today’s objectives: identify the ways geography and climate shaped greek life

TODAY’S OBJECTIVES:• Identify the ways geography and climate shaped Greek life.• Explain the rise and development of Mycenaean civilization.• Describe how Homer and Greek myths contributed to early Greek culture.

Ch. 5: CLASSICAL GREECE

AGENDA: Please Begin your Warm-up Immediately !• WARM-UP – Begin labeling your Map in packet, p. 16b

• INTRODUCTION to UNIT and Project I assignment• DISCUSSION of Section 1, Text p. 111 / Packet p. 4• DAILY QUIZ

NEXT ASSIGNMENT:• Read Chapter 5, Section 2 and complete p. 5 in packet• MANDATORY TEXTBOOK CHECK TOMORROW !

Today’s Musical Selection:“Troy”

2004 Movie Soundtrack

AKINS HIGH SCHOOL Loessin’s

World History Room 167 Tutorials: T-F 8:20-8:50

GREECE: Chapter 5, Section 1 “Labeling Map” Text p. 109; Packet p. 16b

PELOPONNESUS

MAINLAND

CRETE

CYCLADES

Aegean Sea

Mediterranean Sea

• Athens

• Sparta

Mycenae .

• Troy

MACEDONIA

ASIA MINOR (Anatolia)

Ionian Sea

WARM-UP: Begin labeling your map of Greece ! Enjoy the traditional Greek music!

Black Sea

IONIAGreek colonies

PP Design of T. Loessin; Akins High School; Pre-A.P. World History

The people of Greece do not call their country Greece !nor do they call themselves Greeks !

In their language their land is called SIn their language they are the

‘ (Hellas)

(Hellenes)OS

‘


http://www.olympic.org/uk/index_uk.asp

Students…BRAINSTORM:

What do you know about

the History of the Olympics ?

Discussing Current Events:The Greeks were in the news a lot this summer…..Why?


Model of the sanctuary of Olympia.

Originally part of a religious festival dedicated to the ancient Greek god Zeus. Wars between the city-states were suspended so that athletes could compete. The ancient Olympics were a total entertainment package for all who attended where five days of sometimes brutal sports competition mixed with wild partying.

The new Christian Roman emperor Theodosius banned all pagan festivals. Christians were oppossed to the Olympic Games – a celebration of the human body, men covered in olive oil running around naked, drinking, fornicating, the whole bit. The end came as an incredible shock to the psyche of the ancient Greeks. They had assumed quite logically that the games would go on forever – a time every four years when men put their differences aside and came together in the fraternity of athletic competition.

See Textbook, p. 126-7

The Discus Thrower was originally a bronze work by the Greek sculptor Myron. The famous great work of marble that we all recognize today is a Roman copy.

The Olympics began in 776 B.C.

The ancient games ended in 394 A.D.

Baron Pierre de Coubertinthe man who inspired the

revival of the Olympic Games.

Commemorative medal of the 1896 Olympic Games

Little is ever mentioned about the many, many attempts of the Greeks to revive the Olympic Games, long before the birth of the Baron de Coubertin. Yet, it is Coubertin who is given credit. Coubertin was a French aristocrat who was only seven years old when France was overrun by the Germans during the Franco-Prussian War of 1870. Coubertin attributed the defeat of France not to its military skills but rather to the French soldiers lack of “vigor.” Coubertin decided it was exercise, more specifically sports, that made a well-rounded and vigorous person. And so he began his crusade to revive the games. Many people truly contributed to the realization of the new Olympic Games. The 19th century structure of the worlds new national states was ideal now for the gradual acceptance of the Olympic Idea - a new “national” framework would replace the old Greek “city-state” competition.

Linking the past….

The Olympics are revived in 1896.

Finally, in 1896, the 1st International Olympic Games took place in Athens. A wealthy Greek architect, Georgios Averoff, donated one million drachmas (over $100,000) to restore the Panathenaic Stadium, originally built in 330 BCE with white marble for the new 1896 Olympic Games. There were 14 nations, with the largest delegations coming from Greece, Germany, France and Great Britain. On 6 April 1896, the American James Connolly won the triple jump to become the first Olympic champion in more than 1,500 years!

http://www.musarium.com/kodak/olympics/olympichistory/

Fireworks illuminate a dramatic performance at the $27 billion dollar Sports Complex Olympic Stadium

during the closing ceremony of the Athens 2004 Summer Olympic Games.

…to the present !The Greeks were thrilled to be able to host the

Olympics once again this year in 2004. It gave them a chance to showcase

Athens, their capital, and to teach the world history again.

Throughout the games, television viewers all over the world were reminded of where not

only the Olympics began but where … indeed …it was

here our Western Civilization was born !!!

KODAK Olympic JournalSummer Games in Athens 2004 – Medal countAthens 2004 Interactive Map

History Timeline since 1896.

Linking the past….

http://www.olympic.org/uk/games/athens2004/index_uk.asp

http://www.mapsofworld.com/olympic-trivia/number-of-participants.html

http://www.archives.gov/national_archives_experience/charters/constitution_zoom_1.html

http://www.empiremovies.com/movies/2004/troy.shtml



http://www.athens2004.com/en/OlympicMedals/medals

Students…BRAINSTORM:

What else do you recall

as part of the historic

Legacy of The Greeks ?

Besides the Olympics, GREECE was the “starting line” for many cultural achievements found in our society today.


Southwestern University students on a 1985 Study Abroad trip stand on the original starting line for the Olympic footrace.

The Legacy of THE GREEKS

to Western Civilization

DEMOCRACY

ARCHITECTURE

U.S. Supreme Court Building

U.S. Constitution

THEATER

SCULPTURE

SCIENCES

PHILOSOPHY

PROJECT I is due Tuesday

Sept. 28 !


DATE DUE: _________________________

TASK OBJECTIVE:

The student will design a creative presentation that highlights one individual or other subject chosen from the

Ancient, Classical, or Hellenistic periods in Greek history.

PRESENTATION Options*:

ART POSTER (Full-zize posterboard with 2-page, 10 pt. Font, typed paper attached or incorporated into the poster design. See Criteria List for information to include in your presentation. A list of Works Cited / Referenced in preparing your assignment should also be attached.)

POWERPOINT

(Saved to 3.5 floppy or CD-Rom, the presentation must include sufficient slides with appropriate graphics and

associated text to address fully the Criteria List. A list of Works Cited / Referenced in preparing your assignment should also be attached.)

Students may suggest other means of presenting their subject – webpage design, miniature model of Greek temple or theater, plaster bust of a Greek figure, etc. Prior approval must be obtained from the instructor.

Tuesday, Sept. 28 !

See back of handout for List of Suggested Subjects !


Please pull out your Project I assignment !

PROJECT I “The Greeks”

DATE DUE: _________________________

TASK OBJECTIVE: The student will design a creative presentation thathighlights one individual or other subject chosen from the Ancient, Classical, or Hellenistic periods in Greek history.

RESOURCESFor both your textual information as well as pictures / graphics you should consider the following : Student Textbook Computer Internet research School and public libraries (Akins Library will hold reserve cart of books on Greek subjects)o Encyclopedias and other research programs available on library computers Student’s own creativity (a student-drawn map, color drawing or painting of Greek subject, computer-generated graphics, etc.) * Having difficulty finding information on your selected topic? Please see instructor.

CRITERIA LIST Project coherently responds to the questions Who?, When?, Where?, Did What? Project conveys appreciation for the specific Achievement of the Greek subject chosen and explains the Significance of the achievement either historically or upon our culture today. Project demonstrates that sufficient amount of time and effort was employed in order to confirm high-level interest on the part of student. Textual information is articulate and presented in paragraphs that are well-organized by topic and appropriately indented; spelling is grammatically accurate. Pictures, graphics, and/or other illustrations are clear and appropriate to topic. Works Cited page is attached to typed paper (if paper has been incorporated into poster design, the Works Cited page should be attached to back of Poster) or, if choosing PowerPoint design, Works Cited page should be final slide.

PROJECT I “The Greeks”

Tuesday, Sept. 28 !


See back of handout for List of Suggested Subjects !

Please pull out your Project I assignment !

PELOPONNESUS

MAINLAND

CRETE

CYCLADES

Aegean Sea

Mediterranean Sea

• Athens

• Sparta

Mycenae .

• Troy

MACEDONIA


Ionian Sea

Let’s begin our first Objective by examining the effect geography had on the development of ancient Greece.

Black Sea

IONIAGreek colonies

Marathon .


GREECE: Chapter 5, Section 1 “Cultures of the Mountains & the Sea” Text p. 111; Packet p. 4

Pull out your homework,

Packet p. 4


A. How did each of the following effect the Greek civilization’sHistory and Culture

1. Location “around a sea”Provided transportation links for the various regions of Greece. Connected Greece to other societies / civilizations through trade.

Greek fishermen.

See textbook map, p. 112

CAUSE EFFECT

Please have your homework,

Packet p. 4

Out on your desk during our class

discussions so that I can “eye” it!


Cruising around the coastlines of Greece today.




2. Rugged mountainsMade unification of Greek city-states difficult. Therefore, Greek city-states would be proudly independent, competitive, isolated societies. Made land transportation difficult.

The ruins of the Temple of Apollo at Delphi Greece.

CAUSE EFFECT





3. Little fertile farmland Only 20% was arable (suitable for farming). Resulted in small population whose diet was mainly grains, grapes, olives. Also, led to the need for colonies.

Picking and Pressing Olives

CAUSE EFFECT

PELOPONNESUS

MAINLAND

CRETE

CYCLADES

Aegean Sea

Mediterranean Sea

• Athens

• Sparta

Mycenae .

• Troy

MACEDONIA


Ionian Sea

3. Little fertile farmland… …led the Greeks to send their people out to colonize elsewhere.

Black Sea

IONIAGreek colonies







3. Little fertile farmland Only 20% was arable (suitable for farming). Resulted in small population whose diet based on grains, grapes, olives. Also, led to the need for colonies.

4. Moderate climate Greek life was centered around the outdoors – taking part in an active civic life in city marketplaces, open-air Temples and gymnasiums.

< Greece: the Land (Lands, Peoples & Cultures) available at Amazon.com and your library.

CAUSE EFFECT

Greece has a beautiful, moderate climate. A constant 80 degrees

Farenheit throughout the summer makes it a

holiday destination for Europeans and

international travelers even today!

-The Mycenaeans were part of the Indo-European migrations- settled on Greek mainland ca. 2,000 B.C.- Their leading city, Mycenae.- Invaded Crete and finished off the Minoans.- From the Minoans they learned the importance of becoming sea-borne traders.- May have been the terrifying “sea peoples”? mentioned in Egyptian records. (recall CH 4.)- Preserved and assimilated elements of Minoan culture into their own.

Read Text p. 112; “Myceaean Civilization Develops”

Mycenaean port

STOP! Check out your

Timeline, Packet p. 1

“When did the Mycenaean Civilization flourish?”

GREECE: “Myceaean Civilization Develops” Text p. 113; Packet p. 4


5. Mycenaean invasionsMycenaeans adopted and spread Minoan culture through Greece, including legends that would form the core of Greek religion, politics, and literature / myths.

CAUSE EFFECT

The Minoans on Crete designed mosaics of seashells and painted beautiful frescoes on the walls of their homes depicting their daily life as well as myths about their gods.

The Mycenaeans invaded the Minoans and

adopted their same religious myths !

CRITICAL THINKING:

Can you describe another such instance of cultural diffusion

we’ve already discussed … one in

which the old religious ideas of one

group were “assimilated” into the

new religion.


Theseus slaying the Minotaur is an example of a Greek myth that

originated with the Minoans on Crete.

Read about The Trojan War - Text p. 113

Was there really a Trojan War ? - For many years it was thought the legends found in Homer’s epic, the Illiad, were fictional.- In 1870, archaeologist Heinrich Schliemann believes he discovered the site.- Troy appears to have been destroyed around 1200 B.C. by a war the city lost.

The hilltop excavation of Troy in today’s northwestern Turkey.

The Trojan Horse story is still loved today and coined the familiar saying, “Beware of Greeks bearing gifts.”

<< Because Paris stole Helen?- It is believed today the war’s cause was: Troy and the Mycenaeans were competing for a crucial waterway connecting the Mediterranean to the Black Sea.

STOP! Reference your

Timeline, Packet p. 1

“What is the date given for the Trojan War?”

http://www.mythweb.com/

http://www.pantheon.org/areas/mythology/europe/greek/articles.html

GREECE: Chapter 5, Section 1 “The Trojan War” Text p. 113

PELOPONNESUS

MAINLAND

CRETE

CYCLADES

Aegean Sea

Mediterranean Sea

• Athens

• Sparta

Myceneane .

• Troy

MACEDONIA


Ionian Sea

Troy and the Mycenaeans were competing for a crucial waterway connecting the Mediterranean to the Black Sea.

Black Sea

Dardanelles Strait

IONIAGreek colonies


For all practical purposes, Western literature begins with the Iliad.

We still use expressions like “Achilles’ heel,” “Trojan horse,” or“the face that launched a thousand ships,” all with roots in the Iliad or the mythic cycle on which it is based, nearly 3,000 years after the poem was written.

And, at least in terms of the number of copies to survive from antiquity, the poems of Homer are second only to the Bible in popularity.

“Iliad” means “the story of Ilion,” the Greek name for Troy.

The epic poem has much more to say about Achilles and Hector than it does about Troy. As the first word of the Greek text suggests (“Rage! Goddess, sing the rage of Peleus’s son Achilles”), this poem has a lot to do with anger that can consume and cripple an individual.

Honor, glory, and fate are also themes of this great work of Western literature.

“Rage! Goddess, sing the rage of Peleus’s son… Achilles”

Appreciating Classic Literature


GREECE: “Myceaean Civilization Develops” Text p. 113; Packet p. 4



CAUSE EFFECT

6. The Trojan War The war’s story provided the basis for Greek legends and Homer’s epics (Illiad and the Odyssey). The war may have contributed to the collapse of Mycenaean civilization.

GREECE: “Greek Culture Declines Under the Dorians” Text p. 113; Packet p. 4



CAUSE EFFECT

6. The Trojan War The war’s story provided the basis for Greek legends and Homer’s epics (Illiad and the Odyssey). The war may have contributed to the collapse of Mycenaean civilization.

7. Collapse of Mycenaean civilization

STOP! See Timeline,

Packet p. 1

“Who invaded Mycenae Greece

around 1200-1100 B.C.?”

The Dorians- Distant relatives of the Bronze-Age Greeks- Were they taking revenge on the Indo-European Mycenaeans for invading their land centuries earlier?-Spoke a dialect of Greek, but were far less advanced than the Mycenaeans.-Greeks appear to forget the art of writing – This is the Greek Dark Ages – no written records for 400 years (1150-750 B.C.)

Led to Greece’s Dark Ages – a decline in economy, trade, and even writing. A period we know little about since no written records were kept.


GREECE: “Epics of Homer / Greeks Create Myths” Text p. 114; Packet p. 4

B. Explain the significance of the epics of Homer and myths in ancient Greek culture.

• During the Greek’s Dark Ages, the story of the Trojan War was passed on through the spoken word (oral tradition).

• According to Greek tradition, their greatest storyteller was a blind man named Homer. • Homer’s two greatest epic poems are the Iliad and the Odyssey, both dealing with the

Trojan War and are believed to have been written around 750-700 B.C. Epics are long, narrative poems that celebrate heroic deeds.• The heroes of the Iliad are warriors: the fierce Greek, Achilles, and the courageous and

noble Hector of Troy. • The Iliad gives us a good example of the Greek idea of arête, meaning virtue and

excellence. A Greek could display this ideal on the battlefield, in combat, in political life, or in athletic contest.

• The Odyssey concerns the adventures of Odysseus on his return home from defeating the Trojans.


GREECE: “Epics of Homer / Greeks Create Myths” Text p. 114; Packet p. 4

B. Explain the significance of the epics of Homer and myths in ancient Greek culture.

• The Greeks developed a rich set of myths ~ traditional stories of a particular culture passed on for many years.

• The Greeks developed extensive myths about their gods. Like the religious myths found in most cultures, the Greeks sought to understand the mysteries of nature and the power of human passions. For example, myths explained the changing of the seasons, the cause of lightening, etc.

• Human qualities such as love, hate, and jealousy

were attributed to the Greek gods.

Artist conception of the 40 ft. statue of Athena that once stood in the Parthenon

(the Temple to Athena) in Athens.The 40 ft. gold statue of Zeus in the Temple at Olympia was one of the Seven Wonders of the Ancient World.

Check it out…COOL WEBSITES

http://www.mythweb.com/also

http://www.pantheon.org/areas/mythology/

europe/greek/articles.html

Find other helpful websites that could help you with your

PROJECT Ion the inside front cover

of your packet.

http://www.theodora.com/maps/greece_map.html









“THE isles of Greece! the isles of Greece Where burning Sappho loved and sung, Where grew the arts of war and peace, Where Delos rose, and Phoebus sprung! Eternal summer gilds them yet, But all, except their sun, is set.” ~ Lord Byron, 19th c.

Island of Santorini todayPP Design of T. Loessin; Akins High School; World History

A visit to the Greek isles is an

unforgettable experience for all who get the chance.

The British poet Lord Byron became such a “Romantic”

for this birthplace of Western Civilization

he joined the Greeks in their nationalist revolution

against the Ottomans in the 19th c.

Time for your Timed Daily Quiz … Please clear your Desk!

The day your Project I is due, Tuesday, September 28th, all of Greece pauses to commemorate

a rather unusual national holiday in their country – “Ochi! Day”

What is Ochi Day?The anniversary of General Ioannis Metaxas' flat denial

to the Italian dictator Mussolini’s request for free passage to invade Greece. In October, 1940, Italy, backed by Hitler, wanted to occupy Greece;

Metaxas simply responded "Ochi!" - "No!" in Greek. It was a "No!" that brought Greece into the war on the Allied side;

for a time, Greece was Britain's only ally against Hitler. Greece not only did not give Mussolini's forces free passage,

they seized the offensive and drove them back through most of Albania. Had Metaxas not said "No!", World War II might well have lasted considerably longer.

PP Design of T. Loessin; Akins High School; World History

TRIVIA TIME“Did you know…”

http://academic.reed.edu/humanities/110Tech/graphics/ParthenonFromNW.html

TODAY’S OBJECTIVES:• Identify the ways geography and climate shaped Greek life.• Explain the rise and development of Mycenaean civilization.• Describe how Homer and Greek myths contributed to early Greek culture.


AGENDA: • WARM-UP – Begin labeling your Map in packet, p. 16b• INTRODUCTION to UNIT and Project I assignment• DISCUSSION of Section 1, Text p. 111 / Packet p. 4• DAILY QUIZ

NEXT ASSIGNMENT:• Read Chapter 5, Section 2 and complete p. 5 in packet• MANDATORY TEXTBOOK CHECK TOMORROW !

Today’s Musical Selection:“Troy”

2004 Movie Soundtrack

Eagles,

Have a great Monday!

Mr LoessinTutorials, 8:20-8:50

WARNING!

MANDATORY TEXTBOOK

CHECK TOMORROW

Today’s Lesson /

PowerPoint is available for viewing

in the Library!

TODAY’S OBJECTIVES:• Identify the different political systems that developed in the Greek city-states.• Describe the military government of Sparta.• Explain how Athenian and Spartan societies differed.


Section 2: Warring City-States

AGENDA: Please Begin your Warm-up Immediately !• WARM-UP – Read “Setting the Stage,” Textbook p. 115 / Examine chart p. 117

• DEFINING IMPORTANT TERMS / Textbook Check• DISCUSSION of Section 2, Textbook p. 115-117; Packet Homework p. 5• VIDEO CLIP, History Channel presents “The Spartans”

NEXT ASSIGNMENT:• Finish p. 5 in your packet for homework ! Tomorrow we wrap up CH 5 Sec. 2 - examining the great story of The Persian Wars!• PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conqueror” due Mon.!

AKINS HIGH SCHOOL Mr. Loessin’s World History

Room 167 Tutorials: T-F 8:20-8:50

Students,

Please use your textbook, pages 115-116 to complete the handout: “Identifying Terms”

When I come to your desk, please show me the white sticker on the back of your textbook.

Be sure the textbook you are using is your own as its number will be recorded by your name and you will be held financially responsible for it.

WARM-UP


GREECE: Text p. 115, “Rule and Order in Greek City States” / Handout, “Identifying Terms”

• After the fall of the Mycenaean and Minoan civilizations, Greek culture retrogressed for 300 years into a period of Dark Ages. The invading Dorians were illiterate. • Cities were destroyed and plundered.

• Eventually cities began to grow again.• These cities were walled for protection.• Each city-state was independent of each other.

I. VOCABULARYA. polis – the Greek city-state

It was a “political unit,”and included the central cityand surrounding countryside (which could include numerous villages as well).



I. VOCABULARY A. polis – the Greek city-state


The city state, or polis, was the dominant governmental structure of Ancient Greece.Describe:1. The polis was small in size. Athens was the largest, yet at its height had only 40,000 people. 2. Each polis had an acropolis – a high point, where the governmental and religious buildings were constructed. 3. The market-place, or agora, was the meeting-place for most of the people and was the economic center of the polis. 4. The surrounding farmland supported the large population inside the walled cities.

An aerial view today of the acropolis in Athens, Greece.

B. acropolis – high point of the polis, usually a fortified hilltop, where civic buildings were located.

C. agora – the marketplace and economic center of the polis.

Study the photo: What natural feature

can you detect that made the old city-state of Athens

easy to defend?



I. VOCABULARY A. polis – the Greek city-state


EARLY LACK OF UNITY AMONG THE GREEK CITY-STATESExplain why:• Separated by barriers of sea and mountains, • by local pride and jealousy, The independent city states never considered uniting their independent Greek-speakingcity-states into one single political unit. They formed alliances only when some otherpowerful city-state embarked on conquest and attempted to dominate over the rest.

LATER GREEKS WILL BECOME UNITED Explain what influences led to eventual unity:• a common language, • common religion, • common literature, • similar customs, • the religious festivals, • the Olympic GamesBut even in times of foreign invasion it was difficult to induce the cities to act together.

As we will see tomorrow, the threat of the mighty Persian Empire would finally unite the Greeks together against a common enemy…but not without persistent inner-squabbling!

B. acropolis – high point of the polis, usually a fortified hilltop, where civic buildings were located.

C. agora – the marketplace and economic center of the polis.


GREECE: Text p. 117, “Greek Political Structures” / Handout, “Identifying Terms”

TYPES of GOVERNMENT

MONARCHY• A state / nation ruled by a king or queen.• Rule is usually passed on in hereditary fashion.• Some rulers in early times claimed “Divine right”• Mycenae had a monarchy (ca. 1450 B.C.)

ARISTOCRACY

• State ruled by nobility (the land-owning families)• Rule is hereditary / based on land-ownership• Social status / wealth support ruler’s authority• Athens had an aristocracy in its early history (594 B.C.)

OLIGARCHY • State ruled by a small group of elite citizens• Rule is based on wealth• The ruling elite group controls the military• Sparta had an oligarchy (800-600 B.C.)


GREECE: See chart in Textbook p. 117

Students,

All the Terms on today’s

handout from CH 5, Sec. 2

will be on Friday’s MAJOR QUIZ !

GREECE: Text p. 115, “A New Kind of Army Emerges” / Handout, “Identifying Terms”


THE IRON AGE BRINGS CHANGE

Iron, harder than bronze, but more importantly, cheaper!This meant ordinary citizens could now arm themselves.

Citizen-soldiers – composed of merchants, artisans, small landowners were now expected to defend the polis.

Hoplites – foot soldiersstood side-by-side, holding a spear in one hand, shield in the other

formed thePhalanx – a fearsome battlefield formation of hoplite soldiers,

The most powerful fighting force in the Ancient World.

The phalanx formation called for each man to trust his neighboring infantryman, often times a relative, friend, or lover. With a shield in his left hand and a spear in his right, each man depended on his fellow hoplite's shield for full body coverage. Battles were won and lost depending on the phalanx's ability to hold its formation. Lined shoulder to shoulder with approximately sixty-five pounds of armor, limited vision and hearing, a hoplite's crucial duties required little tactical skill, only to push forward and keep the line together. Outstanding valor rose from a man's ability to keep his nerve amidst such confusion and brutality. In such a scene, the outcome of the battle rested on fellow soldiers’ love and trust for one another.

“If there were only some way of contriving a state or an army made up of lovers and their loves, they would be the very best - fighting at each other's side, willing to die for the love at their side, they would be the most fearsome army and one that could overcome the world.”

~ Plato, The Symposium

“… It was a sight equally awful and terrifying

when they marched in step with the rhythm of the flute,

without any gap in their line of battle, and with no confusion in their souls,

but calmly and cheerfully movingwith the strains of their hymn to their

deadly fight.” ~ Plutarch, Lycurgus 22.2-3

GREECE: Text p. 115, “Tyrants Seize Power” / Handout, “Identifying Terms”


When no wars among city-states were being fought, the armed and powerful citizen-soldiers

could become troublesome for city-state rulers.

Unemployed farmers and debt-ridden artisans often joined in revolts against the nobility.

In such times arose leaders called tyrants – powerful individuals who gained control by appealing to the poor and discontented for

support.

As we have seen, the Greek city-states had various types of government – monarchy, aristocracy, oligarchy, and even tyranny (rule by tyrants).

But the two most powerful city-states would find completely new ways to govern themselves.

Sparta would build a strict Military State andAthens would create the world’s first Limited Democracy!

• Athens

• Sparta PELOPONNESUS

Mediterranean Sea

Ionian Sea MAINLAND

CRETE

IONIAGreek colonies

GREECE: Chapter 5, Section 2 “Sparta Builds a Military State” Text p. 116; Packet p. 5

A. Recognizing Facts and Details

Please have your homework,

Packet p. 5

Out on your desk during our class

discussions so that I can “eye” it!

725 B.C. Sparta conquers Messenia

When the Spartans realized they needed more arable land they looked to the southwest to the more fertile soil of Messenia.

Helots were Messenians who the Spartans had conquered and brought back to Sparta to do their work, treated like slaves, forced to be tied for generations to a Spartan nobleman’s lands.

They worked the land around Sparta in order for the Spartan males to focus on their superior military training.

The Peloponnesus region

• Sparta Messenia .

Made them helots – peasants forced to work the Spartan land – had to turn over ½ of all crops to the Spartans.

1. How did the Spartans treat the Messenians?

Students,

Think About It…

“What risk is there in conquering an entire large

population of people, forcing them to leave their land and work your lands

instead?”

GREECE: Chapter 5, Section 2 “Sparta Builds a Military State” Text p. 116; Packet p. 5


725 B.C. Sparta conquers Messenia

The Messenian helots outnumbered the Spartans 8 to 1.

Not surprisingly, they staged a revolt, one which the Spartans were just barely

able to put down.

Made them helots – peasants forced to work the Spartan land – had to turn over ½ of all crops to the Spartans.

1. How did the Spartans treat the Messenians?

2.

600 B.C. Spartans put down a revolt by Messenians

3. What type of society did Sparta create in response to the revolt? Sparta creates a tough, militaristic state.

Rigorous military training was the life of the Spartan male

from the age of 7 to 60.

At age 20 males were allowed to marry in order to procreate,

but the men continued to live in their own barracks with one another.

At left: Illustration depicting the famous legend of the Spartan boy who, being so disciplined, stood at attention before a superior while a

fox he had hid beneath his tunic chewed away at his stomach.

Video clip:

The History Channel presents

“The Spartans”

The entire program is available

from your instructor for 2-day checkout.

The Greek historian Herodotus reports that

just before the Battle of Thermoplyae, a Spartan warrior

named Dienekes was told that the Persian archers could blank out

the sun with their full volley of arrows.

He replied "Good, then we shall have our

battle in the shade."

Asked why it was dishonorable to return without a shield and not without a helmet,

the Spartan king, Demaratos, is said to have replied:

"Because the latter they put on for their own protection, but the shield for the common good of

all." (Plutarch)

"Come back with your shield - or on it" was supposed to be the parting cry of mothers

to their sons. According to the writer Plutarch,

Mothers whose sons died in battle openly rejoiced,

mothers whose sons survived hung their heads in shame.

An old man wandering around the Olympic Games looking for a seat

was jeered at by the crowd until he reached the seats of the Spartans, where every Spartan

younger than him, and some that were older,

stood up and offered him their seat. The crowd applauded and the old man

turned to them with a sigh, saying, "All Greeks know what is

honorable and right, but only the Spartans do it!"

GREECE: Chapter 5, Section 2 “Athens Builds a Limited Democracy” Text p. 117; Packet p. 5


621 B.C. Draco writes the first legal code.2. What was the primary cause of conflict between rich and poor in Athens?

“In both outlook and values, Athens constrasted sharply with Sparta.

An ambassador from the city-state of Corinth once compared the Spartans to the Athenians

in a speech to the Spartan assembly.

He told the Spartans that they had the strongest army in Greece, but they were too cautious.

He also said that the Spartans lacked imagination and curiosity.

Athenians, he said, were always eager to learn new ideas because they had been educated to

think and act as free people.”

Read Textbook, top of p. 117In contrast to Sparta, in Athens

and other Greek city-states boys attended school from

about 7 – 14. Boys learned arithmetic,

reading, writing, and memorized the heroic epic

poems of Homer. Music, especially the lyre,

was also stressed. Young men mastered the art of Debating and, to prepare

for battle, took up wrestling or other sports.

Wealthy parents frequently made arrangements to place their son

with an older male tutor and these relationships were often long-lasting.

In Athens, girls didn’t attend school but a few fortunate ones did have private tutors.

In general, women focused their attention

on child-rearing, weaving cloth

(as shown here), preparing meals,

and managing the household.

But don’t be fooled…Things were not always “the life of leisure”

in the more highly cultured Athens!

READ Textbook, p. 117: “Political and Economic Reforms”

When a group of peasants agreed to thwart the attempt of an Athenian nobleman to establish a tyranny,

they demanded in return that the city’s aristocrats write a code of laws for all the people.

They got more than they bargained for.

Draco’s code was harsh and included the idea of “debt slavery.”

Today, we still call harsh or unfair laws “draconian” in our English language.

The poor wanted more political rights / power. Debt slavery intensified the conflict.

GREECE: Chapter 5, Section 2 “Athens Builds a Limited Democracy” Text p. 117; Packet p. 5


621 B.C. Draco writes first legal code for Athens.

2. What was the primary cause of conflict between rich and poor in Athens?

The poor wanted more political rights / power. Debt slavery intensified the conflict.

594 B.C. Solon chosen by aristocrats to lead Athens.

4. What economic and political reforms did Solon initiate?He outlawed debt slavery, gave more power to the people’s assembly, allowed all citizens to bring legal suits, encouraged profitable trade.

546 B.C. Pisistratus the Tyrant, seizes power in Athens.

5. How did Pisistratus gain the support of the poor?He provided money to the poor to buy farm stuff, creating jobs by starting public building programs to put the poor back to work.

508 B.C. Cleisthenes introduces political reforms in Athens.

6. What steps did Cleisthenes take to create a first limited Democracy in Athens?

Broke up the power of the nobility by reorganizing the law assembly, allowing all citizens to submit laws. He created the Council of 500.

These reforms allowed all Athenian “citizens” to participate in a limited democracy, though only one-fifth of Athenian residents were classified as “citizens” (free, adult, males over 20.)


TYPES of GOVERNMENT

MONARCHY• A state / nation ruled by a king or queen.• Rule is usually passed on in hereditary fashion.• Some rulers in early times claimed “Divine right”• Mycenae had a monarchy (ca. 1450 B.C.)

ARISTOCRACY• State ruled by nobility (the land-owning families)• Rule is hereditary / based on land-ownership• Social status / wealth support ruler’s authority• Athens had an aristocracy in its early history (594 B.C.)

OLIGARCHY • State ruled by a small group of elite citizens• Rule is based on wealth• The ruling elite group controls the military• Sparta had an oligarchy (800-600 B.C.)


GREECE: See chart in Textbook p. 117 / Handout, “Identifying Terms”

DIRECT DEMOCRACY• State ruled by its citizens• Rule is based on citizenship• “Majority rule” is method of decision-making• Athens had the first such Democracy (461 B.C.)

Linking the Past to the Present

The United States of America in the 18th c. A.D.

became the world’s first Democracy

since the time of the 5th c. B.C. Athenians.

However, the United States has what is known as

a Representative Democracy since a direct democracy

was not feasible.

Students,

All these Terms on today’s handout from CH

5, Sec. 2 will be on Friday’s

MAJOR QUIZ !

http://www.thebritishmuseum.ac.uk/compass/ixbin/hixclient.exe?_IXDB_=compass&_IXFIRST_=1&_IXMAXHITS_=1&_IXSPFX_=graphical/full/hixclient.exe?_IXDB_=compass&_IXSR_=qg2&_IXSS_=_IXMAXHITS_%3D1%26_IXFIRST_%3D1%26_IXDB_%3Dcompass%26%2524%2Bwith%2Ball_unique_id_index%2Bis%2B%2524%3DOBJ3083&_IXFIRST_=1&_IXMAXHITS_=1&_IXSPFX_=graphical/full/lg&_IXimg=k119761.jpg&submit-button=summary

TODAY’S OBJECTIVES:• Identify the different political systems that developed in the Greek city-states.• Describe the military government of Sparta.• Explain how Athenian and Spartan societies differed.


Section 2: Warring City-States

AGENDA: • WARM-UP – Read “Setting the Stage,” Textbook p. 115• DEFINING IMPORTANT TERMS • DISCUSSION of Section 2, Textbook p. 115-117•VIDEO CLIP, History Channel presents “The Spartans”

NEXT ASSIGNMENT:• Finish p. 5 in your packet for homework ! Tomorrow we wrap up CH 5 Sec. 2 - examining the great story of The Persian Wars!• PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conqueror” due Mon.!



Today’s Lesson /

PowerPoint is available for viewing

in the Library!

Put your LIBRARY PROJECT PACKET in your notebook under your Test Divider….you’ll need it to study for the Final in December!

TODAY’S OBJECTIVES:• Identify the causes of the Persian Wars and major battles in this historic conflict.• Describe the Greek military method (hoplite phalanx)• Describe the consequences of the Persian Wars on the Greek homeland.


Section 2: The Persian Wars

AGENDA: Please Begin your Warm-up Immediately !• WARM-UP – Locate major battle sites in the Persian Wars, textbook map p. 119

• LECTURE / DISCUSSION; Packet p. 6-8• VIDEO CLIPS from History Channel presents “The Spartans”

NEXT ASSIGNMENT:• Read Textbook CH 5, Sec. 3 and complete pp. 12a-12b in your packet.• PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conqueror” due Mon.!



GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 118; Packet p. 6


I. CAUSES A. Greek colonies in Ionia (the coast of Asia Minor) are conquered by the Persians B. Athens responds by sending aid to the colonists – ships, soldiers, etc. – to help them rebel against Persia’s presence in the area. C. King Darius of Persia defeats the rebels and vows to destroy Athens in revenge.

• Athens• Sparta

Ionian Sea

Mediterranean Sea

.Byzantium

IONIAGreek colonies

Persian Empire >>

Aegean Sea

Black SeaMACEDONIA

Darius the Great of Persia

THE PERSIAN THREATThe Western World Feels

The Heat!!


II. THE BATTLES A. The Persian army larger and superior on land, but the Greeks were masters of the Sea and had the fearsome hoplite phalanx. B. The Battle of Marathon (490 B.C.)• 25,000 Persians vs. 10,000 Athenians• The light-armored Persians not familiar with the hoplite style of warfare.

Persian Navy

Greek Victory at Marathon

• Persians lost 6,500; Athenians lost 192• Athenian army fighting at Marathon realizes Persian ships are now heading toward Athens, which is defenseless in their absence.• Send Pheidippides, the “Marathon runner” (about 26 miles) to warn the people of Athens that although the Athenian army was victorious at Marathon, the Persian ships now heading to Athens.


The Olympic footrace is shown. Pheidippides had been the winner of this difficult Olympic event four times!

He was the perfect choice to make the Marathon run to Athens,

telling the Athenian people, “Rejoice, we conquer!But prepare yourselves Athens…for Persian ships now head your way.”

Linking the Past to the Present: Read about the Marathon today, Textbook p. 118


II. THE BATTLES A. The Persian army larger and superior on land, but the Greeks were masters of the Sea and had the fearsome hoplite phalanx. B. The Battle of Marathon (490 B.C.)• 25,000 Persians vs. 10,000 Athenians• The light-armored Persians not familiar with the hoplite style of warfare.

Persian Navy

Greek Victory at Marathon

• Persians lost 6,500; Athenians lost 192• Athenian army fighting at Marathon realizes Persian ships are now heading toward Athens, which is defenseless in their absence.• Send Pheidippides, the “Marathon runner” (about 26 miles) to warn the people of Athens that although the Athenian army was victorious at Marathon, the Persian ships now heading to Athens.

Have you labeled

“Marathon” on your

Packet map, p. 16B?

• Athenian Greeks arrive home to Athens before Persian ships pull into harbor. The Persians retreat!

Show Video Clip


II. THE BATTLES C. The Battle of Thermopylae (480 B.C.)• King Darius of Persia now dead, his son, Xerxes, attempts to crush the Greeks.

10 years after the amazing victory of the Athenians at Marathon, the Persians return !

See Textbook map, p. 119Your Packet Map, p. 16b

10 years of planning an invasion of Greece that will avenge his father’s loss,Xerxes is certain his plan will work.

It will involve the largest army AND the largest naval fleet ever assembled up to that day.

The navy will sail along the coastline of the Aegean Sea supplying the land army on its long march.

A huge bridge had to be constructed across the Hellespont ….


GREECE: Chapter 5, Section 2: “The Persian Wars”

CRETE

CYCLADES

Aegean Sea

Mediterranean Sea

• Athens

• Sparta

MACEDONIA


Persian Army

Ionian Sea

PERSIAN WARS in 480 B.C.

Major Battle Locations .Black

Sea

.ByzantiumHellespont crossing

IONIAGreek colonies

Marathon .Thermopylae .

Persian Navy


• Greeks are divided – some want to stand against the enormous Persian army / fleet; others are bitter at Athens and think it is better to let Persia get it’s revenge on Athens

and be done with the matter.• Some Greeks even fought on the side of Persian army as it began marching down the

eastern coast of Greece toward Athens.


II. THE BATTLES C. The Battle of Thermopylae (480 B.C.)• King Darius of Persia now dead, his son, Xerxes, attempts to crush the Greeks.



- Persian army comes to narrow mountain pass of Thermopylae and are met by 7,000 Greeks; including 300 Spartans blocking the pass.- 3-Day fight ends after a Greek traitor tells the Persians about a secret path around the cliffs. A “nightmare” for the Greeks!- The Spartan force alone held the pass, allowing their fellow Greek forces safe retreat. The Spartans’ sacrifice – all were killed – made a great impression on the Greeks.


II. THE BATTLES C. The Battle of Thermopylae (480 B.C.)

Video Clip

http://lilt.ilstu.edu/drjclassics/lectures/parthenonmarbles/0022.htm


CRETE

CYCLADES

Aegean Sea

Mediterranean Sea

• Athens

• Sparta

MACEDONIA


Persian Army

Ionian Sea



Sea


IONIAGreek colonies

Thermopylae .

Salamis .

Persian Navy

Persian Victory


D. The Battle of Salamis- Knowing the Persians are now on their way to Athens, the Athenians take action.- Themistocles convinces the Athenians to evacuate their city and fight at sea.- Greeks position themselves in a narrow channel near island of Salamis.- Angry at finding the city empty, Xerxes burns Athens !- Xerxes orders his ships to block the channel but the large, bulky Persian ships get trapped and the Athenian navy moves in for the kill !______________________________


II. THE BATTLES C. The Battle of Thermopylae (480 B.C.)



- The Greeks steer their fast-moving triremes around the large Greek vessels driving their battering rams into the Persian ship’s hulls. Xerxes loses 1/3 of his fleet and orders retreat.

10 years after the amazing victory of the Athenians at Marathon, the Persians return !II. THE BATTLES C. The Battle of Thermopylae (480 B.C.)

D. The Battle of Salamis

Video Clip


- The Greeks steer their fast-moving triremes around the large Greek vessels driving their battering rams into the Persian ship’s hulls. Xerxes loses 1/3 of his fleet and orders retreat.

10 years after the amazing victory of the Athenians at Marathon, the Persians return !II. THE BATTLES C. The Battle of Thermopylae (480 B.C.)

D. The Battle of Salamis

- The Spartans continue the land battle in the north and defeat the rest of the Persian army at the Battle of Plataea.


http://lilt.ilstu.edu/drjclassics/lectures/parthenonmarbles/0090.htm


CRETE

CYCLADES

Aegean Sea

Mediterranean Sea

• Athens

• Sparta

MACEDONIA


Persian Army

Ionian Sea



Sea


IONIAGreek colonies

Thermopylae .

Salamis .

Persian Navy

Persian Victory

Plataea .

Greek Victories


A. Greeks now feel a sense of confidence and pride B. Athens rises from the ashes to bask in glory of victory and rebuild its city in a glorious fashion. C. Athens will lead the formation of an Alliance of the Greek city-states called the Delian League 1. Athens collected dues from city-state members 2. Drove the Persians from remaining Greek areas and promised to end any future threats 3. Athens will build a powerful naval empire and now uses it to dominate over the other Greek city-states. Athens uses the proceeds from the dues to create the costly building projects on the Acropolis (the Parthenon, etc.) This led to resentment towards Athens among the other Greeks

UNIFIED THE GREEKS for a short time!

Was a 40-foot tall gold & ivory statue of Athena

really necessary, Athens?

III. THE CONSEQUENCES of the Persian Wars

TODAY’S OBJECTIVES:• Identify the causes of the Persian Wars and major battles in this historic conflict.• Describe the Greek military method (hoplite phalanx)• Describe the consequences of the Persian Wars on the Greek homeland.


Section 2: The Persian Wars

AGENDA: •WARM-UP – Locate major battle sites in the Persian Wars• LECTURE / DISCUSSION; Packet p. 6-8• VIDEO CLIPS from History Channel presents “The Spartans”

NEXT ASSIGNMENT:• Read Textbook CH 5, Sec. 3 and complete pp. 12a-12b in your packet.• PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conqueror” due Mon.!



TODAY’S OBJECTIVES:• Identify the three goals of Pericles for Athens.• Describe Greek styles in the arts.• Explain the major conflicts in the Peloponnesian War.


Section 3: Greece’s Golden Age

AGENDA: Please begin Warm-Up immediately.• WARM-UP – Examine Chart, Textbook p. 120 “Compare Athenian and United States forms of Democracy”• DISCUSSION of Section 3, Textbook p. 120-124• LABELING features of Classical Architecture

TOMORROW: Major Quiz !!• STUDY Textbook CH 5, Sections 1 – 3 and all Lecture notes! • PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conquerer” due Mon.!



GREECE: Chapter 5, Section 3 “Greece’s Golden Age” Text p. 120; Packet p. 8

What was the sacrifice of Sparta?

What was the sacrifice of Athens?

How did each event help bring unity among the Greeks?

Athens even led the formation of the first Greek-alliance. What was this organization’s name? What were it’s goals? How were the goals supposed to be financed?

THE ANCIENT WORLD NEWSWinter, 480 B.C.

NEWS FLASH: Sacrifice of Sparta & Athens Brings Victory for Greeks

and New Unity Among Them

Section 2 Recap:EXPLAIN

THE MEANING OF THIS ANCIENT

NEWSPAPER’S HEADLINE



A. Greeks now feel a sense of confidence and pride B. Athens rises from the ashes to bask in glory of victory and rebuild its city in a glorious fashion. C. Athens will lead the formation of an Alliance of the Greek city-states called the Delian League 1. Athens collected dues from 140 city-state members 2. PURPOSE: Drive the Persians from remaining Greek areas and promised to end any future threats 3. Athens will build a powerful naval empire and now uses it to dominate over the other Greek city-states. Athens uses the proceeds from the dues to create the costly building projects on the Acropolis (the Parthenon, etc.) This led to resentment towards Athens among the other Greeks

UNIFIED THE GREEKS for a short time!

Was a 40-foot tall gold & ivory statue of Athena

really necessary, Athens?

III. THE CONSEQUENCES of the Persian Wars

140 Greek city-states paid dues into the Delian League for promises from Athens to rebuild its navy, to drive remaining Persian troops from Greek Ionia and protect Greece from further Persian threat.

Athens does indeed rebuild its navy…but now uses that mighty to dominate over the other Greek city-states.

This led to resentment.

Worse,

Athens also uses the proceeds from the dues to rebuild their own burned city….

creating the costly building projects on the Acropolis (the Parthenon, etc.)

As Athens constructs a Golden Age of building construction

the other Greeks were stupefied and bitter!



IV. ATHENS GOLDEN AGE A. Achievements of Pericles 1. Strengthened the Athenian Democracy

The great Athenian leader Pericles who rebuilt Athens from ashes, a skilled politician, would hold on to popular support for 32 years.

Read textbook, “History Makers”

p. 121


Textbook, p. 120: “In what

way did Pericles strengthen

Democracy?”

2. Strengthened the Athenian Empire / Navy 3. Brought glory to Athens Designed, along with the great sculptor Phidias, the Parthenon; temple to Athena in Athens

What’s the story? Why does the Parthenon stand in ruin today?

GREECE: Chapter 5, Section 3 “Greece’s Golden Age” Text p. 121-122; Packet p. 8

IV. ATHENS GOLDEN AGE B. GREEK ART 1. Classical Art – a style that values orderly arrangement of design, balance, exact proportions, as well as an emphasis on realism and the grace and beauty of the human body.

Sculptures of gods/goddesses or Greek athletes idealized the human form.

http://www.crystalinks.com/greekart.html

The Greeks employed what is known in Geometry as The Golden Mean

in the construction of the Parthenon. Read more about it on p. 122 in your textbook –

“History Through Art”PP Design of T. Loessin; Akins High School; Pre-A.P. World History

Life-size marble statue of Apollo with his lyre.

The classical style is still popular today.

http://www.bestpriceart.com/painting/?productid=21573&tc=artchive

Chapter 5, Section 3 “Greece’s Golden Age” Labeling Features of Classical Architecture Packet p. 16c

BASE

COLUMN

CAPITAL

SHAFT

ENTABLATURE

FREIZE

METOPES

TRIGLYPHS

CORNICE

PEDIMENT

Marble metope from the Parthenon freize “A fight between a human Lapith and a Centaur” The Acropolis, Athens, Greece, around 440 BC

It is only because of Pausanias' description that we know the details of the central subject of the East Pediment, for much of this great sculpture was sadly destroyed in the process of making the Parthenon into a Christian church. But we can see the sun god leading his horse-drawn chariot out of Oceanos (the band of water that encloses the earth) into the sky across and over the group of gods witnessing Athena's birth: the dawning of a new day.

METOPESFREIZE

PEDIMENTVisitors to the British museum

in London today viewing the famous Elgin marbles taken

from the Parthenon in Athens.

http://alexander-the-great.co.uk/alexander-poster.htm


http://alexander-the-great.co.uk/showposter.php?id=alexander-poster.jpg

Chapter 5, Section 3 “Greece’s Golden Age” Labeling Features of Classical Architecture Packet p. 16c

Let’s Draw!

Sketch these 3 types of Column Capitals in the

white space on p. 16c in your packet.DORIC

The oldest style. Sturdy with plain top.

Used in mainland Greece and the colonies in

southern Italy and Sicily.

IONIC This style is thinner and more elegant.

Its capital is decorated with a scroll-like design. This style was found in eastern Greece and the islands.

CORINTHIAN This later style was

seldom used in the Greek world,

but often seen on Roman temples.

Its capital is very elaborate and decorated with acanthus leaves.

A very plain capital indicates this is an early Doric design.

The Erechtheum also sits on the Athenian Acropolis. These elaborate maidens used as column supports are called Caryatids. This style was quite rare.

Corinthian


C. GREEK DRAMA 1. Greeks invented, built the first theaters

SKENE

ORCHESTRA / STAGE

CHORUS

THEATRON

Today we still enjoy the 2 TYPES of DRAMA first written by the Greeks: 2. TRAGEDY – a serious drama about themes like war, love, jealousy, betrayal, and untimely death. Notable Greek Tragedy Playwrights: Sophocles ~ Oedipus the King (Oedipus Rex); Antigone Euripides ~ Medea Aeschylus

Often in Tragedies, a hero is brought down to a tragic end / fall because of his excessive pride (such as thinking himself like a god / immortal, etc.)

This type of “pride / arrogance that led to a man’s downfall” is known as hubris.


C. GREEK DRAMA 1. Greeks invented, built the first theaters

Today we still enjoy the 2 TYPES of DRAMA first written by the Greeks: 2. TRAGEDY – a serious drama about themes like war, love, jealousy, betrayal, and untimely death.

3. COMEDY – a type of dramatic production that contains humor.

Notable Greek Comedy Playwright: Aristophanes ~ The Clouds; Lysistrata

Some comedies are satire – humor that pokes fun at present-day subjects, political scandals, people’s customs, etc.

GREECE: Chapter 5, Section 3 “The Peloponnesian War” Text p. 123; Packet p. 9

IV. THE PELOPONNESIAN WAR A. CAUSES• The power and glory of Athens (paid for by the Delian League dues the city-states were being forced to continue to pay to Athens, even though the Persian threat was now over) Athens’ arrogance led to much bitter resentment among the other Greeks.

Men talk politics in new Athens, the glorious new buildings are seen on the Acropolis above them.


IV. THE PELOPONNESIAN WAR A. CAUSES• The power and glory of Athens led to much bitter resentment.

• Sparta began assembling its own Peloponnesian League of City-States to counter-attack the Delian League.

• Sparta declared war on Athens in 431 B.C.

Spartans sweep into the Athenian countryside and burn the Athenian fields (food supply).

Pericles orders the Athenians inside the city walls.

Sparta even managed to gain the Macedonians as one of its allies in the Peloponnesian Leagues coalition against the Athenian League


IV. THE PELOPONNESIAN WAR A. THE BATTLE Sparta’s advantage on land; Athens on sea

• Sparta begins terrorizing / burning Athenian countryside• Pericles orders all residents within the city walls• A horrible plague strikes Athens in the 2nd year of the war.

NEWS FLASH !!READ ALL ABOUT IT

Plague Strikes Athens

p. 12b in your packet

• Almost 1/2 of Athenian population dies, including Pericles• Athenian fleet carrying 27,000 soldiers is shipwrecked in a storm while battling Syracuse (one of Sparta’s allies)

After 27 years of war fighting the other GreeksIn the Peloponnesian War -Athens loses its empire, power, and wealth.

The HUBRIS (arrogant pride) of the Athenianswould bring about their downfall…it was a real-life Tragedy!

Worse, confidence in their Democratic government began to falter…After Pericles, leaders who followed were weak or corrupt.

In this time of questioning, uncertainty, and searchingseveral great thinkers appeared hoping to provide understanding or Truth that would help the Athenians make sense of their Tragedy…

…these were the Philosophers.

Tomorrow we finish Section 3 and you take your MAJOR QUIZ

TODAY’S OBJECTIVES:• Identify the three goals of Pericles for Athens.• Describe Greek styles in the arts.• Explain the major conflicts in the Peloponnesian War.


Section 3: Greece’s Golden Age

AGENDA: • WARM-UP – Examine Chart, Textbook p. 120 “Compare Athenian and United States forms of Democracy”• DISCUSSION of Section 3, Textbook p. 120-124• LABELING features of Classical Architecture

TOMORROW: Major Quiz !!• STUDY Textbook CH 5, Sections 1 – 3 and all Lecture notes! • PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conquerer” due Mon.!



TODAY’S OBJECTIVES:• Identify “philosophers” and the role they played in Greek culture.• Identify the contributions of Socrates, Plato, and Aristotle.


AGENDA: Please begin Warm-up Immediately.• WARM-UP – Review your CH 5 notes and Textbook for the major quiz today !• FINISH DISCUSSION of Section 3, “The Philosophers”• MAJOR QUIZ over CH 5, Sections 1, 2, and 3!

NEXT ASSIGNMENT: • Read Chapter 5, Section 4 and do p. 14 in packet. • PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conquerer” due Mon.!



“The Death of Socrates” by Jacques-Louis David1787Oil on canvas 51 x 77 1/4 in. (129.5 x 196.2 cm)The Metropolitan Museum of Art, New York


TODAY’S OBJECTIVES:• Describe Philip II of Macedonia’s conquest of Greece.• Summarize Alexander’s character and the role it played in his conquests.• Summarize the impact Alexander’s conquests had on future cultures.

Ch. 5: GREECE

Sec. 4: Alexander

Builds An Empire

AGENDA: Please Begin your Warm-up Immediately !• WARM-UP – Read “History Makers,” in Textbook p. 129

“Who was Bucephalus?”• INTRODUCTORY CLIP: Trailer for the new “Alexander” movie• DISCUSSION of Section 4, Text p. 129 / Packet p. 13-14• RETURNING MAJOR QUIZ from Friday

NEXT ASSIGNMENT:• Read Chapter 5, Section 5 and complete p. 15a in packet• PROJECT I is due TOMORROW…No exceptions !• Begin reviewing all notes, quizzes, and CH 5 in Textbook for Wednesday’s TEST!



Film Opens Nov. 5 !

http://alexander-the-great.co.uk/showposter2.php?id=official-poster.jpg

http://alexander-the-great.co.uk/showimages.php?id=alex66_l.jpg

http://alexander-the-great.co.uk/showimages.php?id=alex66_l.jpg

http://joseph_berrigan.tripod.com/id34.html


CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 128; Packet p. 13

I. Locate MACEDONIA

• Athens

• Sparta

MACEDONIA

MAINLAND GREECE

PELOPONNESUS

IONIA


Label your map,Packet p. 16b

A. Relationship to the Greeks : Macedonians were a rugged, rural people, not as advanced, envious of the Greeks, and threatened by the Athenian Empire. Even allied themselves with Sparta in the Greek’s Peloponnesian War – helping to defeat Athens.

Black Sea

Aegean Sea

Mediterranean Sea

Ionian Sea


Philip II ruled Macedonia from 359 to 336 BC. He was born in Pella, the capital of the Macedonian kingdom, as the youngest son of king Amyntas III. Philip II was a hostage of the Greeks at Thebes following the Greeks’ Peloponnesian War, between 368 and 365 BC. But while in captivity there, he observed the military techniques of the superior Greekhoplite phalanx. When he returned to Macedonia he immediately set forth in helping his brother Perdiccas III, who was then king of Macedonia, to strengthen and reorganize their Macedonian army. But in 359, when his brother set out to battle the Illyrians to free northwestern Macedonia, the Macedonian army suffered a disastrous defeat. 4,000 Macedonian soldiers, including their king lay dead on the battlefield. Philip ascended on the Macedonian throne in the most difficult times; the country was virtually at the brink of collapse, its neighbors ready to put an end to its existence. Philip was not about to let that happen!

I. Locate MACEDONIAA. Relationship to GreeksB. King Philip II1. His goal: Take Greece and then … even Persia !!!2. Transforms army: phalanx 16 x 16 with 18 foot pikes (spears called sarissa)


II. INVASION OF GREECE

A. The Athenian leader Demosthenes tries to warn the Greeks 1. But Greeks cities still not unified following the awful Peloponnesian War fought between themselves. 2. Athens and Thebes finally join forces to try to prevent Philip’s invasion of Greece, but

… too late!

“Of all the people we should sit idly by and allow to invade our lands… not only are they no Greek, nor related to the Greeks, they are not even barbarians from a place that can be named with honors, but rather from pestilent Macedonia, a place from where it is not even possible to buy a decent slave!" (Demosthenes in his “Third Philippic, 31”; 341 B.C.E.)



B. Battle of Chaeronea; 338 B.C.

II. MACEDONIAN INVASION OF GREECE

B. Battle of Chaeronea; 338 B.C. 1. Philip’s 18 y.o. son, Alexander, leads the charge – makes an impression!

2. Greeks are defeated !

Pic: The flat plain of Chaeronea today.

DID YOU KNOW?The Battle of Chaeronea, Aug. 2nd, 338 BC is considered by historians as an end to Greek liberty and history. Greece will not regain its freedom from foreign occupation again until the early 19th century AD when it finally gained its independence.

Dysfunctional Family

As Philip made his preparations for the Persian invasion, it is now that, historians believe, he made the greatest mistake of his life.

Philip had married six times – to all non-Macedonian women. His sixth wife, a Greek woman named Olympias from Epirus, was the mother of Alexander.

Upon returning from his victories in Greece, Philip surprises everyone by falling in lovewith a young girl who actually was from high Macedonian nobility.

He decides to marry her and breaks with both Olympias and the young Alexander, his son… although, he does invite Alexander to the wedding.

At the wedding banquet, the new wife’ss uncle made a rude remark about King Philip now having an opportunity to actually father a “legitimate” heir (i.e., one that was of pure Macedonian blood). Alexander threw his cup at the man, blasting him for calling him a ‘bastard child.’

Philip stood up, drew his sward, and charged at Alexander, only to trip and fall on his face in his drunken stupor at which Alexander shouted:

"Here is the man who was making ready to cross from Europe to Asia, and who cannot even cross from one table to another without losing his balance.”




III. Death of Philip IIAssassinated at daughter’s wedding by one of his own generals.

The CONSPIRATORS ?

Olympias – the jilted ex-wife?

Alexander – The angry son

who felt threatened?



IV. Alexander the Great “Who was Bucephalus?” “Who was Haphaestian?” Boyhood friends who played mythic heroes and who grew up to become them.

A. King now at 20 y.o. - he takes over his father’s plans to invade Persia. B. Having been taught by Aristotle, he envisions spreading the achievements of the “superior” Greek culture. C. Is disappointed by revolting Greeks; and decides to teach a brutal lesson at Thebes.

With the Greeks properly subdued, he rallies them with the words:

“Come with me to take your revenge on Persia!”

The Greeks join the Macedonian army.

Alexander leads the combined Greek and Macedonian forces

across the Hellespont to go conquer Persia.

Packet, p. 14



• Athens

• Sparta

MACEDONIA

MAINLAND GREECE

PELOPONNESUS

IONIA

PERSIAN EMPIREASIA MINOR

(Anatolia)

Label your map,Packet p. 16b

Black Sea

Aegean Sea

Mediterranean Sea

Ionian Sea

HOMEWORK Packet p. 14

Action(s) Goal(s) Result(s)1. Led soldiers across Hellespont into Anatolia.

Hellespont

To fulfill his father’s goal – conquer Persia!

King of Persia, Darius III, is alerted -mobilizes army to meet Greek forces.





2. Launched a surprise attack against Persians near Issus.

Heavily outnumbered, he uses “surprise attack” strategy and scores big!

Darius III flees – humiliating retreat!

In a wealthy Roman villa in Pompeii was found this beautiful mosaic tile floor depicting

Alexander conquering Darius III at the Battle of Issus.

Map in Textbook,

p. 130








THE SEIGE OF TYREAfter his resounding defeat of the Persians at Issus, Alexander moved south toward Egypt. He hoped he could convince the Egyptians to see him as their liberator from Persia- they had been sporadically occupied by Persia ever since the devastating conquest by Cambyses in 525 B.C.

On the way to Egypt, in 332 B.C., he reaches Tyre – an island fortress off the coast of modern Lebanon. Alexander needed the city to control the Eastern Mediterranean and to provide a secure port through which to funnel reinforcements and supplies. The Tyrians knew Alexander was coming and had stocked up on supplies; it also had its own source of fresh water. Tyre refuses to surrender so Alexander started to build a two hundred yard wide mole (land bridge) from the mainland to the island, a distance of approximately one half mile. While the mole was being built, he took part of his cavalry and went to Sidon where he commandeered one hundred twenty triremes, which were sailed to and surrounded Tyre.

Map in Textbook,

p. 130

Click link.









Map in Textbook,

p. 130

In 332-331 B.C. Alexander conquered Egypt and was proclaimed a pharoah by Egyptian priests.

By now his stories of being a descendant of Zeus had begun to spread.

3. He rejects Darius’ peace offer of a third of his empire. He wants it all!

Moves on to take Egypt (gains another ally against Persia), is proclaimed a Pharoah.

Now ready to take Persia!

Alexander founded over 30 cities

named for himself – including the famous

Alexandria, Egypt.

CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 129-130; Packet p. 14

Action(s) Goal(s) Result(s)




Map in Textbook,

p. 130

3. He rejects Darius’ peace offer of a third of his empire.

He wants it all!Moves on to take Egypt, is proclaimed a Pharoah. Now ready to take Persia!

4. Launched a phalanx attack followed by cavalry charge at Gaugamela.

Defeat of Darius!Takes Babylon, Susa, & Persepolis – shares the wealth with his men!

Persian Empire ends!

Persepolis burns!

After spending several months in Persia, contemplating what to do next – return home now and rule over what he had conquered? or continue taking more territory?

Alexander begins to envision a union of Macedonian-Greeks (the West) and Persians (the East).

He adopts the Persian style of dress and the customs of the Persian royal court, He allows Persian troops into his army and made young Persian nobles part of his elite cavalry,He marries a Persian princess named Roxanne (the daughter of Darius III), and presides over a mass marriage of thousands of his own soldiers to Persian women – a grand event meant to symbolize his vision of a new world culture.

Alexander’s grand vision / plan was now evolving – a union of the Western (Greco-) world with the Eastern (Persian) world.

This new culture – enriched by the best elements of both worlds – would become known as the Hellenistic Culture. This period in history, known as the Hellenistic Period.




Map in Textbook,

p. 130

3. He rejects Darius’ peace offer of a third of his empire.

He wants it all!Moves on to take Egypt, is proclaimed a Pharoah. Now ready to take Persia!




5. Led army into Indus valley.Wants to extend empire further eastward to the

edge of world – “Ocean”

Discovers Darius III dead

He defeats an Indian army but his men’s morale is low and demand to go home!



Map in Textbook,

p. 130




5. Led army into Indus valley.Wants to extend empire further eastward to the

edge of world – “Ocean”

He defeats an Indian army but his men’s morale is low and demand to go home!

6. Poured out drinking water offered to him in the desert.

To encourage / inspire his discouraged troops during

long march home.

As always before, It wins their admiration again… and they continue to follow him.

324 B.C. – Alexander returns to Babylon which he makes his new capital. He begins to make plans for his new empire – construction projects, new cities, and plans to conquer Arabia. June 6, 323 B.C. - Residing in the old palace of Nebuchadnezzar II, he is struck by a high fever for several days and suddenly, at 33, is found dead.

A R A B I A


IV. Alexander the Great “Who was Bucephalus?” “Who was Haphaestian?” Boyhood friends who played mythic heroes and who grew up to become them.

A. King now at 20 y.o. - he takes over his father’s plans to invade Persia. B. Having been taught by Aristotle, he envisions spreading the achievements of the “superior” Greek culture. C. Is disappointed by revolting Greeks; and decides to teach a brutal lesson at Thebes.

With the Greeks properly subdued, he rallies them with the words:

“Come with me to take your revenge on Persia!”

The Greeks join the Macedonian army.

A Boy who fulfilled the Dream of his Father !A Man who believed himself descended of the gods !

A Military Genius who united two worlds and got men from both to follow him!

A Giant in History, like many, whose empire crumbled after his death.

D. Conquered Persia and extended his empire east to the Indus River. E. Dead at 33. F. His LEGACY: 1. His generals fought over control of empire after his death - ending the democratic tradition started in Greece

An old trusted general of both Alexander and his father, Ptolemy – would receive the Egyptian kingdom in 241 B.C.

Ptolemy would take the title of Pharoah and begin the Greek Ptolemaic Dynasty in Egypt –

of which Cleopatra would descend in 44 B.C.


IV. ALEXANDER THE GREAT D. Conquered Persia and extended his empire east to the Indus River. E. Dead at 33. F. His LEGACY: 1. His generals fought over control of empire after his death - ending the democratic tradition started in Greece

2. The HELLENISTIC CULTURE – a new culture that blended (western) Greek, Egyptian, and (eastern) Persian customs.


TODAY’S OBJECTIVES:• Describe Philip II of Macedonia’s conquest of Greece.• Summarize Alexander’s character and the role it played in his conquests.• Summarize the impact Alexander’s conquests had on future cultures.

Ch. 5: GREECE

Sec. 4: Alexander

Builds An Empire

AGENDA: • WARM-UP – Read “History Makers,” in Textbook p. 129• INTRODUCTORY CLIP: Trailer for the new “Alexander” movie• DISCUSSION of Section 4, Text p. 129 / Packet p. 13-14• RETURNING MAJOR QUIZ from Friday

NEXT ASSIGNMENT:• Read Chapter 5, Section 5 and complete p. 15a in packet• PROJECT I is due TOMORROW…No exceptions !• TEST is Wednesday - Begin reviewing all notes, quizzes, and CH 5 in Textbook !



Film Opens Nov. 5 !






TODAY’S OBJECTIVES:• Describe what is meant by the Hellenistic Age and describe Hellenistic culture in Alexandria.• Identify the major achievements of Hellenistic scholars.• Summarize the major philosophies and artistic styles of this period.

Ch. 5: GREECE

Sec. 5: The Hellenistic Age

AGENDA: Please start your Warm-up Immediately !

• WARM-UP – Examine the Chart on p. 133 in your textbook, AND answer the following questions on a sheet of paper:1. Which of the 3 items did the Greeks estimate most accurately?2. Name 2 ways that Ptolemy’s view of the solar system differs from the modern view.• DISCUSSION of Section 5, Text p. 132 / Packet p. 15• REVIEW for TEST

NEXT ASSIGNMENT:• TEST is TOMORROW - Review all notes, quizzes, and CH 5 in Textbook !



Hellenistic Art“Winged Victory” Marble, height 11 ft.Found on the island of Samothrace ca. 190 BC


REMEMBER:All of

Mr. Loessin’s PowerPoints for Chapter 5:

Greeceare available for viewing

in the Library! Great way to Review for

tomorrow’s test!



Just ask the Librarian to show you how!

The Network S DriveFolder: Loessin

2. Mathematics

Euclid – taught geometry and wrote the first geometry textbook. It was used by Europeans and the Muslim world until the 1900s

Archimedes – calculated pi…. …and the beginnings of calculus. Considered one of the greatest mathematicians / scientists

3. Physics

Archimedes - Explained the law of the lever, Invented the pulley, a missile-throwing catapult, and a steam engine…

1. ASTRONOMYAristarchus – sun larger than the earth and the planets revolve around the sun.

Eratosthenes – used geometry to compute the earth’s circumference. He served as the head of the Alexandrian library in Egypt

Ptolemy – incorrectly concluded the earth was the center of the universe. His was the “geocentric” theory.

Hipparchus – designed latitude and longitude for plotting locations on a map.

X

4. Philosophy in the Hellenistic Age

Zeno – founded Stoicism, a school of thought that provided an ethical way to live and instructed its followers to refrain from pointless emotions when facing life’s inevitable events (like death, etc.)

and to focus instead on things that we can control.

“Why do you weep for the dead, they are gone from you. Weep for the living who suffer and do something about it.”

Epicurus – founded Epircureanism, a school of thought which taught that the greatest good and highest pleasure in life comes from behaving good and avoiding pain.

“Eat, drink, be merry….for tomorrow we die!”

5. MEDICINE

Hippocrates – the “father of medicine”

- listed first pharmaceutical guide to herbs and plants used as remedies / cures.

- had a school students he trained

- attempted to replace limbs and organs

- wrote for himself, and had his students take, oath

still used taken today by medical students, “The Hippocratic Oath”

TODAY’S OBJECTIVES:• Describe what is meant by the Hellenistic Age and describe Hellenistic culture in Alexandria.• Identify the major achievements of Hellenistic scholars.• Summarize the major philosophies and artistic styles of this period.

Ch. 5: GREECE

Sec. 5: The Hellenistic Age

AGENDA: • WARM-UP – Examine the Chart on p. 133 in your textbook, • DISCUSSION of Section 5, Text p. 132 / Packet p. 15• REVIEW for TEST

NEXT ASSIGNMENT:• TEST is TOMORROW - Review all notes, quizzes, and CH 5 in Textbook !• TUTORIALS being promptly at 8:20



Hellenistic Art“Winged Victory” Marble, height 11 ft.Found on the island of Samothrace ca. 190 BC

today’s objectives: identify the ways geography and climate shaped greek life

Documents

ancient games

olympic games

ancient greeks

map of greece

greek myths

ancient olympics

loessin akins high school

ancient greek god zeus