section. Classical Greece 145 Reading Study Guide, p. 49 (also in Spanish)
ANSWERS
1. Philip II, p. 142 • Macedonia, p. 142 • Alexander the Great, p. 143 • Darius III, p. 143 2. Sample Answer: I. A. builds army, 6. Yes—He was a great military leader who 9. Rubric Storyboards should B. conquers Greece (most important—helped helped create a new culture; No—He simply • show evidence of teamwork. spread Greek culture). II. A. burns Persepolis, used superior might. The good that came • present events accurately and in B. Darius found murdered. from the conquests was the work of others. chronological order. 3. Greek city-states did not join forces; 7. Yes—He was an intelligent leader; No—Military CONNECT TO TODAY Macedonian army well-trained leadership and political leadership require Rubric Maps should 4. Persian conquest fueled his dreams of more different skills. • include a title. victories in the east. 8. to make the Persians feel less threatened and • show accurate borders and current names. 5. Leading generals fought for control, dividing thereby make them easier to rule the empire.
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LESSON PLAN 5 OBJECTIVES Young girl winning chariot race. The Propylaea and the Parthenon, • Define Hellenistic culture. Engraving from red-figure Greek vase Athens, Greece • Identify the achievements of The Spread of Hellenistic Culture Hellenistic scholars. • Summarize the major philosophies and artistic styles of the Hellenistic period. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES
CULTURAL INTERACTION Western civilization today • Hellenistic • Archimedes FOCUS & MOTIVATE Hellenistic culture, a blend of continues to be influenced by • Alexandria • Colossus of Greek and other influences, diverse cultures. • Euclid Rhodes Hellenistic culture dominated much of flourished throughout Greece, the world after Alexander’s death. Ask Egypt, and Asia. students if any one culture now domi- Alexander’s ambitions were cultural as well as military nates the world. (Possible Answers: SETTING THE STAGE and political. During his wars of conquest, he actively sought to meld the American culture, a blend of cultures) conquered culture with that of the Greeks. He started new cities as administra- tive centers and outposts of Greek culture. These cities, from Egyptian INSTRUCT Alexandria in the south to the Asian Alexandrias in the east, adopted many Greek patterns and customs. After Alexander’s death, trade, a shared Greek culture, and Hellenistic Culture in a common language continued to link the cities together. But each region had its Alexandria own traditional ways of life, religion, and government that no ruler could afford to overlook. Critical Thinking TAKING NOTES Hellenistic Culture in Alexandria • Why might Koine have been named Categorizing Use a for the word “common”? (Possible chart to list Hellenistic As a result of Alexander’s policies, a vibrant new culture emerged. Greek (also known as Hellenic) culture blended with Egyptian, Persian, and Indian influ- Answer: It was a language people achievements in various categories. ences. This blending became known as Hellenistic culture. Koine (koy•NAY), had in common.) the popular spoken language used in Hellenistic cities, was the direct result of • Why might Alexander have founded a Category Achievements cultural blending. The word koine came from the Greek word for “common.” The library in Alexandria? (Possible Answer: astronomy language was a dialect of Greek. This language enabled educated people and Aristotle had given him a love geometry traders from diverse backgrounds to communicate in cities throughout the of learning.) philosophy Hellenistic world. art In-Depth Resources: Unit 2 Trade and Cultural Diversity Among the many cities of the Hellenistic world, the Egyptian city of Alexandria became the foremost center of commerce and • Guided Reading, p. 5 (also in Spanish) Hellenistic civilization. Alexandria occupied a strategic site on the western edge Critical Thinking Transparencies of the Nile delta. Trade ships from all around the Mediterranean docked in its • CT5 Elements of Greek Culture spacious harbor. Alexandria’s thriving commerce enabled it to grow and prosper. By the third century B.C., Alexandria had become an international community, with a rich mixture of customs and traditions from Egypt and from the Aegean. TEST-TAKING RESOURCES Its diverse population exceeded half a million people. Test Generator CD-ROM Alexandria’s Attractions Both residents and visitors admired Alexandria’s great Strategies for Test Preparation beauty. Broad avenues lined with statues of Greek gods divided the city into blocks. Rulers built magnificent royal palaces overlooking the harbor. A much Test Practice Transparencies, TT20 visited tomb contained Alexander’s elaborate glass coffin. Soaring more than Online Test Practice 350 feet over the harbor stood an enormous stone lighthouse called the Pharos. This lighthouse contained a polished bronze mirror that, at night, reflected the 146 Chapter 5
SECTION 5 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 2 In-Depth Resources: Unit 2 eEdition CD-ROM • Guided Reading, p. 5 • Guided Reading, p. 5 Power Presentations CD-ROM • History Makers: Archimedes, p. 19 • Building Vocabulary, p. 6 Critical Thinking Transparencies Formal Assessment • Reteaching Activity, p. 25 • CT5 Elements of Greek Culture • Section Quiz, p. 75 Reading Study Guide, p. 51 • CT41 Chapter 5 Visual Summary Reading Study Guide Audio CD ENGLISH LEARNERS Electronic Library of Primary Sources In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS • from “Archimedes’ Engines” • Guided Reading, p. 42 Electronic Library of Primary Sources classzone.com Reading Study Guide (Spanish), p. 51 • from “Archimedes’ Engines” Reading Study Guide Audio CD (Spanish)
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Vocabulary light from a blazing fire. Alexandria’s greatest attractions were its famous museum CHAPTER 5 • Section 5 Museum means and library. The museum was a temple dedicated to the Muses, the Greek god- “house of the muses.” desses of arts and sciences. It contained art galleries, a zoo, botanical gardens, and even a dining hall. The museum was an institute of advanced study. The Alexandrian Library stood nearby. Its collection of half a million papyrus scrolls included many of the masterpieces of ancient literature. As the first true Tip for Gifted and Talented research library in the world, it helped promote the work of a gifted group of schol- Students ars. These scholars greatly respected the earlier works of classical literature and The muses were the daughters of Zeus learning. They produced commentaries that explained these works. and Mnemosyne, goddess of memory. Science and Technology Calliope was the muse of epic poetry; Erato, love poetry; Euterpe, lyric poetry Hellenistic scholars, particularly those in Alexandria, preserved Greek and Egyptian learning in the sciences. Until the scientific advances of the 16th and and music; Melpomene, tragedy; Thalia, 17th centuries, Alexandrian scholars provided most of the scientific knowledge comedy; Clio, history; Urania, astronomy; available to the West. Polyhymnia, sacred song; and Astronomy Alexandria’s museum contained a small observatory in which Terpsichore, dance. astronomers could study the planets and stars. One astronomer, Aristarchus (AR•ih•STAHR•kuhs) of Samos, reached two significant scientific conclusions. In one, he estimated that the Sun was at least 300 times larger than Earth. Although he Science and Technology greatly underestimated the Sun’s true size, Aristarchus disproved the widely held belief that the Sun was smaller than Greece. In another conclusion, he proposed that Critical Thinking Earth and the other planets revolve around the Sun. Unfortunately for science, other • Why might astronomy, math, and astronomers refused to support Aristarchus’ theory. In the second century A.D., physics have been promoted in Alexandria’s last renowned astronomer, Ptolemy, incorrectly placed Earth at the Alexandria? (Possible Answer: applica- center of the solar system. Astronomers accepted this view for the next 14 centuries. bility to agriculture and navigation) Eratosthenes (EHR•uh•TAHS•thuh•NEEZ), the director of the Alexandrian Library, tried to calculate Earth’s true size. Using geometry, he computed Earth’s circumfer- • Why did Alexandrian scholars work in ence at between 28,000 and 29,000 miles. Modern measurements put the circumfer- several disciplines instead of focusing ence at 24,860 miles. As well as a highly regarded astronomer and mathematician, on just one area? (Possible Answer: ▼ Eratosthenes also was a poet and historian. Hipparchus, who lived in Alexandria The strict division between academic Mathematics and Physics In their work, Eratosthenes and Aristarchus used a for a time, charted disciplines had not yet developed.) geometry text compiled by Euclid (YOO•klihd). Euclid was a highly regarded the position of 850 stars. History from Visuals Greek Astronomy
Earth The Sun The Solar System Interpreting the Chart
Eratosthenes’ estimate Ptolemy's view of Explain that Greek astronomers had little of the circumference— the universe between 28,000 objective knowledge about the universe. Saturn and 29,000 miles Jupiter Even so, they knew that the earth was Earth Aristarchus’ Mars Sun round, and that other planets orbited estimate–300 Venus times the size Moon Mercury around a fixed point. of Earth Earth
e circ renc umfe SKILLBUILDER Answers The Sun is actually 1.3 million 1. Comparing Ptolemy incorrectly placed times the size of actual circumference—24,860 miles Earth. the earth at center of solar system; SKILLBUILDER: Interpreting Charts Aristarchus overestimated size of Earth. 1. Comparing Where were Greek astronomers’ ideas most incorrect compared with modern concepts? 2. Clarifying estimate of Earth’s 2. Clarifying Which estimate is closest to modern measurements? How could the Hellenists be so accurate? circumference; Hellenists had some knowledge of geometry. Classical Greece 147
Name Date
PRODUCT AND PERFORMANCE ASSESSMENT Standards for Evaluating a Product or Performance DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Purpose and Treatment Exceptional Acceptable Poor 1. The purpose of the product or presentation is clear.
2. The product or presentation meets the stated purpose.
3. The topic has been taken seriously.
4. The topic has been treated thoroughly. Estimating the Earth’s Circumference Use of Resources 5. A variety of resources has been used.
6. The student has shown creativity in finding resources. Class Time 40 minutes in their own words. Then have one or two students 7. The resources have been used well and credited accurately. present this information to the class, using a basketball Group Performance Task Demonstrating how Eratosthenes estimated the 8. All members contributed to the final product or performance. circumference of Earth or other sphere to help audience members visualize the 9. Each member fulfilled his or her assigned role. Final Product or Presentation
10. All aspects of the product or performance are problem and its solution. outstanding. Purpose To gain an appreciation of the challenges 11. The product makes a contribution to the targeted area.
12. The presentation was done well.
faced by Greek astronomers and their ingenuity in Evaluate student performance using the Standards for 13. The presentation observed time limitations. All rights reserved. Evaluating a Product or Performance chart in the overcoming them Comments ______© McDougal Littell Inc. Integrated Assessment book. ______Instructions In the third century B.C., the Greek ______Overall rating ______astronomer Eratosthenes computed Earth’s circumference. 16 Chapter 3 Product and Performance Assessment He observed that the shadows cast by objects at noon Integrated Assessment grew shorter the closer one got to the equator. Have a group of students research his computation and explain it Teacher’s Edition 147 wh10te-010505-0146-0149 8/1/03 3:38 PM Page 148
CHAPTER 5 • Section 5
Pythagorean Theorem Geometry students remember Pythagoras for his theorem on the triangle, but its principles Global Patterns were known earlier. This formula states that the square of a right triangle’s hypotenuse Pythagorean Theorem equals the sum of the squared lengths of the Long before Pythagoras, the Egyptians two remaining sides. Chinese mathematicians knew this theory perhaps as early as 1100 B.C. discovered a “3–4–5” triangle. When they Egyptian surveyors put it to practical use Greek, A.D. 800 wanted crop fields with true right angles, even earlier. they knotted a length of rope into 12 However, the work of the school that Pythagoras founded caught the interest of later equal sections. They stretched the rope mathematicians. Shown are Euclid’s proof in around three stakes to form a triangle Greek along with a Chinese and an Arabic that had sides 3, 4, and 5 units. The translation. The Arabs who conquered much of Alexander’s empire spread Greek mathematical angle opposite the side with 5 units was learning to the West. The formula became always a right angle. Have students try known as the Pythagorean theorem throughout this for themselves. the world. Arabic, A.D. 1250 Chinese, A.D.1607
mathematician who taught in Alexandria. His best-known book, Elements, contained 465 carefully presented geometry propositions and proofs. Euclid’s work is still the basis for courses in geometry. Another important Hellenistic scientist, Archimedes (AHR•kuh•MEE•deez) of A. Possible Answer Astronomers such Syracuse, studied at Alexandria. He accurately estimated the value of pi (π)—the as Eratosthenes ratio of the circumference of a circle to its diameter. In addition, Archimedes computed Earth’s explained the law of the lever. size and hypothe- Gifted in both geometry and physics, Archimedes also put his genius to practical sized about the use. He invented the Archimedes screw, a device that raised water from the ground, motions of bodies and the compound pulley to lift heavy objects. The writer Plutarch described how of the solar system. Euclid organized Archimedes demonstrated to an audience of curious onlookers how something the findings of Philosophy and Art heavy can be moved by a small force: Greek geometry and Archimedes Critical Thinking PRIMARY SOURCE discovered the laws Archimedes took a . . . ship . . . which had just been dragged up on land with great governing simple • Which philosophy, Stoicism or labor and many men; in this he placed her usual complement of men and cargo, and machines. Epicurianism, seems more reasonable then sitting at some distance, without any trouble, by gently pulling with his hand the to you? (Stoicism—Emphasis on virtue, end of a system of pulleys, he dragged it towards him with as smooth and even a Summarizing motion as if it were passing over the sea. focus on what individual can control; What were PLUTARCH, Parallel Lives: Marcellus some of the main Epicureanism—Focus on harmony achievements of between body and mind.) Using Archimedes’ ideas, Hellenistic scientists later built a force pump, pneumatic the scientists of the • Why do you think Hellenistic artists machines, and even a steam engine. Hellenistic period? focused on realism? (Possible Answers: more interesting, more challenging, Philosophy and Art more accurate reflection of The teachings of Plato and Aristotle continued to be very influential in Hellenistic phi- losophy. In the third century B.C., however, philosophers became concerned with how everyday life) people should live their lives. Two major philosophies developed out of this concern. Vocabulary Note: Word Origins Stoicism and Epicureanism A Greek philosopher named Zeno (335–263 B.C.) Stoic philosophers take their name from founded the school of philosophy called Stoicism (STOH•ih•SIHZ•uhm). Stoics the stoas, or covered porches, where they proposed that people should live virtuous lives in harmony with the will of god or the natural laws that God established to run the universe. They also preached that held their conversations. 148 Chapter 5
Science and Technology Philosophy and Art (pages 148–149) (pages 147–148) What new developments occurred What new ideas arose in science, in philosophy and the arts? technology, and mathematics? Two new schools of philosophy arose in these times. DIFFERENTIATING INSTRUCTION: STRUGGLING READERS While scholars kept what was known about sci- The Stoics argued that people should live a good ence alive, others learned new ideas. Some used an life to keep themselves in harmony with natural observatory to look at the stars and planets. One of laws. Desire, power, and wealth led people down these astronomers developed the idea that the sun the wrong path. The Epicureans said that people was actually larger than Earth. No one had could rely only on what they learned from their five believed this before. senses. They urged everyone to live moral lives. The thinkers in Alexandria also made advances The arts were also important in Hellenistic in mathematics. Euclid wrote a book with the basic times. Great achievements occurred in sculpture. ideas of geometry. His approach is still used today. Sculpture in the earlier Greek style aimed at show- Words with Multiple Meanings Archimedes invented many clever machines. One ing perfect forms. In the Hellenistic age, sculpted was the pulley. Another is called Archimedes screw. figures were more realistic and emotional. The Its purpose was to bring water from a lower level to largest known Hellenistic statue is the Colossus of a higher one. Rhodes. It stood over 100 feet high. Class Time 15 minutes epicure: someone with sensitive and discriminating 2. What two inventions did Archimedes make? 3. How were Hellenistic sculptures different from earlier Greek sculptures? Task Identifying the different meanings of words tastes) Have students brainstorm why such changes in
Greek Astronomy the meanings of these words may have taken place. Earth The Sun The Solar System Purpose To show students that words can have more Eratosthenes’ estimate Ptolemy's view of of the circumference— the universe between 28,000 Saturn and 29,000 miles Jupiter (Possible Answer: Words and their meanings can change Mars Earth Aristarchus’ Sun estimate–300 Venus than one meaning and that a word’s meaning can change times the size Mercury Moon of Earth Earth
e circumferenc over time.) The Sun is actually 1.3 million All rights reserved. over time times the size of actual circumference—24,860 miles Earth.
Students who need additional help with the text may use Skillbuilder
Instructions Have students write down the explanations 1. Which of the Greek ideas shown above was least accurate? © McDougal Littell Inc. the Reading Study Guide for this section. provided for Stoicism and Epicureanism provided under 2. Which of the two estimates shown above is more accurate?
the section “Philosophy and Art,” which begins on this 52 CHAPTER 5SECTION 5 page. Then ask them to use a dictionary to look up the Reading Study Guide current meanings of the words stoic and epicure. (stoic: someone who appears indifferent to pleasure and pain; 148 Chapter 5 wh10te-010505-0146-0149 8/1/03 3:38 PM Page 149
human desires, power, and wealth were dangerous distractions that should be CHAPTER 5 • Section 5 checked. Stoicism promoted social unity and encouraged its followers to focus on what they could control. Epicurus (EHP•uh•KYUR•uhs) founded the school of thought called Epicureanism. He taught that gods who had no interest in humans ruled the universe. Epicurus believed that the only real objects were those that the five More About . . . senses perceived. He taught that the greatest good and the highest pleasure came from virtuous conduct and the absence of pain. Epicureans proposed that the The Colossus of Rhodes main goal of humans was to achieve harmony of body and mind. Today, the word After defending their island against inva- epicurean means a person devoted to pursuing human pleasures, especially the Drawing sion, the people of Rhodes built a huge Conclusions enjoyment of good food. However, during his lifetime, Epicurus advocated statue of their protector, the sun god What was the moderation in all things. Helios. The statue contained an outer main concern of Realism in Sculpture Like science, sculpture flourished during the Hellenistic the Stoic and bronze shell attached to an iron frame- age. Rulers, wealthy merchants, and cities all purchased statues to honor gods, Epicurean schools work. In about 225 B.C., an earthquake of philosophy? commemorate heroes, and portray ordinary people in everyday situations. The broke the statue off at the knees. An ora- B. Answer the way largest known Hellenistic statue was created on the island of Rhodes. Known as the people lived their Colossus of Rhodes, this bronze statue stood more than 100 feet high. One of the cle warned Rhodes not to rebuild it. For lives seven wonders of the ancient world, this huge sculpture was toppled by an earth- more than 900 years, people traveled to quake in about 225 B.C. Later, the bronze was sold for scrap. Another magnificent Rhodes to gaze at the colossal ruins. Hellenistic sculpture found on Rhodes was the Nike (or Winged Victory) of Samothrace. It was created around 203 B.C. to commemorate a Greek naval victory. Hellenistic sculpture moved away from the harmonic balance and idealized forms of the classical age. Instead of the serene face and perfect body of an ide- alized man or woman, Hellenistic sculptors created more natural works. They felt free to explore new subjects, carving ordinary people such as an old, wrinkled peasant woman. By 150 B.C., the Hellenistic world was in decline. A new city, Rome, was growing and gaining strength. Through Rome, Greek-style drama, architecture, sculpture, and philosophy were preserved and eventually became the core of Western civilization. ASSESS SECTION5 ASSESSMENT SECTION 5 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Hellenistic • Alexandria • Euclid • Archimedes • Colossus of Rhodes Have pairs of students look over each other’s answers before finalizing them. USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which Hellenistic 3. How did trade contribute to 6. SYNTHESIZING Describe how the growth of Alexander’s Formal Assessment achievement had the cultural diversity in the empire spread Greek culture. • Section Quiz, p. 75 greatest impact? Why? Hellenistic city of Alexandria? 7. MAKING INFERENCES What do you think was the greatest 4. How did Euclid influence some scientific advance of the Hellenistic period? Why? Category Achievements of the developments in 8. COMPARING How was the purpose served by architecture RETEACH astronomy astronomy during the and sculpture in the Hellenistic period similar to the pur- geometry Hellenistic period? pose served by these arts in the Golden Age of Athens? Use the Visual Summary to review this philosophy 5. What did Stoicism and 9. WRITING ACTIVITY CULTURAL INTERACTION The Hellenistic section and chapter. Epicureanism have in art culture brought together Egyptian, Greek, Persian, and Critical Thinking Transparencies common? Indian influences. Write a brief essay showing how American culture is a combination of different influences. • CT41 Chapter 5 Visual Summary In-Depth Resources: Unit 2 CONNECT TO TODAY CREATING A COLLAGE • Reteaching Activity, p.25 Archimedes developed, or provided the ideas for, many practical devices—the lever, for example. Consider some of the everyday implements that are related to these devices. Create a collage of pictures of these implements. Accompany each visual with a brief annotation. Classical Greece 149
ANSWERS
1. Hellenistic, p. 146 • Alexandria, p. 146 • Euclid, p. 147 • Archimedes, p. 148 • Colossus of Rhodes, p. 149 2. Sample Answer: astronomy: planets rotate artisans, and officials settled in lands • give examples of how these influences were around Sun; geometry: Euclid’s Elements Alexander conquered. blended into U.S. culture. (most important—still basis of geometry); 7. Possible Answer: the work of Archimedes, CONNECT TO TODAY philosophy: virtue, moderation; art: realism because his ideas were used to make many Rubric Collages should 3. Traders brought customs and traditions from practical tools • provide at least four examples of devices all over the Mediterranean. 8. Both created art to honor gods and based on Archimedes’ innovations. 4. Astronomers such as Eratosthenes and goddesses. • explain how the devices are used and the Aristarchus used Euclid’s geometry text. 9. Rubric Essays should principles by which they function. 5. encouraged people to live virtuous lives • point out that the United States has attracted 6. Greek culture and language traveled with people from many different cultures. Alexander’s army. Many Greek merchants,
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CHAPTER 5 ASSESSMENT Chapter 5 Assessment
TERMS & NAMES TERMS & NAMES The Spread of Hellenistic Culture For each term or name below, briefly explain its connection to Section 5 (pages 146–149) 1. Trojan War, p. 125 6. Aristotle, p. 139 Classical Greece. 17. What four influences blended to form Hellenistic culture? 2. Homer, p. 125 7. Alexander the 1. Trojan War 5. classical art 18. What are some of the scientific achievements of the 3. polis, p. 127 Great, p. 143 2. Homer 6. Aristotle Hellenistic period? 4. democracy, 8. Hellenistic, 3. polis 7. Alexander the Great p. 128 p. 146 4. democracy 8. Hellenistic CRITICAL THINKING 5. classical art, 1. USING YOUR NOTES p. 136 MAIN IDEAS In a diagram like the one below, show the development of direct democracy in Athens. Cultures of the Mountains and the Sea MAIN IDEAS Section 1 (pages 123–126) Answers will vary. 9. Why was sea travel important to early Greece? Event 1 Event 2 Event 3 10. Why did the Greeks develop myths? 9. Mountains made travel by Warring City-States Section 2 (pages 127–133) land difficult. 2. DRAWING CONCLUSIONS 11. What were the two most powerful city-states in POWER AND AUTHORITY “Years of uncertainty and insecurity 10. to explain mysteries of nature early Greece? have changed the country. It once was Athens, but now it has and human behavior and teach 12. What were the consequences of the Persian Wars? become Sparta.” What do you think this statement means? Use information from the chapter to illustrate your answer. cultural values Democracy and Greece’s Golden Age 11. Athens, Sparta Section 3 (pages 134–141) 3. ANALYZING ISSUES 13. What were Pericles’ three goals for Athens? CULTURAL INTERACTION Based on the Visual Summary below 12. Delian League formed; Athens 14. Who were the three renowned philosophers of the and your review of the chapter, how do you think Classical became dominant Greek city-state; golden age? Greece has influenced the United States? Support your answer with examples. flourishing of creativity in Athens Alexander’s Empire Section 4 (pages 142–145) 4. MAKING INFERENCES 15. Why was Greece so easily conquered by Macedonia? 13. strengthen Athenian democracy, EMPIRE BUILDING Consider Pericles and Alexander the Great. maintain and expand the Athenian 16. What was the full extent of Alexander’s empire before What qualifications or characteristics do you think are needed his death? empire, glorify Athens for a leader to build an empire? Why? 14. Socrates, Plato, Aristotle 15. Greek city-states were weakened and divided after the Peloponnesian War The Legacy of Greece and could not agree on a defensive strategy. Philip II had a powerful army Culture Science and Technology and used brilliant military tactics. Greek language Olympic games Disagreement whether Accurate estimate of 16. reached across three continents • • • • • Mythology about gods • Philosophers Sun or Earth at center Earth’s circumference from Greece in west, India in east, and goddesses search for truth of universe • Development of lever, Macedonia in north, and Egypt • Euclid’s geometry pulley, and pump textbook in south 17. Greek, Persian, Indian, Egyptian Arts Government 18. Astronomers such as Eratosthenes • Drama and poetry • Painted pottery • Direct democracy; • Code of laws estimated Earth’s size, hypothesized • Sculpture portraying showing scenes citizens rule by • Expansion of ideals of beauty of Greek life majority vote citizenship to all about motions of bodies of solar sys- • Classical architecture • Citizens bring charges free adult males, tem; Euclid organized findings of of wrongdoing except foreigners Greek geometry; Archimedes discov- ered laws governing simple machines.
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CRITICAL THINKING Answers will vary. 3. Classical Greece influenced U.S. government, art 1. Draco develops code; Solon makes reforms; and architecture, philosophy, sports, literature, Cleisthenes creates Council of 500; Pericles intro- and the value it places on the individual. duces direct democracy. 4. Pericles strengthened democracy in Athens and 2. The country was committed to democracy, indi- initiated programs for the public good. Alexander vidual freedom, and cultural pursuits. Uncertainty created a huge empire, spread Greek culture, and and insecurity have turned the country into an won the loyalty of his former enemies. Qualities insular society that values military might over per- needed: charisma, ideas for reform, military sonal freedom and culture. strategy; leaders possess these qualities.
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CHAPTER 5 ASSESSMENT
Use the quotation and your knowledge of world history to Use this scene pictured on a piece of Greek pottery and answer questions 1 and 2. your knowledge of world history to answer question 3. Additional Test Practice, pp. S1–S33 STANDARDS-BASED ASSESSMENT Where ought the sovereign power of the state to reside? . . . The state aims to consist as far as possible of 1. The correct answer is letter D. Letter A those who are alike and equal, a condition found chiefly among the middle section. . . . The middle class is also is incorrect because Aristotle makes no the steadiest element, the least eager for change. They comment on the ability of the poor to neither covet, like the poor the possessions of others, nor rule. Letter B is incorrect because do others covet theirs, as the poor covet those of the rich. . . . Tyranny often emerges from an over-enthusiastic Aristotle makes no judgment of the democracy or from an oligarchy, but much more rarely rich. Letter C is incorrect because from middle class constitutions. Aristotle does not discuss how the ARISTOTLE, Politics middle class feels about democracy. 3. This scene shows a battle formation used by the Greeks. What is the formation called? 2. The correct answer is letter A. Letter B 1. Why does Aristotle support the middle class as the location of power? A. shield and spear is incorrect because Aristotle names A. He finds poor people too backward to rule. B. massed formation oligarchy as another possible source of B. He thinks the rich are too greedy. C. phalanx tyranny. Letters C and D are incorrect C. The middle class is very enthusiastic about democracy. D. acropolis because Aristotle does not mention D. The middle class is steady and is less eager for change. monarchies or aristocracies. 2. According to Aristotle, what often emerges from an “over- 3. The correct answer is letter C. Letters enthusiastic democracy”? A and B are incorrect because, even A. tyranny TEST PRACTICE Go to classzone.com though the formation involves the use B. oligarchy • Diagnostic tests • Strategies of shields and spears and is a massed C. monarchy • Tutorials • Additional practice D. aristocracy formation, these are not the accepted names for that formation. Letter D is incorrect because an acropolis is a fortified hilltop, not a battle formation. ALTERNATIVE ASSESSMENT 1. Interact with History NetExplorations: The Parthenon On page 122, you drew certain conclusions about Greek culture Go to NetExplorations at classzone.com to learn more about Formal Assessment and values without knowing details of Greek history. Now that the Parthenon. Search the Internet for additional information you have read the chapter, reexamine the artworks and reread on the Parthenon and the sculptor Phidias, who oversaw its • Chapter Test, Forms A, B, and C, pp. 76–87 construction. Use the information you gather to record a mock the Greeks’ words. Conduct a class debate about how the art Test Generator and ideals of Greece have influenced modern society. radio or television interview with Phidias, and play it in class. Have Phidias answer questions about • Form A in Spanish 2. WRITING ABOUT HISTORY • his designs for the statues and carvings that adorned the Write an epic poem (between two and three pages long) Parthenon. about an event or an individual that you read about in Chapter • the significance of the Parthenon for his fellow Athenians. 5. Possible subjects you might select include the Trojan War, the other works of art he created. Persian Wars, the Peloponnesian War, Hector, Pericles, and • Alexander. In writing your poem, try to imitate the style of the Iliad or the Odyssey.
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ALTERNATIVE ASSESSMENT 1. Rubric Debates should 2. Rubric Epic poems should Rubric Interviews should • note that Greek culture has influenced • use a battle or character from the text and • include facts and details from classzone.com nearly every aspect of modern society. depict events in the formal style of Homer. and other sources. • consider whether these influences have • present one episode, with a beginning, a • explain the significance of the Parthenon. proved too confining or if they have middle, and an end. • cite other examples of Phidias’ work. provided relevant standards for today. • be written in a conversational style.
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