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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”.