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Bellwork • Please pick one of the following and write at least three things you know about that concept: – Athens – Sparta – Democracy – Monarchy – Persia World History Section 3, Unit 5 Ancient Greece p. 2 Developing Greek Society Objectives • Identify how Greek city-states formed • Compare-contrast Athens and Sparta culture and government – Compare the role of women in both societies • Identify the effects of the Persians on Greece after the war • Define “democracy” • Explain the artistic achievements and changes during Athens’ golden age. • Identify the difference between a tragedy and comedy. • Explain what lead up to, the outcome, and the consequences of the Peloponnesian War. • Identify three major Greek philosophers and their philosophies. – Socrates – Plato – Aristotle • Analyze Plato’s Allegory “The Cave” and be able to participate in discussion about this allegory Question • What happened to Mycenaean culture when they were conquered by the Dorians? Dorians • When the Mycenaean's were conquered by the Dorians, both the Dorians and Mycenaean's began to identify less with their past cultures and more with their local culture. • This would lead to the creation of the powerful Greek city-states. City-State • By 750 B.C., the citystates or polis, became a fundamental political unit in Greece. • They were often home to over 20,000 residents and at the public center (agora) was an acropolis (the place where male citizens gathered to conduct business) City-States • There were many different types of political structures in these city-states, but overtime the idea of a representative government almost began to take root in many city-states. • However, regardless of government structure, many city-states were highly close-knit and Greeks would look upon foreigners as “barbarians”. – The term “barbarian” came from the Greeks who said that all non-Greek languages sounded like babbling (i.e. “bar bar bar bar”). City-States • Originally, there were many tyrants that took control of various city-states. • However, armed with iron, ordinary citizens began to overturn the old system of rule by tyrants (powerful individuals). Overtime, these city-states would find a new way of governing. • Two of the most powerful city-states were Sparta and Athens Sparta • Located near the southern part of Greece called Peloponnesus, Sparta was a famous military Greek city-state. • The Spartans were descendants of the Dorian invaders. Sparta • While other city-states founded colonies abroad, Sparta conquered neighboring Messenia and forced the people there– helots– to farm for them. • Yearly, Spartans demanded half of the helots crop, but the helots revolted. • The Spartans narrowly ended the revolt and began to dedicate themselves to forming a powerful city-state. Leonidas Spartan Society • Sparta’s population was quite diverse and consisted of several social groups: – First were citizens descended from the original inhabitants of the region (the Dorians)– this included ruling families – Second, noncitizens but free, who worked in commerce and industry. – The helots who were at the bottom, were basically slaves. Some also served as laborers or household servants. Education • When male Spartans began military training at the age of 7, they would enter the agoge (agoga) system which was designed to encourage disciple and physical toughness. – Boys lived in communal messes (army barracks), and would train day and night. Food was scarce to train them on how it feels to not have enough food. • Other than physical training, boys were also trained to study reading, writing, music, and dancing. Military Life • At age 20, the male citizen began his membership as part of the syssitia (club), composed of about 15 members. • In this, the soldiers would learn how to bond and rely on one another. – Spartans were trained to put their service to Spartaand their comrades- above all else. Military Life • Spartan men were required to stay in active reserve military duty until age 60, but were able to hold public office by age 30. • Men were also encouraged to marry by age 20, but families came second to service to Sparta. Women and Spartan Society • Much like the boys, Spartan women were trained to be very active, but not as soldiers. • As adults, Spartan women managed the family estates while their husbands served. • However, women in Sparta did not have the right to vote. Spartan Women • Classical Sparta was very unique amongst Greek society. • No other Greek citystate (and in few cultures outside of Greece) did women receive the level of education and training they did in Sparta. Question • What effect (positive and negative) do you think all this training would have on Spartan citizens? – Consider the amount of time they train and the effects of valuing service to Sparta. On the one hand, they had a strong military. On the other, Spartans had very little individual expression and they did not value the arts, unlike their Greek counterparts. Athens • • • Located on a rocky hill in Eastern Greece, Athens is north of Sparta. The ancient population of Athens, at any given time, was generally higher than that of Sparta and Athens was considered a cultural center of Greece. As well, Athenians were described as more educated, artistic, and curious, unlike the Spartans, who valued strength and valor. Athenian women • In general, Athenian women were expected to rear children, weave cloth, prepare meals, and manage the household. • As a whole, unlike their Spartan counterparts, women had very little to do in the city’s intellectual life. Even in cases of divorce– which in Ancient Greece was common and could be initiated by women– Spartan women were often better off than their Athenian counterparts. Birthplace of Democracy • Like other city-states, Athens struggled with a power-struggle between the wealthy and poor. However, Athenians avoided civil war by reforming their government. • Athenians attempted to form a democracy, in which the citizens would directly vote in political decision making. Birthplace of Democracy • Repeated clashes occurred between the aristocrats (wealthy) who governed Athens and the common people. • In around 546 B.C., a nobleman and military leader named Pisistratus came to power and became one of Athens first tyrants (although he was a popular tyrant). – He came to power by claiming a woman with him was Athena and that he has the gods’ support to rule. Birthplace of Democracy • He created many reforms supporting the poor, including providing funds to farmers to get new equipment and paid for these reforms through agricultural taxes at the expense of nobles. – In doing so, he earned the support of the poor and gave them jobs. Birthplace of Democracy • However, when Pisistratus died, his son Hippias took power, but became a tyrant. • Soon after, a young aristocrat, Cleisthenes, took power into his own hands and overthrew the tyranny of Hippias. – Cleisthenes would lose power for a time to his rival, Isagoras, who gained support of the Spartans– until the Athenian revolted. Birthplace of Democracy • In 508 B.C., Athenian leader Cleisthenes introduced further reforms. He worked to make Athens a full democracy by reorganizing the existing assembly to break up the aristocracy (rulership of the wealthy). • He also allowed all citizens to submit laws for debate and passage. Beginnings of the Persian Wars • Danger of helot revolt lead to Sparta becoming a powerful military state. Danger of revolution among the poor lead to Athens becoming a democracy. • However, it would be an outside force, the Persians, who would force Sparta and Athens to come together in glory. Persian Wars (cont.) • The Persian Wars began in Ionia on the coast of Anatolia. Greeks had long been settled there, but around 520 B.C., Persians conquered the area. • When Ionian Greeks revolted, Athens sent ships to their aid. • Persian king Darius defeated the rebels and then vowed to destroy Athens in revenge. Battle of Marathon • In 490 B.C., the Persian fleet carried 25,000 men across the Aegean Sea and landed northeast of Athens in a plain called Marathon. They came into contact with a large Athenian army and lost. From there, they attempted to attack Athens by sea. • The Persians, who expected Athens to be defenseless, met with a large Athenian army who was waiting for them. – The Persians would quickly sail away in retreat. The name marathon comes from the run of Pheidippides (25 miles) who warned Athens of the incoming invasion. Xerxes • Ten years later, in 480 B.C., Xerxes took control of Persia and invaded Greece. • By this time, Greece was divided, with some citystates pledging allegiance to Persia or believing it best to allow the Persians to destroy Athens. • Consequently, Xerxes armies were met with no resistance from the Greeks as they marched down the eastern coast of Greece. Battle of Thermopylae • When Xerxes came down a narrow path at Thermopylae- with about 70,000 soldiers- he was met with 7,000 Greeks. • The two sides fought for three days until the Persians discovered a path around the cliffs (thanks to a Greek traitor). • The Greeks retreated while 300 Spartans, led by Leonidas, defended them. Fun fact: Leonidas’ bones were discovered 40 years later and buried in Sparta Thermopylae The Battle of Thermopylae is symbolic of a people defending their homeland and shows the benefits of better training and armor for the Greeks. Casualties: Persians lost 20,000 to the Greeks 2,000 Athens • In Athens, the citizens were deciding how to best protect their city. • Themistocles, an Athenian statesman, convinced the Athenians to evacuate and fight at sea. – It was not an easy suggestion to make, as they would be abandoning the city on a risky bet. Battle of Salamis • Themistocles positioned the Greek fleet in a narrow channel called Salamis, near Athens. • Xerxes– who was excited to end the Greeks (Athenians) swiftly- sent his warships to block both ends of the channel, but it proved too narrow for the Persian fleet to maneuver. • The Greeks drove their battering rams into Persian ships, destroying more than 1/3 of the fleet End of the Persian War • As Athens was defending their city, the Spartans engaged in the final battle of the war- Battle of Plataea. • In this battle, the Spartans defeated the rest of the Persian army in 479 B.C. http://3.bp.blogspot.com/rmU1fOuc8o4/UDTWAL0SRpI/AAAAAAAA Bgc/72W35X_S64/s1600/p134+persian+wars.jpg Consequences of the War • With the Persian threat gone, the city-states felt a sense of confidence and freedom. • Athens basked in the glory of Persian defeat and became a leader of a 140 city-state alliance called the Delian League. – The league would drive the rest of the Persians from Greek territory. • As well, Athens would soon become the hub of Greek society, art, and culture and use it’s powerful navy to control the other city-states. Quick Review 1. How did Spartans train their citizens to be good soldiers? What adverse affect did this have on their culture (what did they value in their lives)? 2. What were some of the outcomes of the Persian War in Greece? 3. Why did Athens form a democracy and why did Sparta become a military power? 4. Opinion: Consider your gender. If you had to choose between living in Athens or Sparta, which one would you choose? Why? Consider what each city-state would have required of you depending on your gender. Athens’ Golden Age • After the Persian War, between 480 and 430 B.C., Athens experienced a growth in intellectual and artistic learning. • These new achievements during Athens’ Golden Age would continue to inspire and instruct people for centuries to come. • A wise and strong statesman named Pericles led Athens during the golden age. Described as “honest and fair”, he held on to popular support for 32 years. Pericles • The period in which he led- 461-429 B.C.- is sometimes referred to as the Age of Pericles. • Pericles had three goals for Athens: – (1) stronger democracy, – (2) strengthen the empire – (3) glorification of Athens. (1) Stronger Democracy • To strengthen democracy, Pericles increased the number of paid public officials. • Average citizens could be elected or randomly selected for these positions and, consequently, Pericles’ new reforms made Athens one of the most democratic governments in history– however, political rights were still limited to citizenship. Effect of Democracy • The formation of direct democracy was an important legacy of Pericles’ Athens. • In Athens, male citizens who served in the assembly established all the important government policies. (2) Stronger Athenian Empire • Pericles tried to enlarge the wealth and power of Athens. He used money from the Delian League’s treasury to build Athens’ 200-ship navy into a stronger force. • Because of the new naval force, Athens was able to expand its’ sea trade and gain newfound wealth, food, and raw materials. Trireme (3) Glorification of Athens Parthenon • Lastly, Pericles used money from the empire to beautify Athens. • He persuaded the Athenian assembly to use the Delian Leagues’ money- without their permission- to buy gold, ivory, and marble. • For 15 years, a small army of artisans worked to create beautiful structures and art in Athens. Classical Art • The Parthenon, although a masterpiece of architecture and design, was not novel. The style of the Parthenon was very traditional. • Rather, it was the artincluding the statue of Athena (which was subsequently lost)- that was inside the Parthenon that would define the importance and legacy of Classical Artthe art style of the Greeks that valued order, balance, and proportion. Classical Art • In Greece, the artisans aimed to create figures in their sculptures that were graceful, strong, and perfectly formed. Their faces showed no emotion, just serenity and the Greeks focused heavily on the beauty of the human body. – The Greeks began to value the human form in their art very early on in their society. Ancient Greek Classical Art What major differences do you see in this art? Classical Greece Classical Art • The architecture of Greece was also designed to glorify Athens. • The architecture of Greece is differentiated by its size, elegance of proportions, and use of light to effect the way it is seen at any angle. Question: What is drama? Greek Drama • The Greeks invented drama and build the first theatres in the west. • Theatrical productions were an expression of civic pride and tribute to the gods. • Actors wore colorful costumes, masks, and sets to dramatize stories about leadership, justice, and duties. Greek Drama • A tragedy was a serious drama with common themes- such as love, hate, war or betrayal. – Often, they had a main character or tragic hero. The hero usually was an important person and had great skills, but usually had one great weakness that caused their downfall. • In contrast, a comedy was a work that was filled with slap-stick and crude humor. – Many Greek comedies were satire (works that poke fun at a subject). Question • If Athens is becoming more powerful during this time, both in military strength and economically, how do you think Sparta would react? Beginnings of a War • Tensions between Athens and Sparta had been building for years. • Sparta became hostile as Athens increased its’ naval power. • Many people in both cities felt that the war was inevitable and, instead of attempting to prevent it, leaders in both sides pressed for war to begin. Peloponnesian War • In 431 B.C., Sparta declared war against Athens, called the Peloponnesian War. • Athens had sea power and believed it best to attack Sparta at sea. • Sparta, being far too inland to be attacked at sea, focused their attacks on land. Sparta gains an edge • Eventually, the Spartan’s marched into Athenian territory and burned their food supplies. • Pericles brought residents from the countryside into Athens to defend the city and all Athenian citizens were forced to live behind the walls. Food was supposed to be plentiful, as Athens still had trade. Sparta gains an edge (cont.) • However, two events would spell disaster for Athens: – A plague swept through Athens, killing one to two thirds of the population, including Pericles. – In 415 B.C., Athens’ assembly sent a fleet of 27,000 soldiers to destroy the polis of Syracuse, but suffered a terrible defeat. The skull of an 11 year old girl, “Myrtis” who died in the plague. Athens loss • Athens surrendered to Sparta in 404 B.C. after 27 years of war. • In this time of questioning and uncertainty, several great thinkers appeared. • They attempted to seek the truth, no matter where the search led them. Philosophers • The Greeks called these people “philosophers”, meaning “lovers of wisdom”. • The Greek thinkers worked on two assumptions: – (1) the universe was put together in an orderly way with unchanging laws – (2) people can understand these laws through logic and reason. At this point, please take a moment to draw three long columns in your notebook. Each column only needs to be about a half-page long. We’ll be titling each one with the name of a philosopher. Socrates • Socrates believed that absolute standards existed for truth and justice (in another words, there are no measurements of truth and justice). • He encouraged Greeks to question themselves and their moral character. – He also pushed that people should think about their values and actions. – For such thoughts, he was ultimately sentenced to death for “corrupting” the citizenry. Plato • A student of Socrates, Plato created The Republic, a government concept in which all citizens fit into three groups in a nondemocratic government system: – Farmers and artisans – Warriors – The ruling class • the person with the greatest insight and intellect should be chosen as king. Aristotle • Aristotle, a student of Plato, questioned the nature of the world and of human belief. • He invented a method of arguing according to rules of logic. • He later applied his method to problems in the field of science and mathematics, which would later provide the basis for the scientific method. Legacy of the Philosophers • Over the next 1,500 years, the works of Socrates, Plato, Aristotle, and numerous other philosophers would dictate science, math, and philosophical thought in Europe. • It would not be until the Scientific Revolution long after the Middle Ages that Europeans would grow and move away from the Greek philosophies (which proved to be largely false). Video • Please watch the following video (The Persians & Greeks) and consider the following: – Were the Persians “evil”? – Did the Greeks consider themselves “Greek”? – Should Greece have won the Persian Wars? • Could the Persians have continued to thrive? • Do we want to be in an empirical system of rule? • Could that have avoided future empires after them? Review the Objectives • Identify how Greek city-states formed • Compare-contrast Athens and Sparta culture and government – Compare the role of women in both societies • Identify the effects of the Persians on Greece after the war • Define “democracy” • Explain the artistic achievements and changes during Athens’ golden age. • Identify the difference between a tragedy and comedy. • Explain what lead up to, the outcome, and the consequences of the Peloponnesian War. • Identify three major Greek philosophers and their philosophies. – Socrates – Plato – Aristotle • Analyze Plato’s Allegory “The Cave” and be able to participate in discussion about this allegory Questions • If you have any questions, please ask now. Next Lesson • In the next lesson, we will discuss one of Aristotle's most famous students, Alexander, son of King Philip of Macedonia. • Alexander, after his tutelage from Aristotle, would soon become one of the most powerful and famous rulers in human history. Closure Activity • At this point, everyone is going to require the handout “Plato’s Allegory Activity”.