document resume ed 048 193 sp 007 080 providence social ... · part of a set of resource units and...

DOCUMENT RESUME

ED 048 193 SP 007 080

TITLE Greek Civili.zat on. Resource Unit IV, Grade E.Providence Social Studies Curriculum Project.

INSTITUTION Provide"ce Public Schools, R.I.; Rhode Island Coll.,Providence.

SPONS AGENCY Office of Education (DHEW), Washington, D.C.Cooperative Research Program.

REPORT NO CRP-6-1195PUB DATE 69NOTE 28p.; Part of a set of resource units and curriculum

overviews for K -'2 social studies

EDRS PRICEDESCRIPTORS

EDRS Price MF-$0.65 HC-$3.29*Curriculum Guides, *Grade 8, Greek Civilization,*Social Studies, *Urban Teaching

ABSTRACTGRADES OR AGES: Grade 8. SUBJECT MATTER: Social

studies; ancient Greece. ORGANIZATION AND PHYSICAL APPEARANCE: Thecentral section of the guide is divided into ten subunits, each ofwhich is laid out in three columns, one each for topics, activities,and materials. Other sections are in list form. The guide ismimeographed and staple-bound with a per cover. OBJECTIVES ANDACTIVITIES: General objectives for the unit are listed on the firstpage. Each grcup of activities in the second column is related to atopic in the first column., INSTRUCTIONAL MATERIALS: Each group ofmaterials listed in the third column is related to one or moreactivities. In addition an appendix listF related articles fromNational Geographic. STUDENT ASSESSMENT: A one-page section entitled"Evaluation" lists three methods, such as take-home essay tests oridentifications. OPTIONS: The guide is prescriptive as to coursecontent and timing. Activities and materials listed are optional. (PT)

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co-4- PROVIDENCEc)

SOCIALSTUDIES

CURRICULUMPROJECT

8

U S. OEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATITV

THIS DOCUMENT HAS SEEN REPRO-DUCED EXACT AS F ECEIVED cRDRIME PERSON OR ORGANIZATION WIGINATOP1 IT POINTS OF VIEW CR OPIN-

IONS STATED DO NOT NECESSARILYE P R13 E N T OFFICIAL OFFICE OF EDU-

CATION POSITION OR POLICY,

RESOURCE UNIT IV .

GRADE; ' 8GREEK CIVILIZATION N

RI4ODE ISLAND COLLEGEPROVIDENCE PUBLIC SC 00I4

RU,IV - Gr, 8

A

TRE5LE CONMNTS

PAGE

I. Introduction 1

II. Aims 1

III. Generalizations 1

IV. Vocabulary 2

V. Development of Unit 3

A. Introduction 3

Map of Greece 5

; B. Land BaseClimate and Rainfall Map 9

C. People 10D. Time Sequence 11

Time Line - Greece 13Time Line - 5000 B.C. to Birth of Christ . 14

E. Ways of Living . . . 15f. Values 17G. Institutions 18H. Athens 21I. Creative Expressions (4.1(1 Contributions . . 22J. Problems 24

VI. Evaluation 25

VII. Summary of Materials 26

rU,IV - Gr. e

UNIa IV G ard]EK C IV IL I Z.Arl ION

. INTRODUCTION

1

Although a study of Greece is currently common at the juniorhigh school level, the approach that is followed in this resourceunit is quite different. The questions and the sequence which aresuggested here are designed to follow the format developed in thefirst resource unit; that is, they are the key questions whichwould be proposed when studying any civilization. This approachrepresents an attempt to view Greek Civilization as a totality.At the start of the unit it should be pointed out that thematerial presented to the student during the year has brought himfull circle from the open-ended, contemporary civilization tothe 'closed' or completed Greek Civilization.

IIo ATVS1. An appreciation of the intrinsic importance of Greek

Civilization.

2. An understanding of a pattern of analysis that may beapplied to a Etudy of other civilizations.

III. GENERALIZATIONS1. Greek Civilization provides an excellent demonstration of tl,e

major generalizations which apply to all civilizations.(See Curriculum Guide, Grade 8 pp. 15-16.

2. The Greeks experienced democracy and thus encountered theexhilaration and frustration common to democracies in allperiods of history.

3. With the most developed democracy of all the city-states,Athens also experienced simultaneously em era of economicand political power resulting in foreign policy problems ofmight versus right and of narrow patriotism versus allegianceto an interstate federation. ".itizen-students in theUnited States can identify profoundly with Athens in the5th century B.C.

4. A p&rtiat listing cf Greek contributions to Western Civili-zation would include developments in philosuphy, ethics, govern-ment, architecture, art, literature in many forms, science,mathematics, and political thought.

5. An awareness of the fruits of self-knowledge that can begained from a continuing study of qhucydides, Plato, thedramatists and many others should be aroused in at leastcnmc- ztliOents.

RU,IV - Gr. 8 2

IV . VOCABULARY

Aegean Ithaca

city-state Mediterranean

Corintn myths

Crete Oracle at Delphi

democracy potsherds

Hellas primary sources

Hellenic secondary sources

Hellenistic Salon

Herodotus Spartan

Ionian Mucydides

isthmus Xenophon

RU,IV - Gr. 8

V. DEVELOPMENT OF UNITA. INTRODUCTION

3

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What was thelocation ofGreek Civili-zation?

What was thenature ofGreek Civili-zation?

How do welearn abouta classicalcivilization?

On a wall map locate with theclass the present country ofGreece and the Ionian coast ofpresent-day Turkey. Show onother wall maps the varying sizesof the Greek empire at differenttimes.

Identify with the class theislands of Crete and Ithaca, theIsthmus of Corinth, and theAegean, Ionian, and MediterraneanSeas.

Have a student define the wordisthmus. Point out that Greeceis really two large land areasseparated by the Isthmus ofCorinth.

Have the students make maps ofGreece showing the islands ofCrete and Ithaca, the Isthmusof Corinth, and the surroundingseas.

The Greeks placed emphasis andvalue upon the individual freecitizens. Compare this view withEast Asian, Muslill and Americanideas.

Class discussion - What connect-ion is there between the Greekconcern with the individual freecitizen and the development of alimited democracy in severalGreek civy-states'.

Thetis much written materialon Greece presently. Severalstudents might visit the largerlibraries and report on the amountof material available on Greek:.History .Accomplishments.Literature and contributions'.Art .Important People.Government .Roligion.2vervdav Life

Wall Map

Berefic: HowPeople Lived inAncient Greeceand Rome p. 9

Allyn & Bacon:Eastern LandsT57-73--

Time: ClssicalGreece p. 53

Allyn & Bacon:Readings inWorld Historypp. 67-;7

Ginn: EarlierAaes pp.208-209

Allyn & Bacon:Eastern Landspp. 79;14-15

RU,IV - Gr. 8 4

QUESTIONS SUGGESTED ACTIVITIES

What informationis reliable?

What can welearn fromnon-writtenmaterials?

MATERIALS

In addition to written sourcesmajor sources of informationinclude remains of architectureand sculpture, city sites, pot-sherds, inscriptions, householdarticles, and other minor artobjects such as the Greek vases.Class discussion of how thesearticles are used for historicalevidence.

Examine the bibliography oftexts and books on GreekCivilization and report on theamount of material utilized intheir preparation.

Discuss the fact that differentinterpretations of history canbe made. For example, the latenineteenth century writerstended to attribute the greatnessof the Greek Civilization to racia:characteristics. Today thisidea is rejected. Why?

Perhaps a student of classicalarchaeology at Brown Universitywould be willing to speak tothe class on how an archaeologistworks.

A list of materials on Greeceavailable in your school librarymight be compiled and madeavailable to the students.Perhaps individual reading assign-ments could be made to somestudents.

If possible several studentsmight cbtain accounts of Greekhistory written by nineteenthand twentieth century historiansand read exerptr, to the class.Compare their interpretationswith those of Greek Historianswriting at the time various eventsoccurred. Discuss the advantagesand disadvantages of writing con-temporary historical accounts.

Time: ClassicalGreece pp.69-75;103-104;185;117-121;20;22;159

Benefic: HowMan Begrinpp. 13-L7

RU,IV - Gr. 8

QUESTIONS SUGGESTED ACTIVITIES IIATERIALS

A report could be given on theaccounts and methods of theGreek historians such asHerodotus, Thucydides, andXenophon.

Have a student find out whatprimary and secondary sourcesare and explain the meaning ofthe terms to the class.

Define end/or identify:

archa3ology historiosraphybibliography historyHerodotus secondary materialsource material XenophonThucydides

- Gr. 8

B. LAND BASE

7

QUESTIONS SUGGESTED ACTIVITIES I MATERIALS

What develop-ments in GreekCivilizationmight we expectfrom the givengeographicfactors? Why?

Have a group make a mapshowing the major mountain systemsof Greece.

Discuss the effects of thesemountains on the history ofGreecethe lack of unity amongthe city-states.

Make maps showing the rain-fall, vegetation, and climatein the area.

Class discussion - Whatgeogri-phic features were presenton which the Greeks couldopaitalize?

Since no spot in Greece ismore than 50 miles from the sea,discuss the influence of thesea on the development of Greekcity-states.

Discuss the fact that alimited agricultural potentialresulted in concentration oncommerce, trade, industry, andcolonization.

Have someone read to the classfrom a Global History of Man, pp.36-37 about location. Follow thisRith class discussion and examplesfrom areas already studied.mphasize the fact that Greekivilization in Asia Minor wasore advanced than that of otherreas prior to the 5th century B.C.

Atlas

Benefic: HowPeople LiVE-5in Ancientn7Ee and -Romepp. 8-13

Allyn 8 Bacon:Global Historyof Man pp.36-37

Each student should be able toocate thc, following on anutlinc map:

eas: Mediterranean, Aegean,Black, Ionian, Adriatic.

Scott Fores :nan:Beyond theAmericaspr.94-95

Allyn & Bacon:Eastern Landspp.60-62

Time: ClassicalGreece pp.8-9

Van Nostrand:World Geographyand You pp.29C-296

MacMillan:Wide Worldpp129-132

Ginn: Earlierfloes_ pp.133-134;map between pp.1228123

FilmstripITIs§:1771:8Isles of Greece

RU,IV - Gr. 8


Areas: Places:Balkan Peninsula Magna GracciaItalian Peninsula SyracuseSicily LydiaAsia MinorMacedonia ThebesBoeotia Laconia,Peoplonnesus Sparta, OlympiaAttica Athens, Piraeus,

Islands

Marathon, SuniumMt. Olympus,Mt. ParnassusOracle of DelphiCorinthIthAcaCrete, Delos,Cyprus, Melos,Salamis

Mycenaean PeriodKnossus, Mycenae,Thebes, Athens,Troy, Tiryns

Define the following terms:Hellas, Greek, Hellenic,Hellenistic.

Each pupil should 'aye thevarious maps in his notebook.

Use the geography book todetermine what is meant byMediterraneaL climate, shrubwoodland, etc.

A large map might be preparedfor the bulletin board showingreece proper.Another large map might be

prepared picturing the colonies,the Mediterranean and the BlackSea.

How has the fact trat Greece has veryfew navignble rivers affected thedevelopment of Greek civilization?

MATERIALS

RU,IV. - Gr. 8

CLIMATE

CLIMATE AN:) RAINFALL 'AP

RAINFALL

9

UA Cold Rainy WinterMild Summer

F1.4 Cold Winter, Ho.:- SuNmer

Cold,Rainy Winter, Hot,Dry Summer

ri Mild,Rainy Winter, Hot,Dry Summer

10-20 inches

LA20-40 inches

LIover 40 inchk

RU,IV - Gr. 8

C. PEOPLE

10


How canwe explain theachievementsof GreekCivilization?

To what degree;if any, are phisicaland social environmeor physical heredityresponsible for theachievements ofthe Creeks?

Recent analyses show the "Greeks"were the product of many differentethnic influences. Therefore, tcspeak of the Greek race, Greekblood, the Greek genius isincorrect.

Class discussion: What isheredity? Those born in Athens inthe 5th century B.C. were exposedto Athenian values and culture.Those born in Sparta were exposedto Spartan ideals and culture.Compare the two to show thatculture is not biologicallyinherited.

Class discussion: When werethe Greeks and Greek culture pre-eminent? Note the influence thatthe Greeks had on Rome, Asia Minor,or the Renaissance. Why have theGreeks not been pre-eminent sincethe 4th century B.C.? Externalpolitical domination together witheconomic stagnation have causedthis.

Class discussion: Who are thepeople of the United States? Canthey be called an American race?

Special report on the Greekalphabet and the Greek language.A chart could be made comparingthe Greek letters with those ofour alphabet and giving examplesof English words derived from theGreek.

Discuss the transition of groupsof men into a civilization andvarious steps leading up to forma-tion of the Greek Civilization.

Report on the Indo-Europeanpeoples -- Where did the comefrom? How did some of them migrateinto Greece and the Ionian coastof Asia Minor?

MATERIALS

Allyn & Bacor:Eastern Landspp. 62; 6---

Benefic: HowPeople Livedin AncientGreece andRome pp.33-34

Ginn: EarlierAges pp.91-94;120-124

Allyn & Bacon:

of Manpp.74-77182-86;88-92;96;100-101

Library Books

Encyclopedias

RU,IV - Gr. 8 11


Class discussion - Why arethere peoples called Indo-European? Draw out that this isa linguistic classification. Inwhat sense can language be saidto be inherited? How changeableis language over time? What aresome of the factors tending toproduce differentiation betweenlanguages? What is a dialect?WLat influence will tend toinhibit differentiation oflanguages?

What major erasdo historiansuse in analyzingGreek Civiliza-tion?

D. TIME SEQUENCEIn order to fecilitate their

study of an area historiansdivide tine into eras or ages.These differ according to thesubject of the study. Forexample if we were discussingpolitical and social developmentin Greece we might speak of theDark Age (C.1200-C. 800 B.C.),Artistocratic Age tC.750C.590B.C.), Age of Athenian Tyrants Holt, Rinehart(561-500 B.C.), Conflict with C Winston:Persia (500-479 B.C.) Rise of (Graphic GuideAthenian Empire (478-445 B.C.),Peoponnesian War (431-404 B.C.),

pp. 2-25

Supremacy of Sparta (404-370 B.C.),!Benefic: HowRise cf Macedonian Empire (359- Peorle Lived in323 B.C.). If instead we were Ancient Greecetalking about cultural develop- !and Romement we might speak of the period ipp. 11R21of Geometric Art (C.776-C.700 B.C.),Archaic Art (C.705-480 B.C.), and ;Ginn: EarlierClassical Art (C.480-330 B.C.). Acs 07113-

120;230-253Groups could work on reporting

the major everts and accomplish-ments of each period.

Time lines might be made toshow the major events of eachera.

Merrill: LongAgo in the Old176f la pp.77-85;1 ; 11-118

Allyn & Bacon:Global HistoryUr-Man pp.62-68;84-85

A special report might be givenon the early Minoan Civilizationof Crate. Include information Ginn: Ancient

Timeson the ruins of Stonehenge and pp.489-the purported connection between 510the two, Also report on Arthur Evans vho 1uncovered the ruins at Crete.

Time: ClassicalGreece pp.31-,38;178-179.

Allyn C Bacon:Readings inWorld Historypc. 57-59;69-72

RU,IV- Gr. a

QUESTIONS

12

SUGGESTED ACTIVITIES MATERIALS

A special report might be givenon the !Acvaeans and the establish-ment of the Mycenaean Civilization.When and how was it destroyed?What remnants of this cvilizationdid the Greeks build upon?

Make maps showing the extent ofeach civilization.

A group might prepare a com-parative report on political,social, and cultural develop-ments in Spa`a and Athens usingpictures to illustrate.

Another group report might begiven on the Persian War (490 B.C.).Mention should be made of Phis-dippedes who ran from the battleof Marathon to announce the vic-tory, the battle at the pass ofThermo).ylae', and the results ofthe battle.

A group report night be preparedon the Macedonians and theirachievements under Philip andAlexander. What was the HellenisticCulture which emerged?

FilmstripsSS-C-32-aHellenic GreeksSS-C-32-bHellenisticGreeksSS-H-28-aGreek BeginningsSS-H-29-cGreece andPersiaSS-H-28-fAlexander andAfter

RU,IV - Gr. 8 13

TIME LINE - GREECE

HARK AGE

B.C.1200

ARISTOCRATIC AGE

800

600

AGE OF TYRANTS

CONFLICT WITH PE!3IA500

RISE OF ATHENIAN EMPIRE 450

PELOPONNESIAN WAR

SUPREMACY OF SPARTA400

RISE OF MACEDONIAN EMPIRE350

r

621-Draco issues severe legalcode.

594-Solon initiates social andinstitutional change inAthens.

507-Cleisthenes restores democ-racy in Athens

490-Darius of Persia attacksGreece

462-461-Pericles brings reformto Athens

431-War between Athens and Sparta404-Athens surrenders to Sparta

359-Philip II takes throne ofMacedonia

336-Alexander succeeds Philip

RU,IV - Gr. 8

5000 B.C. to Birth of Christ

3500-Man Learnsto Wite

3200-Egypt United

2500-Pryamids Euilt

1800-Code of Hammurabi1700-Height of Cretan

Culture

1225-Ten Commandments

933-End of Solomon'sReign

538-End of 2ndBabylonian Empire

5000 B.C.

14

CivilizaAon Beginsin River Valleys

4000 B.C. First Valley Cities

3000 B.C. City-States inMesopotamia

2000 B.C.

1000 B.C.

A.D.

RU,IV - Gr. 8

E. WAYS OF LIVING


15

MATER:ALS

BowDoes economicproductivityinfluencepoliticaland culturalstrength?

A study of the economy ofAthens is essential to an under-standing of her political andcultural pre-eminence. Have agroup discover what types ofagriculture were carried on inGreece? Why was the degree ofagriculture limited? A reportcould be given on the instrumentsused in ancient farming. Agroup could report on the way inwhich sheep, olives, grapes, andhoney are raised. The areas ofthe world producing andraising these today, and the by-products ccming from these.

Class discussion - The Atheniandidn't produce enough grain.What effects did this have?

Have a group investigate theways in which the Atheniansutilized their location, harbor,resources, andTople.

A. Shipbuilding--creation ofoverseas empire

B. Export--products wereolive oil, wine, silver,warble sculpture, andmercenaries.

C. Import -- products weregrain, fish, cloth,timber and sl?ves.

D. Cultural center--after thegreat century, made moneyas educational center endwith tourist attractions.(Groups might report oneach of these areas.)

Ginn: EarlierAges pliTin-7145

Ginn: AncientTimes pp.356-362;347-350

Enclyclopedia

Library Books

RU,IV - Gr. 8 16


Special report on the economicpolicies of Solon and otherAthenian leaders.

Discussion: What caused theeconomic decline of Athens?

Report on how the economies ofAthens, Sparta, Corinth, Macedoniaand Syracuse differed.

Special report on trade withEgypt. Now did this trade stim-ulate Greek intellectual life?

Class discussion: What werethe economic benefits in beinga part of the Athenian Empire?Have someone collect informationon the European common market.Are there any similaritiesinvolved? Are there any different :s?

18

RU,IV - Gr. 8

QUESTIONS

F. VALUES

SUGGESTED ACTIVITIES

17

MATERIALS

What is therole of valuesin molding acivilization?

Class discussion - What arevalues? How do these form abasis of a civilization?

Have a student find someGreek quotations which reflectthe Greek way of life. Dis-tribute a mimeographed c._py ofthese and discuss them. Sucl,

quotations as the followingwould be apropos:

"Know thyself." The un-examined life is not worthliving." "Nothing to excess."All that is beautiful isgood." "Man is the measureof all things.'

Class discussion - How did theGreek people feel about work?What was their goal? How dothese compare with American values?

Class discussion - What typesof questions did Greek thinkersconsider? They sought answers tothe great questions of man suchas: What are the advantagesof wealth?, what is the natureof the Gods?, what is the meaningof justice, beauty, love?

(Because the Creek philosophersconsidered such luestions the classhould not conclude that allGreeks did so.)

If several students are ablethey might read and report on thephilosophical teachings ofSocrates, Plato, and Aristotle.

19

Ginn: EarlierAgespp. 183-191

Library Books

RU,IV - Gr. 8

G. INSTITUTIONS

18


What was thenature of Greekreligion?

How did it moldGreek Civiliza-tion?

Was itunchanging?

Greek religion served as asource of unity among the Greeks-- discuss its unifying influenceand the effects of language,athletic contests, custom, andcommon tradition as unifyingforces.

Report on the nature of Greekreligion--what influence did ithave in molding Greek Civilization'What is meant by a public or civicreligion. What is an open-endedreligion?

Have a group report on themajor Greek gods giving adescription of each. A chart mightbe made with the name of the god,a brief description, and the Romanname included.

Class discussion - What ethicsand morals were prized by theGreeks?--courage, strength,success in combat of life,shrewdness, patience, temperance,self-control, justice, and goodorder.

Special report on the OlympicGames--their origin and purpose.Comparison coul.d be drawn withtoday's Olympic &mos and a briefreport on the latest OlympicGames.

Students could be assigned toread various Greek myths andreport on them to the class.

Class discussion - Why were theGreeks unconcerned about an afterlife?

2 0

Allyn & Bacon:Eastern Landspp. 62-65

Time: ClassicalGreece pp.16-17-89-183

Ginn: AncientTimes pp.336-W67§50-352;476-487

Ginn: EarlierAges pp.129-131;201-206

Merrill: LongAgo in theOld Worldpp. 91-92

Allyn & Bacon:Myths and TheirMeanings

Houghton MifflinGreek Myths

New AmericanLibrary:Mythology

FilmstripsE-M-5-a PandoraE-M-5-b MidasE-M-5-c Daedalusand IcarusE-M-5-d JasonE-M-5-e Theseuaand MinatourE-M-5-f PhaethonE-M-5-g PegasusE-M-5-h TrojanHorseE-M-5-i Sword ofDamoclesE-M-5-j Damonand Pythias

RU,IV - Gr. 8 19


What was theposition of theGreek family?

By examing the fate of Socrates,the art, and the themes of thegreat dramatists through the yearsone can sec the change in Greekreligious concepts. As a libraryassignment several students mightinvestigate this subject.

Report on the Greek Temples.Perhaps pictures of some of themore important ones could becollected and displayed.

As a means of comparison reportscould be made on the mythologyof the Romans,Scandanavians, andCelts.

Great prestige was given topowerful aristocratic 'clans" inthe city-state. Compare this typeof social structure with soeiLdlypxominent American families such asthe Rockefellerse:Kennedys.

Prior to the fifth centurymuch value was given to theseparate family. Loyalty anddevotion within the family wereadmired. Compare this with theAmerican idea of family; theEast Asia; Moslem.

Because there were few extremesof wealth and poverty, littleimportance was given materialpossessions. Report on the housingclothing, and food of the Greeks.

Discuss the position of womenin early Greece and compare thiswith the position of women inEast Asia, Moslem Society,United States.

Report on the development ofslavery in Greek society. Why didit develop? Whe were the slaves?What was their social position?

2 1

FilmstripsUH-72-a thru fHeroes of GreekMythologyE-L-4-d Mythsand LegendsE-M-3-a thru fMyths of Greeceand Rome

Study PrintII-SP-30-aDaedalus andIcarus

Benefit: HowPeople Liven inAncient Greeceand Romapp. 35-39

Ginn! EarlierAges pp. 177-179; 181-182

RU,IV - Gr. 8 20


How diddemocraticconcepts andforms ofgovernmentevolve inGreek history?

Have a student report on thepattern of evolution of democracyin many Greek city-states (Thespecific developments in Athenswill be stmdicd later.)

A. Homeric Age: Governmentas in tribal era. Kingsare priests, warriors,administrators, and judges.Council of Elders arepowerful noblesall powerful.

B. 750 B.C.: Nobles replacekings in power.

C. Age of Tyrants: Noblescouldn't cope with newsituation. Coinage,colonization, broad basisof wealth, extension oftrade mark the era .

D. Fifth Century--Democracydevelops.

Class discussion - Compare theGreek form of democracy withcontemporary democracy. Whatarc the similarities? What arc thedifferences? Point out that inGreece democracy was limited dueto the fact that women had nopolitical rights, many slaveswere held, foreigners thoughwelcomed were not usuallycitizens, and city-dwellers weredominant in government as it waseasier for them to participate.

2 "

Ginn:,AncientTimes 155782UTn3-334;342-347;362 -368

Ginn: EarlierAges pp. 124;13-135,142-145


Benefic: How.People Livedin Ancient Grei,.ccand Romepp. 42-48

FilmstripsSS-M-3-aBeginnings ofDemocracySS-M-3-b Dawnof Democracy inGreece

RU,IV - Gr. 8

H. ATHENS

21


Why did Athensexcell in somany fields?

Why was shepowerful?

Why did shefade in history?

How diddemocracydevelop inAthens?

Report on the rise of theAthenian empire. Include in-formation on its conflict withSparta and its part in the DalianLearuc.

Report on the rise ofdemocracy in Athens. Includeinformation on Solon'a Reforms,Peisistratus, Cleisthencs, Discusthe /.172 of Tyrants Eind the meanin7of the term Tyrant with the class.

Report on t!1=; differences be-tween Athenian A.fe and Spartanlife. Class discussion -Which do you prefer? Why? Whatwere the advantat7es of each typeof life? The disadvantar7cs?

Report on the Athenian way oflifethe anasements enjoyed.

Report on the rivalry betweenAthens and Sparta - the reasonfor it, the Peloponnesian Wars,Decline of Athens.

Discuss Sparta as the leader ofGreece and the reasons for thedecline of Greece under herleadership and the decline ofSparta as a leader.

Discuss Athens is a center ofHellenic culture and an activi-intellectual forca in Hellenisticand Roman Civilization.

Make a time line showin7 tbemajor events in Athenian history.

Report on Pericles as a luadorof Athenian democracy.

A student might report on theAthenian practice known asOstracism. What does thewort mean today?

MATERIALS


Time: ClassicalGreece pp.92-124

Ginn: AncientTimes pp.395-421:441-467

Ginn: EarlierAdes pp.153-169;174-176;178-187

Merrill: LongAP.o in the OldWorld pp.94-99

FilmstripsSS-A-26 AthensSS-- d-6-c

Ancient AthensSS-H-28-d Gloryof AthensSS-H-28-e Fallrq. AthensSS-A-45 Athens

RU,IV - Gr. 8

I. CREATIVE EXPRESSIONS AND CONTRIBUTIONS


22

In whatfields havethe G.peeksshownparticularcreativity?

MATERIALS

The class could bu divided into Ginn: Earlier,roues to work in the various Ales pp.189--ields: 201;207-228A. Drlma-What is its essence

and purpose? What are its Ginn: Ancientmechanics? What are some Timesoutstandin' works and authors pp.468-476;

478-488D. Several students miOt

reed Meeea, Oedipus Rex, etc Benefit: Howand report on these to the People Livedclass. in Ancient

Greece and RomeC. Science -What were the Greek pp. 50-56

concepts, methods, andachievements? Allyn & Bacon:

Eastern Lr.ndsD. Medicine-What were some pp. 74-80'

achievements?

E. Architecture-Why was it solimited in development? Arethere any Greek architecturalinfluences in Providence?

F. Music-Why was its develop-ment limited?

G. Sculpture -What were someoutst:andin7 periods ofdevelopment? What were someimportant works?

H. Law System -Now did Greekconcepts and their jury systerdiffer from our En7lishheritage? The Oresteiais a good source for ehnaingGreek concepts of justice.

A visit mia.ht be made to thereek collection it RISD Museum.

Obtainable upon request from theuseum is an exhibit on Greecerith objects from the fifth throuahthe first century B.C.

If you can arrange for trans-portation you can also obtain ten

x 28' pEnels denictin- Grr:eklife frnm the museum.

r,

RU,IV - Gr. 8 23


Collect pictures of Greek artand architecture to display on abulletin board.

Have several students compilea list of outstanding artists,scientists, philosophers,dramatists, and doctors with adescriptive para',raph on each.

Perhlps some interestedstudents might construct areplica of the Parthenon.

RU,IV - Gr. 8

J. PROBLEMS

24


Why did GreekCivilizationdecline?

Was thedecline theresult ofexternalforces orwas it dueto the natureof GreekCivilization?

Do all civili-zationsdecline?

Do civili-zations dieout or dothey changeand becomea pant ofanothercivilization?

Class discussion of all thesequestions.

With the class deduce vlriousproblems which emerged in GreekCivilization,Disdein for manual labor- -

aimed at devoting time to theservice of the city-state andthe improvement of the mind.(of course the Greeks did servein the army and navy). Butthose with leisure were con-temptuous of industry andfocused their creative activityon the arts and politics.Therefore, technological develop-ment did hot occur. Also theGreeks were most interested intheory and the abstract ratherthan experimental evidenceand practical application.

Restrictive citizenshipcreateda closed society for each city-state and not a federation. ThusGreek Civilization suffered eco-nomically, politically, andaesthetically. (Stress therelationship of these 3 factors)

Economic Growth - -it was believeda city-state had to be pre-datory to be rich and powerfuland eain political success.

Democracy--there was still agreat reverence for the aristo-cracy and respected citizens suchas Plato rejected democracy.

Superstitienmany decisionswere based on superstition ratherthan reason.

Slavery and Position of Women--negative aspects.

Lands--lack of conservationmethods led to eroded lands dueto the over-cuttin7 of trees forthe shipbuilding industry.

Discuss these problems and possible. .

2G

-/ OrINT.

RU,IV - Gr. 8 25

VI. EVALUATION

1. Considev, the Major Generalizations on Civilization withthe appropriate concepts in terms of what has been learnedabout Greek Civilization.

2. Rather than emphasizing the acquisition of names of peopleand places, of terms and of dates, it is hoped that thestudent will be able to generalize accurately on the vari-ous topics of this resource unit orally and in writing.He should be given some experience ir, organizing his in-formation for 'thought' questions. Also the technique ofwriting an 'identification commenting on the significance'should be developed. It ie helpful if the student thinksin terms of why he should have to learn a particular name,place, or term.

3. Choice should be even in tests to bring home the ideathat we cm't be experts in everything, and to give thestudent a chance to exercise his iudgment as to whatquestions he can best answer. 11no, optional questionsof a more difficult nature should be included fol., themore able student.

27

RD, IV Gr. 8 26

APPENDIX A

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