Download Course Learning Outcomes for Unit II Reading Assignment

UNIT II STUDY GUIDE
Small Kingdoms and Mighty Empires, and the
Development of Greek Society and Culture
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Analyze the political, cultural, and social contexts out of which the West developed.
2.1 Recall political, cultural, and social contexts that shaped the West.
3. Evaluate the causes and effects of major historical events, including the influence of key individuals,
institutions, and ideologies.
3.1 Recall key individuals and their influence on major historical events.
Reading Assignment
Chapter 2:
Small Kingdoms and Mighty Empires in the Near East, 1200-510 B.C.E.
Chapter 3:
The Development of Greek Society and Culture, ca. 3000-338 B.C.E.
Unit Lesson
New Kingdom
Unit II covers the steady emergence and changes of societies in the Eastern Mediterranean as well as the
unfolding events in the Middle East, all of which will continue to have profound consequences for the future of
Western civilization.
In 1567 BC, Egypt entered the New Kingdom after rebelling against the Hyksos, who had conquered them
several decades prior. Egypt had risen again, with its holdings including Libya, Palestine, and Syria, in
addition to Egypt itself. Pharaohs now portrayed themselves as the son of Re, the sun god, as interest in
worshiping the sun god increased. Land gods were also worshipped by the average Egyptian for their
connection with the lands.
The post empire period: This period, after 1085 BC, encompassed ten dynasties. Egypt was dominated by
various countries during these centuries, including conquest by Alexander the Great in the fourth century BC.
The Greek Hellenistic dynasties, known as the Ptolemies, would control Egypt until it fell to the Romans in
30 BC.
The Hittites: These people migrated into Asia Minor from areas of Asia around 1750 BC and built a powerful
state. The Hittites created a powerful army based on their knowledge of forging iron, giving them the strongest
available weapons at the time as the Hittites had access to large quantities of the ore. By 1200 BC, the Hittite
Empire dominated West Asia and threatened Mesopotamia. Suddenly in 1200 BC, the Hittites lost everything.
A mysterious group known to history only as the “Sea Peoples,” annihilated the Hittites and then, disappeared
themselves (McKay et al., 2014).
Between approximately 1200 BC and 1000 BC, a new Hebrew kingdom materialized as they returned from
their enslavement in Egypt. David, King from roughly 1000 BC to 970 BC, defeated the Philistines, who had
encroached on the area in the Hebrews’ absence, and after a series of battles, reestablished Jewish
dominance of Palestine. His son and successor, Solomon, ruled from about 970 BC to 930 BC. His rule was
marked by the strengthening of the king’s authority and increased trade. Solomon oversaw construction of the
famed Temple in Jerusalem, where the Ark of the Covenant was traditionally placed. Divisions among the
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GUIDEIsrael,
Hebrews arose, leading to the Twelve Tribes splitting apart. The ten tribes of the
North
thus became
with the southern two becoming Judah. The division weakened Hebrews. In 722
BC, Israel fell to the
Title
Assyrians. Judah (from which “Judaism” emerges) survived a while longer until its conquest at the hands of
the Chaldeans in 586 BC.
Monotheism Arose
In the Jewish tradition, God created the universe and all in it, ruled it, and all submitted to God’s will. God
punished the disobedient, but He also showed great compassion and mercy. The faith centered around three
main ideas: belief that the Jews were the chosen ones of God (the covenant that God would protect and love
the faithful), the Ten Commandments and the idea of equality of all before God, and the belief that God
sends special messengers, or prophets. The idea of the promised land presented in Exodus defined the
Jewish experience.
The Phoenicians: The Phoenicians dominated what is now known as present-day Lebanon. Here, they built
a trade empire at sea and on land, offering precious gems and gold, rare dyes, rich grains, and lumber,
among many other products.
By 800 BC, the Phoenicians developed a written alphabet, incorporating Egyptian hieroglyphics and their own
symbols. The Greeks soon encountered the Phoenician alphabet and made use of it for their own language.
The Romans, in turn, based the Latin alphabet on the Greek system, and the English language and
languages across Europe employ the Latin alphabet.
Assyria: From its capital at Nineveh, Assyria took control of an empire that spanned from Iran to Turkey to
Cyprus to Egypt. Like many other empires, kings ruled with absolute power and maintained control of distinct
areas controlled by hereditary governorships. A “pony express” system sped up messages through a series of
staging posts for horse-mounted messengers. Any note thus reached the most distant parts of their empire
and returned with a reply within seven days. Internal revolts, however, severely weakened the empire. Two of
Assyria’s enemies, the Medes and the Chaldeans, conquered the empire by 612 BC.
After conquering Assyria, the Chaldeans (sometimes called Neo-Babylonians) expanded again, moving west
and destroying Jerusalem in 586 BC. The surviving Judeans were held in Babylonian Captivity, as slaves
once again, until 538 BC, when the conquerors found themselves conquered, now by the Persians.
Persia: Encompassing what is now Iran, Persia rose from the desert to become one of the most powerful
states of ancient times. By the seventh century BC, they had united into a single nation. Cyrus, who ruled
from 559 BC to 530 BC, rose to power, seeking to make Persia into a great empire. His first conquest was
Media in 550 BC, along the Caspian Sea. From there, he seized Asia Minor in 547 BC. He later conquered a
number of Greek colonies on the Aegean Sea. He then marched eastward, conquering what is now
Uzbekistan, Afghanistan, and western India. Finally, by 539 BC, he turned his army’s might against the
Chaldeans, taking his greatest competitor and greatest prize.
As a conqueror, Cyrus did not seek destruction of religions or uprooting political orders. He allowed the Jews
and other Babylonian prisoners to return home, allowing them to restore their cultures, traditions, and
temples. Cyrus convinced the Babylonians that his claim to their throne was legitimate, stating he was part of
a long line of their ancient rulers of Babylon. Thus showing tolerance to the cultures of these other peoples,
they all accepted the Persian dominance.
After the death of Cyrus, his son Cambyses claimed the throne from 530 BC to 522 BC and expanded the
Persian Empire even further. His most notable prize was Egypt. Darius I (also called the Great) and the son of
Cambyses, came to power in 521 BC. His rule would make Persia the largest empire in the world yet. He
moved into Europe, seizing control of the Thrace and forcing Macedonia to become a tributary state, leaving it
in peace but forcing them to pay a fortune annually to Persia in exchange for their safety.
The Greeks: Meanwhile, the Greeks were nervous at the approach of the Persians. By 499 BC, the Greeks
encouraged their fellow Greeks living under Persian rule in Asia Minor to rebel. Persia crushed the uprising
and sought revenge against them. The Persian War lasted nearly a decade. The leading Greek city-state,
Athens, barely managed to defeat the Persian army at the battle of Marathon in 490 BC.
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While Persia initially embarked on policies of inclusion, particularly in its armies,
governing
thisGUIDE
far-flung
empire became increasingly difficult. While Persian provincial governors wereTitle
initially appointed on merit, the
offices (known as satraps) became hereditary. Slowly, these officials became increasingly corrupt. Officials
demanded increasingly higher taxes to subsidize their luxuries, steadily eroding the sense of goodwill and
tolerance the conquered subjects had for the Persian Empire.
Zoroastrianism
Persians practiced Zoroastrianism, a faith that arose around 600 BC through the teachings of Zoroaster. The
Avesta, their holy book, was the heart of their teachings but was not set to paper for another 800 years. They
believed Ahuramazda was the only true god. He embodied the positive abstract qualities of love, life, morality,
and truth. An embodiment of evil, Ahriman lurked in the shadows. He was the essence of lies, darkness, and
death. Good and evil were more than just abstract ideas; they were also concrete realities for the
Zoroastrians. In the end times, they believed followers of Ahuramazda would triumph. His followers received
eternity in an ethereal paradise, their equivalent of heaven. Evildoers, on the other hand, received eternal
punishments and were condemned to a pit of darkness and pain.
Aegean Sea
The first Greek civilization arose in the area of the Aegean Sea about 2800 BC. The first Greek civilization,
the Minoans, reached the peak of their power between 2000 BC and 1450 BC, but crumbled in the face of a
massive catastrophe around 1450 BC. The Mycenaeans came forward to replace the Minoans. Their
civilization, based at the city of Mycenae, flourished between 1600 and 1100 BC. The Trojan Wars, around
1250 BC, were immortalized in the epic The Iliad by the poet Homer in the seventh century BC. Mycenae
entered a long period of decline after enemies burned it in 1100 BC. The period between 1100 BC and 750
BC came to be called the Dark Ages, for the period of darkness and disorder from which few records have
survived (McKay et al., 2014).
Classical Period
After the Dark Ages subsided, Greece entered its classical period, from which its most famous thinkers
emerged. The polis, or city-state, was the heart of government for this era. Without a central government, the
cities ruled themselves. Athens became the leading city-state, and the largest, with a population eventually
hitting 300,000 by 400 BC. Sparta was the world’s first democracy as the men of the city discussed matters
and voted in large numbers. Women, however, were forbidden to participate in politics.
Sparta was Athens’s main rival. The Lycurgan Reforms, sparked at the behest of Spartan leader Lycurgus,
completely mobilized Spartan society into a military unit, demanding young boys to live in military barracks
starting at age six and to train daily for the time that they, too, would meet their obligations to enlist in the
army. All the men of Sparta, from age 20 to age 60, were required to serve in the military.
The Greeks, most notably the Athenians, became famous to later civilizations for their many scholarly works.
All fields of thought and science were studied by the Greeks, pioneering many fields of philosophy and
mathematics still used in the 21st century. Deductive reasoning, logic, and critical thinking were essential
tools for Greek scholars. Many mathematical concepts, from geometry to the Pythagorean theorem, have
Greek origins. Numerous examples of their work and influence have survived the centuries, but tragically,
only fragments remain of some works while others have been lost entirely.
The deadly rivalry drove the two powers of Athens and Sparta to obsession, with each working to undermine
the other. Starting in 431 BC, Athens and its allies, the Delian League, fought bitterly against Sparta and its
allies of the Peloponnesian League, sparking what became known as the Peloponnesian War. The war was
mostly a stalemate for years given the strength of the Athenian navy and its city walls. The Spartans,
however, learned to neutralize that advantage. Sparta found its opening in 405 BC, and in the massive battle
of Aegospotami, surprised the Athenians with a massive defeat that left the Athenian navy in ruins. In 404 BC,
with the war in its 27th year, Athens realized it had lost and surrendered to Sparta. While Sparta had its
victory, it was just as costly for the Spartans. Sparta could not control Greece, and the remaining city-states
fought for dominance.
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Reference
UNIT x STUDY GUIDE
Title
McKay, J. P., Hill, B. D., Buckler, J., Crowston, C. H., Weisner-Hanks, M. E., & Perry, J. (2014). A history of
western society: From antiquity to the enlightenment (11th ed., Vol. 1). Boston, MA: Bedford/St.
Martin’s.
Suggested Reading
The following textbook is optional. It has additional readings that correspond with the topics covered in the
course textbook, and you may find these sources interesting. You will not be tested on any information from
this textbook:
McKay, J. P., Crowston, C. H., Weisner-Hanks, M. E., & Perry, J. (2014). Sources for western society: From
antiquity to the enlightenment (3rd ed., Vol. 1). Boston, MA: Bedford/St. Martin’s.
In order to access the resources below, you must first log into the myCSU Student Portal and access the
General One File database within the CSU Online Library.
The following is an article on early medical practices in the developing culture; some of you may have heard
of the Hippocratic Oath that doctors still use today:
Barbato, A. L., & Bulger, R. J. (2000, July). On the Hippocratic sources of Western medical practice. The
Hastings Center Report, 30(4), S4.
The following is an article on the early developments of democracy and politics:
Simpson, T. L. (2006, Winter). Is Socrates the ideal democratic citizen? Journal of Thought, 41(4), 137.
Learning Activities (Non-Graded)
Compare the themes from the two articles below in an essay. The following articles can be located in the CSU
Online Library under the General One File database:
Barbato, A. L., & Bulger, R. J. (2000, July). On the Hippocratic sources of Western medical practice. The
Hastings Center Report, 30(4), S4.
Simpson, T. L. (2006, Winter). Is Socrates the ideal democratic citizen? Journal of Thought, 41(4), 137.
Be sure to address the following questions in your essay:
1. How are the ideas of Hippocrates and Socrates similar and different?
2. What are their strengths and their limitations?
3. How can these ideas still be applied to the modern world?
Feel free to discuss your responses in the student break room.
These are all non-graded Learning Activities, so you do not have to submit them. If you experience
difficulty in mastering any of the concepts, contact your instructor for additional information and
guidance.
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