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Unit 3
The Spread of Civilization
“Civilization is a movement and not a condition, a voyage and not a barbor.”
Arnold Toynbee
190
THEME
Growth and
Change
“ Instead of relying on the gods to make decisions, people in ancient civilizations started
making their own laws and rules."
Arthur Phrachanphang, Sixth Grade
Fort Smith, AR
People who lived in ancient times led complicated lives. They thought as we do, were as
busy as we are, and even went to work and school as we do. Civilizations
took a long time to develop, but once they did, they spread rapidly. In a few
hundred years, the ideals of Greece and Rome were known from the North Sea to
the Indian Ocean. Millions of people became citizens of political and spiritual
empires. Some countries invited these new ideas, while others deliberately shut
them out.
Theme Project
The Lasting Impact of Civilizations
Choose an ancient civilization and show how it has left a legacy to the world.
•
On a world map show areas influenced by the civilization you chose.
•
Make a scrapbook showing examples of recent architecture inspired by this ancient
civilization.
•
Report on a major idea or belief system from this civilization that still has an impact
on the world today.
RESEARCH: Find out how modern languages were influenced by the language of the
ancient civilization you chose.
---The Parthenon, Athens, Greece
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Unit 3
WHEN & WHERE
ATLAS
Some ancient civilizations grew to become mighty empires. For example, as the map
shows, the Roman Empire included the whole Mediterranean area and beyond. As
these civilizations spread, their cultures began to influence distant parts of the
world. This influence can still be seen in modern religions, political systems, and
languages. In fact, modern societies often contain cultural elements from several of
these civilizations.
In this unit, you will read about the history and legacy of ancient Greece. You will also
learn about the rise and fall of the Roman Empire. You will read about the growing
influence of the world's major religions. Finally, you will learn how some areas of
the world accepted and others resisted the influence of other civilizations.
Unit 3 Chapters
Chapter 8 Ancient Greece
Chapter 9 Ancient Rome and Byzantium
Chapter 10 Cultural Blending and Isolation
Delphi 800 B.C.- A.D. 393
Ancient Greek culture spread around the Mediterranean and beyond. Find out why. Chapter 8, Lesson 3
The Pantheon 27 B.C.
The Roman Empire was the largest political unit the world had ever known. Chapter 9, Lesson 2
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The Alhambra Palace
Islamic empires spread to parts of Africa, Asia, and Europe. Chapter 10, Lesson 2
A Pilgrim Scroll 1300’s
Muslims still make the pilgrimage to Mecca. Why is this city so important? Chapter 10, Lesson 3
Tang Ceramics 618-907
China’s influence was felt throughout Asia, including Japan and Korea. Chapter 10,
Lesson 4
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Chapter 8
Ancient Greece
Chapter Preview: People, Places, and Events
The Rise of City-States 900 B.C.
Ancient Greek vases tell tales of everyday life. Lesson 2, Page 199
The Greek World 500 B.C.
The Greek civilization reached all around the Mediterranean Sea. Lesson 1, Page 196
Warriors and Heroes 490 B.C.
Democracy at risk: the Greeks face the Persians and later fight each other. Lesson 2, Page 202
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Lesson 1
The Geography
of Ancient Greece
Main Idea Geography influenced the development of Greek civilization.
Key Vocabulary
Epic
Peninsula
Colony
maritime
The storms raged all around Odysseus (oh DIHS yoos). He knew the journey home to
Greece would not be an easy one. What he did not know was that his voyage would
last for 10 long years, bringing him many adventures and narrow escapes.
This brave sailor was actually the hero of the Odyssey (AHD ih see), a poem by the
Greek poet Homer. This long adventure poem, or epic, tells the story of the vast
assortment of creatures and monsters that dysseus met on his way home from war.
The Cyclops (SY klahps), a one-eyed monster, devoured some of Odysseus' men.
Others were lost to the murderous whirlpool Charybdis (kuh RIHB dihs). At last,
Odysseus made it back to his homeland. There it was as he had dreamed of it,
warmed by the sun and lapped by the Mediterranean Sea — Greece.
---Ancient Greek woman working with wool.
Alexander the Great 336 B.C.
The conqueror from the north spreads Greek culture around the world. Lesson 4, Page 219
Architecture
Greek civilization at its height. Lesson 3, Page 208
Mythology
The Greeks wrote comedies and tragedies that are still performed today. Lesson 3, Page 210
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A Rugged Land
Focus What role did geography play in the growth of ancient Greek civilization?
---Painting on pottery was very common in Greece. This drinking cup shows Dionysus, the god of wine, in
a boat with a grapevine tangled around the mast. Economics: Why were grapes and the sea so
important to the Greeks?
---The map shows Greek colonies established by the 500s B.C. Map Skill: Which settlements were the
farthest from Greece?
Greece has high mountains, narrow valleys, and a jagged coastline with many harbors.
Most of Greece is a peninsula, land surrounded on three sides by water. Its
geography varies from fertile plains to barren highlands. Mountains made travel
slow in ancient times. It could take a week to travel just 60 miles. This rough
landscape kept communities separated from each other.
Summers are hot and dry, and winters are often cool and wet. In fact, about threequarters of the rainfall comes in winter. Ancient farmers produced olives for oil and
grapes for wine. With only about one-quarter of their land suitable for growing
crops, the ancient Greeks were forced to travel abroad, trading what they had grown
for what they needed. Greek ships, loaded with olive oil, wine, and wheat, traveled
and traded throughout the Mediterranean region.
As ancient Greek cities grew, land and jobs at home became scarce. Voyaging and
trading abroad, the Greeks founded colonies, or foreign settlements in distant lands
ruled originally from home. On the map below, you can see how many settlements
the Greeks had by the 500s B.C. In what modern country was the westernmost
Greek settlement?
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Seagoing Ancestors
Focus How did the sea help create wealth for the early Greeks?
The very first people to inhabit the area around the Aegean (ih JEE uhn) Sea also
developed a maritime, or sea-based, culture. These were the ancestors of the
ancient Greeks, the Minoans (mih NOH uhns). From about 3000 B.C. until 1400
B.C., the Minoans ruled the island of Crete (KREET). Find Crete on a map. In what
direction would you travel to get there from Greece? The Minoans were skilled
sailors and became wealthy through trading.
At this time, southern Greece was ruled by the city of Mycenae (my SEE nee). The
Mycenaeans (my suh NEE uhns) learned seafaring skills from the Minoans. This
enabled the Mycenaeans to become successful traders, like the Minoans.
The Mycenaeans conquered Crete about 3,500 years ago. Continuing their conquests,
the Mycenaeans sailed Asia Minor (modern-day Turkey).
Roughly 300 years later, around 1200 B.C., Mycenae itself collapsed. Greeks, however,
felt its influence for centuries to come.
---Greeks still make a living from the sea. This harbor on the island of Santorini provides a home for
fishing boats and a destination for tourists. Once, it would have seen ancient fishing boats and
vessels loaded with grapes and olives to trade. Economics: How are goods transported in your community?
Lesson Review: Geography
1. Key Vocabulary: Use the following terms to describe the geography of Greece:
peninsula, colony, maritime.
2. Focus: What role did geography play in the growth of ancient Greek civilizations?
3. Focus: How did the sea help create wealth for the early Greeks?
4. Critical Thinking: Interpret If Greece had been a country of flat, fertile land, far
from the sea, how might life have been different for the ancient Greeks?
5. Theme: Growth and Change Apart from material goods, like wheat and timber,
what else might traders have brought back to Greece from abroad? What effect
would this have had?
6. Citizenship/Writing Activity: You are a leader in a Greek city that has too little land
to support its people. Write and deliver a speech to persuade people to go abroad
and start new settlements.
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Lesson 2
Greek Politics and Society
Main Idea Greek self-government took shape more than 2,500 years ago.
Key Vocabulary
polis
aristocracy
sponsor
democracy
spartan
tyrant
Key Events
594 B.C. Reforms of Solon
490 B.C. Persian invasion
480 B.C. Second Persian invasion
431-404 B.C. Peloponnesian Wars
---The map shows Greece about 450 B.C. Map Skill: How do you think most people would have traveled
to Olympia?
The blind poet, Homer, created his epics, the Iliad (IHL ee uhd) and the Odyssey, 2,500
years ago. They told the tale of the terrible 10-year Trojan War and its many heroes.
While the ancient Greeks thought of these stories as true, few modern readers
thought of them as real.
Heinrich Schliemann (SHLEE muhn) had read the works of Homer as a child. He was
convinced that Troy had existed. Using the geographical clues in the Iliad, he traced
the possible site of Troy to a place in modern-day Turkey. In 1871, he began an
archaeological dig. Soon he came across a large buried trading city, with a treasure
trove of golden jewelry. He had found Troy: The city that everyone thought was
imaginary was real after all.
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The Rise of City-States
Focus What were Greek city-states, and how did they function?
After the Trojan War, trade came to a standstill and poverty increased. There are few
architectural remains from this period, and written language all but disappeared as
people became isolated in separate villages. Little is known about this period.
By the mid-900s B.C., Greece began to prosper again. Town marketplaces, or agoras,
became crowded. Women carried water in pitchers on their heads, shoppers argued
noisily over prices, and poets recited verses aloud. This was the time when Homer
lived and wrote. Greece was now made up of many independent communities,
composed of villages and surrounding farmland. Called a polis in Greek (the root of
the word "politics"), a city-state was governed by groups of powerful landowners.
These nobles paid for armor, horses, and the army. This form of government by the
nobility is known as an aristocracy.
As members of a polis, all citizens had rights as well as responsibilities. They had to
obey the laws and take part in religious ceremonies. They were also expected to
fight in the event of a war. Citizens sponsored, it paid for, athletic games, religious
festivals, and drama contests.
By the 700s B.C., the Greeks developed a system of government called democracy,
from the Greek words demos (people) and kratos (rule). Now all male citizens —
not just nobles — were allowed to play an active role in decision making. The
Greeks were proud of their system, as expressed by Aristotle (AR ihs taht 1), one of
their philosophers.
“This is the polis. It has come into being in order; simply, that life can go on; but now it exists so as to
make that life a good life.”
---The Greeks needed many vases for carrying wine, water, and oil. Grain was shipped in jars, too. This
detail of a vase is decorated with a painting of women filling water pots. Greeks painted many scenes
from everyday life, and it is because of this practice that we know so much about them. Arts: Find
and describe the horizontal band on this vase called Greek Key.
What transformed these separate city-states into one people we call the Greeks? They all
spoke Greek, with some variations. They also worshiped the same group of gods
and goddesses. Most important, perhaps, they believed that the polls was the best
way to live.
Events in Ancient Greek
c. 1200 B.C. Fall of Troy
950 B.C. Aristocracies in Greece
700 B.C. Democracy in Athens
490-480 B.C. Persian Invasions
c. 450 B.C. Athens's height of power
1431-404 B.C. Peloponnesian Wars
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Democracy in Ancient Greece
Focus How did life differ in Athens and Sparta?
Then & Now
Ancient Greeks lived in city-states, not nations. They paid taxes to the city and fought in its armies. People
from different cities were considered "foreigners." Today we live in nations made up of many cities.
How would citizenship of a city differ from that of a country?
The good life that Aristotle enjoyed was a direct result of the democratic system of
government. Citizens could control much of what happened in their lives. The polis
guaranteed their rights, and in turn, the citizens protected and maintained the polis.
Life in Athens
Aristotle was a citizen of Athens, perhaps the most famous city-state of ancient Greece.
Democracy began here with the reforms of the statesman Solon. Between 594 B.C.
and 560 B.C., Solon helped create a legal code for Athens that called for
participation by citizens. Cleisthenes (KLYS thuh neez) and other statesmen
reformed the Athenian government further to create a democracy.
By 450 B.c., Athens was at the height of its power. About 225,000 people lived there,
making it a little smaller than present-day Miami, Florida, or Portland, Oregon.
Because Athens was a great seafaring power, it became rich through trading. This
wealth helped turn Athens into a center for the arts. Today, we can still see
impressive public buildings such as temples and theaters. The Athenians must have
been very proud of their city.
Not everybody experienced the good life. Not everyone was a citizen. Women were not
given full citizenship. They could not vote, hold office, or own property. Like most
other Greek cities, Athens also used the labor of enslaved people, who made up
almost a quarter of the population. Often these people were captives from wars.
They were of all races and came from different parts of the Mediterranean. In a way,
we can say that their work enabled the citizens to experiment with government.
Those free males who were citizens could speak their minds at the Athenian Assembly,
which met 40 times a year. A council of 500 citizens was selected to propose laws
on which the entire Assembly would vote. Every citizen had a vote. Citizens could
also serve on juries, just as American citizens do today.
200
Spartan Life
Life in Sparta was very different from that in Athens. Sparta lay inland on the peninsula
of the Peloponnesus (peh luh puh NEE sus). It had conquered and enslaved the
peoples around it by 600 B.C. To guard against possible slave rebellions, Spartan
men were trained in the army from an early age. At age seven, boys were sent to
camps where they learned to fight. They put up with many hardships so that they
would be hardy soldiers. Today, we use the term spartan to mean "hard" or "severe."
A woman's position in Sparta, however, was better than in Athens. Women could train in
athletics, and they could own property. By the 200s B.C., women owned two-fifths
of Sparta's land.
The Agora
---Beyond the haggling farmers, at the far end of the agora, stood the government center where citizens
spent much of their time. Citizenship: What functions do the buildings serve in your town's
government center?
The Acropolis started out as an ancient hilltop fortress but later it was turned into a holy place with many
temples. The Parthenon, on top of the Acropolis, was built as a temple for the goddess Athena.
Today, many of the buildings are in ruins, but the Acropolis is still a favorite place for tourists.
Tholos
Here the standard weights and measures were kept for use in the market. Coins were made here.
Lawmakers also rested and ate here.
Meetinghouse
The Council of 500 met here to carry out the work on laws debated by the Assembly.
Archives
Laws and treaties enacted by the Council were stored here in papyrus scrolls.
201
Wars Abroad and At Home
Focus What were some of the major causes of war in Greece?
Ask Yourself
If you had been a boy living in ancient Greece, would you have preferred to live in Athens or Sparta?
Would you give the same answer if you had been a girl?
The Battle of Marathon was between the Greek army and the larger Persian army. Map
Skill: Trace the route from Marathon to Athens.
In the 400s B.C., Asia Minor was the heart of the Persian Empire, which ruled lands
from India to Egypt. The Persians had conquered Greek colonies in Asia Minor and
islands off its coast. By 500 B.C., the Persian Empire was larger and wealthier than
Greece. The Greeks believed that the Persian king, Darius, was a tyrant — a ruler
who governs by threat of force. Some of the Greek colonies rebelled against Darius'
rule.
Determined to put an end to this rebellion, Darius invaded Greece in 490 B.C. On the
way to Athens, Darius' ships landed at Marathon. The battle map below shows how
the Greeks crushed Darius' troops. After the victory, a Greek soldier ran the 26
miles to Athens with the good news. This is the origin of today's marathon races.
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Ten years later, Darius' son, Xerxes (ZURK seez) also tried to conquer Greece. Uniting
to fight a common enemy, Athenian and Spartan monies defeated the Persians at the
sea battle of Salamis (SAL uh mihs).
Peloponnesian Wars
Having built up their armed forces to defeat the Persians, Athens and Sparta were the
two most powerful city-states in Greece. Athens, whose strength was its navy,
formed an alliance with other city-states. This soon developed into a small empire.
But the unity that the Greeks had shown against the Persians could not last. Fearing
the growing power of Athens, Sparta launched a series of attacks against the city.
By 431 B.C., war erupted between the two city-states. Sparta marched its army around
Athens, destroying crops and property. The Athenians had built walls from the city
to their harbor, Piraeus (Pih RAY uhs). They supplied themselves using ships. At
the same time, they attacked Spartan supply lines.
By 404 B.C., the people of Athens were starving and exhausted. Much of the population
had died. They finally surrendered to Sparta. The great age of Greek democracy was
over.
---The trireme (try REAM) was the Greek warship. Up to 120 feet in length, it had three tiers of oarsmen.
A bronze battering ram on the bow was used to ram enemy ships and sink them. The trireme below is
a model of an ancient one.
Lesson Review
594 B.C. Reforms of Solon
490 B.C. Persian Invasion
1480 B.C. Second Persian Invasion
431-404 B.C. Peloponnesian Wars
1. Key Vocabulary: Write a paragraph about Greek government using the following
terms: polis, aristocracy, sponsor, democracy, tyrant.
2. Focus: What were Greek city-states, and
how did they function?
3. Focus: How did life differ in Athens and Sparta?
4. Focus: What were some of the major causes of war in Greece?
5. Critical Thinking: Interpret Based on the definition of democracy you have learned,
do you think Athens was a truly democratic city? Explain your answer.
6. Geography: Science How did the Greeks use their natural resources?
7. Citizenship/Drama Activity: Form small groups representing a number of different
Greek city-states. Stage a meeting of the groups to debate whether or not the citystates should attempt to resist Xerxes' invasion of Greece in 480 B.C.
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CITIZENSHIP
Participating
What Is Democracy?
Do your parents make the laws, or do they vote for people who make the laws? In a
democracy, sometimes people vote directly, and sometimes they elect
representatives. The important thing is that in a democracy, people who vote are
part of the government. Pericles (PEHR uh kleez) in ancient Greece was one of the
first firm believers in democracy.
Case Study
People Power in Athens
In the 460s B.C., Pericles became a very influential politician in Athens. He was responsible for building
many of the city's great monuments, including the Parthenon, which pays tribute to Athena, godless
of wisdom, practical arts, and warfare, at left.
Pericles also believed that many people should take part in government. During his rule, each citizen had
an equal vote in the Assembly. He said a citizen had to be born of Athenian parents, so only L
minority of men were citizens. But as his speech below shows, he believed in democracy.
"Our form of government is called a democracy because power is in the hands of the whole people, not of
a few everyone is equal before the law. Election to public office is made on the basis of ability, not
on the basis of membership in a particular class.... And we pay special regard to those laws that are
for the protection of the oppressed.”
Take Action
The Greeks are famous for their myths about gods and mortals. One myth concerns
Athens. The king who founded Athens had to choose a chief god for the city. A
contest took place between Poseidon (poh SY den), god of the sea, and Athena. The
king was to judge whose power was more valuable. Poseidon hurled a thunderbolt
that hit a boulder and blasted a large hole in it. Then Athena made an olive tree
grow out of the hole and offered it to the city.
Which power do you think would be more useful: the power to demolish something
quickly if it's in your way, or the power to grow something that gives food, wood,
and oil?
Decide the question by voting on it as a class. Try two different ways of voting: direct
democracy and representative democracy.
1. Try direct democracy first. Write your vote, Poseidon or Athena, on a slip of paper.
Collect the papers. Do not count the votes yet.
2. Now try representative democracy. Each group of four or five students elects a
representative. Have the representatives write their votes on slips of paper.
3. Compare the results of the two votes. Were they the same?
4. Discuss the results of the elections and the differences between representative and
direct democracy.
Tips for Participating
• Try not to interrupt another person when he or she is speaking. Instead, write down
your thought on a piece of paper so that you will remember it when it is your turn to
speak.
• Show that you have heard what other people are saying by repeating their main point
using their words.
Research Activity
Create three pie charts to see who has voted in the United States for 1860, 1910, and
1990. Use an encyclopedia or almanac to find out what percentage of the population
in 1860, 1910, and 1990 were women, Native American men, African American
men, and white men. Divide up each pie chart accordingly. Then find out when each
of these groups got the vote. Color the section of each pie chart that represents who
the voters were at the time. How representive of the total population was the vote?
How have the proportions changed?
205
Lesson 3
Greek Culture
Main Idea The cultural accomplishments of Greek civilization continue to influence our society today.
Key Vocabulary
myth
shrine
oracle
tragedy
comedy
philosophy
Key Events
800 B.C. Age of Homer and Hesiod
776 B.C. First Olympic Games
461 B.C. Pericles takes power
A.D. 393 Last ancient Olympic Games
They came from all over Greece, traveling across mountains and plains to Olympia to
honor the greatest of Greek gods, Zeus (ZOOS). Every four years, Greek city-states
declared a truce and sent their finest athletes to compete in the Olympic Games.
There were running races, javelin-throwing contests, and horse races, in which the
horses had neither saddles nor stirrups. The pancratium was a combined boxing and
wrestling match in which competitors often kicked and strangled each other!
Thankfully, today's Olympic Games are not so violent.
Beginning in 776 B.C., these games were held regularly until A.D. 393. In the ancient
world, they came to represent many Greek ideals. In particular, the games showed
the spirit of arete (a RET ay), or striving for excellence. The first modern Olympics
were held in 1896 in Athens. They were organized by a Frenchman, Baron Pierre de
Courbertin (dub KOR behr tahn), who was inspired by the ancient Greeks.
Mythology and Religion
Focus How did the ancient Greeks view their gods?
Towering 9,570 feet, Mount Olympus reaches up into the skies above northern Greece.
The ancient Greeks believed that the most powerful of their many gods and
goddesses lived there, housed in a magnificent palace with many luxuries.
How did the Greeks come to believe in these gods? For generations they had heard
myths, or stories from the distant past that told about the beginning of the world and
the birth of the gods and goddesses. These myths also explained the natural world.
For example, thunder, lightning, and heavy rain were explained by myths as the
work of Zeus, the all-powerful god of the sky and father of all people. Myths were
passed down from generation to generation by word of mouth. It was not until
around 800 B.C. that poets such as Homer and Hesiod began writing stories
---Chief of all the gods, Zeus ruled from Mount Olympus. He became the most powerful god when he
dethroned his father, Cronos. Zeus was known to take many different forms.
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about the residents of Mount Olympus.
The Greeks believed their gods and goddesses to be very human in their behavior. They
argued, fought, fell in love, and played tricks on each other. The myths tell the
stories of these gods and goddesses, and discuss how they, like humans, were often
driven in their actions by feelings of pride, anger, jealousy, or love.
The Greeks also believed that their gods and goddesses interfered in the lives of humans.
Hoping that the gods would be kind to them and protect them, people offered
prayers, hymns, and sacrifices to the gods. The Greeks often visited shrines, which
were special sites where they believed the gods were housed. In some shrines,
priests or priestesses delivered prophesies, called oracles. People paid a fee and
were then able to ask what the future held for them. The photograph below shows
the ruins of a shrine in Delphi (DEHL fy). Delphi was the home of perhaps the most
famous oracle of the ancient world.
The Greeks thought that the gods particularly enjoyed fruit, flowers, milk, wine, and
cooked meat. Many activities in daily life were done as a way of pleasing the gods.
Athletes, singers, playwrights, and dancers often competed at festivals in order to
honor the gods with their performances. The Olympic Games are a good example of
this. Greek mythology continued to influence parts of the world for hundreds of
years.
---The painting from a pot shows a priestess reading a prophesy. She was separated from the temple
priests by a curtain. The picture below shows the ancient ruins of a shrine in Delphi.
207
The Legacy of Greek Culture
Focus What did the ancient Greeks add to our understanding of the world?
The Greek culture played and plays an important role in our culture. Greek ideas in art,
architecture, literature, drama, science, mathematics, and thought all underlie
western culture.
---This detail from the Parthenon shows the goddess Athena. Athena was not born, but sprang out of
Zeus's head fully grown, carrying a shield and spear. She was the goddess of wisdom and
handicrafts. Although she was the protector of all cities, she had a special relationship with the city
of Athens, which was named after her. A large gold statue of Athena was housed inside the
Parthenon, which was dedicated to her.
Art and Architecture
In the mid-400s B.C., the Athenian ruler Pericles (PEHR ih kleez) decided to repair
much of the damage done to his city during the wars against Persia. He wanted to
honor the gods and show other city-states the growing power of Athens.
With the great artist Phidias (FIND ee uhs) supervising, the Greeks set to work building
several beautiful temples high atop the Acropolis (uh KRAH puh lis), a hill in the
center of Athens. The most famous temple was the Parthenon (PAHR thuh nawn),
dedicated to the goddess of the city, Athena. Built of white marble with rows of tall
columns, the Parthenon is a prime example of ancient Greek architecture. Simple
yet elegant, this style was to influence many generations of people to come,
beginning with the Romans (see Chapter 9).
The Parthenon also provided some of the best examples of Greek sculpture, including a
gold and ivory statue of Athena. Ancient Greek sculptors of the time studied the
human body closely in order to make their works lifelike. They even painted their
statues.
208
Tell Me More
Classical Architecture
Athens in Its Golden Age
Athenian architecture was the envy of the Greek world. The style used in the city in the 400s B.C. became
the standard for the Greek world and is known today as "Classical architecture." Every element of a
building was a work of art. Temples and public buildings, in particular, were built in large numbers.
In a temple such as the Parthenon, columns supported the roof. These were carved with grooves
called flutes, which ran all the way from the base to the capital. The pediment and frieze displayed
beautifully carved images of gods and goddesses taken from mythology.
Pericles
"Mighty indeed are the marks and monuments we have left." So said Pericles, the leader of Athens from
461 B.C. until 429 B.C.
Does this building look familiar? It is the New York Stock Exchange, in New York City. The architecture
of Greece continues to influence us today.
209
---This ancient theater once entertained large audiences. Often, such theaters were built in natural
settings to heighten the drama. Painted statuettes, such as the one above, may have been handed out
as souvenirs.
Poetry and Drama
Homer's epic poems, the Iliad and the Odyssey, were early influences on Greek culture
and identity. Other ancient Greek poets wrote religious poetry, songs in praise of
heroes, and love poems. Many of these were sung aloud with musical
accompaniment.
Historians think that the earliest Greek plays began as dances and songs. These were
performed every year at a festival honoring Dionysus (dy uh NY suhs), the god of
wine and nature. Eventually, roles were created for actors who sang and danced
these early plays, or dramas, from the Greek word for "action."
Some Greek plays were tragedies, serious stories involving men and women who met
disastrous ends. The Greek writer Aristotle provides a good definition of tragedy:
"A tragedy is the imitation of an action that is serious, with incidents arousing pity
and terror." The tragic heroes and heroines were people with strong personalities. It
was most often this very strength which was their downfall. They created situations
which eventually turned against them and caused disaster. Sophocles (SAWF uh
kleez), a famous playwright, wrote:
210
"The greatest griefs are those we cause ourselves.”
The Greek comedies were more lighthearted works, which often poked fun at aristocrats
and gods alike. Politicians, generals, scientists, and poets were also common targets
of comedies. In this way, ordinary citizens were allowed to laugh at the wealthier
and more powerful figures in their society. Aristophanes (ar ih STAHF uh neez),
one of the best-known Greek comedy writers, wrote about current affairs of the
time. He especially enjoyed making fun of important figures: "Under every stone
there lurks a politician!"
The actors and chorus performed the plays on a round stage set at the base of a hill.
Above it rose curving rows of benches for the audience. This is known as an
amphitheater (AM fuh thee uh tur). The actors wore masks that highlighted features
of the characters they played. In comedy, the masks had laughing expressions; in
tragedy, they seemed to weep. The oversized lips of the masks acted as megaphones
to help the actors' voices carry to the back rows of the theater. Today, very few of
the actually works of the Greek playwrights survive. But the ancient Greek ideas
about comedy and tragedy — and many of their plots, too — survive today in
movies and television, as well as the theater.
Science and Math
Greeks tried to understand or find laws that explained the natural world around them.
Unlike most people of the time, who thought that sickness was caused and cured by
supernatural forces, the physician Hippocrates (hih PAHK ruh teez) believed that
sickness had natural causes. Hippocrates was the first to begin making careful
records on illness and treatment and thus began the scientific practice of medicine.
Pythagoras (pih THAG ur uhs), a mathematician, originated many theories which
are still in use today.
Archimedes (ar kuh MEE deez) contributed greatly to the Greeks' understanding of
physics and mathematics. The King of Syracuse once ordered a craftsman to make a
golden crown for him. Suspecting that the man had mixed cheap metals with the
gold, he asked Archimedes to test the crown for purity. Archimedes solved the
problem when he stepped into his bath and saw the water level rise. He realized he
could measure how much water ran over when the crown was placed in water, and
cornre it with the amount that ran over when one of pure gold was placed in water.
Archimedes was so excited he jumped out of his bath and ran through the streets
shouting, "Eureka!" (yoo REE ka) ("I found it!").
---This marble sculpture from the first century B.C. shows the kind of masks the Greeks used in their
theaters.
Curious Fact
Doctors today take an oath which was first written by the ancient Greek doctor Hippocrates:
"I will follow that method of treatment which, according to my ability and judgment, consider for the
benefit of my patients, and [not do] whatever is [harmful]."
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---This painting by a French artist from the 1 800s shows Socrates before he was executed. He had been
convicted of causing the youth of Athens to lose faith in the gods of the city. Instead of leaving the
city forever, Socrates chose to stand trial. He believed that death is just the beginning of another life
for the soul. Here, he is holding a cup of hemlock, a deadly poison. His friends and students
surround him in misery. Art: Does Socrates seem afraid of his fate?
Philosophy
Other Greek thinkers explored questions about human behavior and morals. This was
known as philosophy, after the Greek words for the "love of wisdom." Many Greeks
prided themselves on using their intellect to look at the world around them and their
role in it.
Socrates (SAHK ruh teez), one of the most famous Greek philosophers, believed that
---“The unexamined life is not worth living.”
Socrates questioned everything: people's duty to the city-state, the value of religion, the
need for laws. He had many debates.
Many of these philosophers formed schools and trained students to help answer
important questions by thinking and reasoning. Plato (PLAY toe), for example, was
a student of Socrates. He opened the Academy, one of the most famous of these
schools.
Plato's books consider subjects such as the nature of love, courage, and goodness. Plato's
book, The Republic, tells of Socrates' idea of philosopher-kings. Philosophers, he
thought, would be most suited to govern because they understand such ideas as
justice and goodness:
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Socrates (469-399 B.C.) "I am not a citizen of Athens, nor of Greece, but of the world."
Plato (427-347 B.C.) "No evil can happen to a good man either in life or after death."
Aristotle (384-322 B.C.) "All men, by nature, desire knowledge."
“There will be no end to the troubles of states, or indeed of humanity itself, till philosophers become in
this world, or until those whom we now call kings and rulers become philosophers.”
Plato's student, Aristotle, studied at the Academy and wrote about art, physics,
astronomy, weather, and biology, among many other things. In his book Politics,
Aristotle discusses government. The work of these three philosophers influenced
later thinkers for hundreds of years. It is still the basis of philosophy today. Greek
culture has had a deep effect on the world.
Lesson Review
1. Key Vocabulary: Define the following terms: myth, shrine, oracle, tragedy, comedy,
philosophy.
2. Focus: How did the ancient Greeks view their gods?
3. Focus: What did the ancient Greeks add to our understanding of the world?
4. Critical Thinking: Conclude The ancient Greeks lived in an unstable and dangerous
time. How did they try to control the world around them?
5. Theme: Growth and Change How did drama develop from religious rites?
6. Citizenship/Art Activity: Design and draw a modern building that uses some
elements of classical Greek architecture.
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ATALANTA’S RACE
A GREEK MYTH
Greek Myth
Retold by Shirley Climo
Illustrated by Alexander Koshkin
The ancient Greeks admired physical strength, beauty, and especially speed and athletic
ability. So it was no surprise that when his long lost daughter showed up at his
palace, King Iasus was happy to see her. Atalanta bad grown into a beautiful young
woman, skilled with the bow and incredibly fast on her feet.
King Iasus had once tried to get rid of Atalanta, his only child. Iasus had begged the
gods of Mount Olympus for a son, an heir to his kingdom. Even though he was glad
to have Atalanta-back home again, King Iasus had a problem.
King lasus once sent away his infant daughter, Atalanta.
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---King Iasus watched Atalanta with pride and pleasure, but his happiness was not complete. He yearned
for a grandson to sit on Arcadia's throne.
"You should marry," he told Atalanta. "Is there no one you love?"
"Love!" she said. "I do not believe in it."
"Take care!" cried Iasus in alarm. "What if Aphrodite, the goddess of love, should hear
you?"
Atalanta shrugged. "What that goddess overhears is no concern of mine."
When months had passed, and after another, Iasus grew impatient.
---Years later, King lasus was happy to see his long lost daughter. However, the King commanded his
daughter Atalanta to marry.
---The King's messengers proclaimed that if any man could win a race with Atalanta, he could marry her.
Atalanta had turned away one suitor "With love or without it, I order you to wed!"
Atalanta smiled sweetly at her father and asked, "May I choose husband in my own
way?"
"Indeed!" Iasus agreed. "Choose whom and how you will."
"Then he who can outrun me in a race will win my hand," she declared, "but he who
loses will lose his head."
Atalanta was pleased with her scheme. What man would risk his life so foolishly?
Atalanta picked a grassy valley where a curved track was laid out for the competition.
Broad steps were cut into the hillside for the judges and the spectators to sit and
watch the race. When the preparations were complete, King Iasus sent out
messengers with a proclamation:
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---Many suitors and athletes came to the race.
---Melanion wanted to race Atalanta to win her hand in marriage.
Be it known that any man of any nation who can outdistance Princess Atalanta of
Arcadia in a race shall win her in marriage. The penalty for defeat is death.
Soon the Arcadian court swarmed with Greeks and Cypriots, Sicilians, Egyptians, and
Ethiopians. Among the athletes were Olympic winners, confident of outrunning a
woman. Others, less famous, simply wanted to wed the beautiful princess.
The arrival of so many suitors dismayed Atalanta. Some were eve-too young to grow
beards.
"Withdraw from the contest," she begged each one. "To do so is no dishonor."
A few listened. Those who did not lost their races and their lives.
Among the judges was a young Greek warrior named Melanion. He was hailed as a
hero, and was an athlete in his own right. When Melanion first saw Atalanta, he
thought she looked like any other mortal maiden. But when he saw the princess run,
her hair streaming behind her like a cloud, beautiful as a goddess, he was
determined to win her hand in marriage.
"No!" cried Atalanta when Melanion bid for the race. "A hero should not throw away his
life."
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"Give me the same chance you have given other men," Melanion insisted.
"If you must." Atalanta sighed. "Tomorrow, as soon as Apollo drives his sun chariot into
the sky, we shall race."
Melanion slept badly that night. Strange images danced before him. Aphrodite, the
goddess of love, appeared on a beam of moonlight and offered him three apples of
purest gold. They were so bright they dimmed the stars above.
"With these apples you can win Atalanta's race," the goddess said, "and so teach that
too-proud girl a lesson."
Melanion gazed at the golden apples. "How shall I use them?" he asked.
"That you must find out for yourself," Aphrodite answered, and vanished as suddenly as
she had come.
---To win the race, Melanion needed to know how to use the golden apples.
Meet the Author
Old stories and legends have provided the inspiration for some of Shirley Climo's other
books. In The Egyptian Cinderella, The Korean Cinderella, and The Irish Cinderlad,
the basic plot in each book is similar to Cinderella.
Additional Books to Read
The Children's Homer by Padraic Colum. Read the adventures of ancient heroes and
heroines.
Umm El Madayan: An Islamic City Through the Ages by Abderrahman Ayoub, Jamila
Binous, Abderrazak iirageub, Ali Mtimet, and Hedi Slim.
Response Activities
1. Predict: How can Melanion win the race if he uses the three golden apples from
Aphrodite? Predict how he might use each apple during the race.
2. Narrative: Conduct an Interview Prepare a sports documentary called "You Were
There." Imagine that you are a sportswriter who will interview Melanion and
Atalanta before the race. Write down questions you will ask each of them.
3. History: Make a Timeline In 1900, women were allowed to participate in the
Olympic track events for the first time. Make a timeline listing some of the women
athletes who participated in the Olympics.
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Skills
Workshop
Using Specialized Dictionaries
In The Know
Where can you meet all the most important and influential people from ancient Greece?
In the pages of a specialized dictionary. These are dictionaries that specialize in
information about certain subjects. Use a specialized biographical dictionary to
find out about famous people such as Homer, Aristotle and Plato. Then pore over
the pages of a specialized geographical dictionary to learn about Athens and
Sparta. You'll find tips on where to get even more information, and you'll be an
expert before you know it!
1. Here’s How
Follow these steps to get the most out of specialized dictionaries:

Decide what or who you want to find out about. Write two questions to focus
your search. For example, if you are doing research on Aristotle, you might ask:
What were Aristotle's most important accomplishments? In what period did he
live?

Decide which specialized dictionary will have the information you need. Look
up your subject.

Identify the main ideas of the entry.

Find information that answers your focus questions.

Take notes. Be sure to write down any other sources or subjects you could look
up for further research.

Record the source of the information to include in your report.
2. Think It Through
How is the information in a specialized dictionary different from the information in a
dictionary of everyday language? How is it different from information in an
encyclopedia?
3. Use It
1. Review this chapter, and choose an ancient Greek to learn more about. Look this
person up in a biographical dictionary, like the one at the back of this book. 2. Write down the main ideas you've learned about this person from the entry.
3. Write down other subjects you could 'look up if you wanted to on this person.
4. Go to the library and make a list of the different types of specialized dictionaries you
find.
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Lesson 4
The Macedonian Empire
Main Idea Northern Greeks, or Macedonians, created an empire that took in many people of different
cultures.
Key Vocabulary
Siege train
hellenistic
Alexander of Macedonia approached the chariot of the king of Gordium. A knot tied the
chariot to the harness of an ancient king. A prophecy claimed that whoever could
loosen the knot would go on to rule all of Asia. Heartened by his recent victories
and dreaming of others, Alexander stepped forward and swiftly cut the knot.
Would the prophesy come true? Although this account is probably just a story,
Alexander did become one of the greatest and most successful generals in history.
He did rule almost all of Asia.
A Vast Empire
Focus Who were Philip II and Alexander the Great, and what did they do?
The Macedonians felt that they were the descendants of the heroes of Homer's poems.
They were fierce fighters, trained through constant warfare with their neighbors.
It was Alexander's father, Philip II, who made Macedonia a powerful state. Philip II
became king of Macedonia in 359 B.C. Building up a mighty army, he attacked the
Greek city-states and crushed their combined forces at the Battle of Chaeronea (kehr
uh NEE uh) in 338 B.C. But in 336 B.C., while beginning a new military campaign
to take over Persia, Philip was murdered.
Alexander's Conquests
Alexander was barely 20 years old when his father died. He led the troops into Asia
Minor in 334 B.C. in order to carry out his father's plans. He never saw his
homeland again.
For the next 11 years, Alexander and his —1nies marched. A combined MacedonianGreek force of 35,000, Alexander's army included spear and shield carriers, javelin
throwers, siege train Hellenistic
Key Events
359 B.C. Philip II becomes king of Macedonia
336 B.C. Alexander takes the throne
323 B.C. Death of Alexander
---A detail from a work of art showing one of Alexander the Great's battles.
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---The map illustrates Alexander's journey and conquests. Map Skill: What were the names of the major
battles, cities, and rivers in Alexander's campaigns? Where are these located on a modern map?
Curious Facts
Alexander's conquests spread the Greek language to so many areas that, 100 years after his death, it was
possible to travel from Italy to India, speak Greek, and be understood.
and archers. The army used portable towers and ramming devices to attack cities. This
combination of equipment was called a siege train.
When Alexander reached India, in 326 B.C., his weary troops had fought enough. At the
Jhelum River, they refused to continue. It was during the long journey home that
Alexander died of a fever in Babylon in 323 B.C. He was only 32 years old.
The Spread of Greek Culture
Focus How did Alexander's campaigns spread Greek culture?
Although Alexander's empire began to unravel soon after his death, the changes he
brought about lasted far longer. The Greek language spread, easing communication
and expanding trade. The ideas of Greek philosophers, scientists, poets, and
playwrights influenced people's thinking from Egypt to India. This new culture was
called Hellenistic (hehl uh NIHS tihk) from the Greek word for Greece (Hellas).
Alexander built the great city of Alexandria in Egypt on the Nile Delta. This became a
crossroads of trade and ideas in the Hellenistic world. The royal library there was a
gathering place for scholars and is reported to have held half a million volumes.
The influence of Greece reached its peak in this Hellenistic Age
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(23 B.C. to 27 B.C.), although the Greek city-states never regained their former glory.
For many years, they remained under the influence of Macedonia. Then, in the first
century B.C., the city-states fell to another growing empire, that of the Romans.
Lesson Review
359 B.C.
Philip II becomes king of Macedonia
336 B.C.
Alexander takes the throne
323 B.C.
Death of Alexander
1. Key Vocabulary: Define the term Hellenistic.
2. Focus: Who were Philip II and Alexander the Great, and what did they do?
3. Focus: How did Alexander's campaigns spread Greek culture?
4. Critical Thinking: Conclude From what you know of Alexander, do you think he
deserved to be called "the Great"? Why?
5. Theme: Growth and Change Was warfare the only way in which Greek culture
spread to other parts of the world? Why or why not?
6. Geography/Research Activity: Illustrate a map showing modern-day nations
Alexander conquered in his time. Include modern-day cities, rivers, and landforms.
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Chapter 8
Chapter Review
---See Chapter Review Timeline on page 222
Summarizing the Main Idea
1. The ancient Greeks influenced the world in many areas. Copy the chart below and fill
in the missing information to name the individuals and what they are remembered
for.
Area of Influence
Greek Individual Remembered for
Architecture
Drama
Medicine
Vocabulary
2. Imagine you are a Greek drama critic. Using at least eight of the following terms,
write a review of the latest play of Sophocles or Aristophanes. (You may make up
the plot as you go along.)
epic (p. 195)
peninsula (p. 196)
maritime (p. 197)
polis (p. 199)
aristocracy (p. 199)
democracy (p. 199)
tyrant (p. 202)
myth (p. 206)
tragedy (p. 210)
Reviewing The Facts
3. Name four important features of the geography of Greece.
4. Who were the ancestors of the ancient Greeks, and what happened to them?
5. How did the early city-states develop?
6. Describe how Greek democracy began.
7. Who participated in Athenian democracy? Who didn't?
8. Describe Athens in 450 B.C.
9. What happened when Sparta and Athens went to war with each other?
10. What were the Acropolis and the Parthenon, and why were they important?
11. What were some of Alexander of Macedonia's accomplishments?
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Skill Review: Using Specialized Dictionaries
12. One specialized dictionary is the Dictionary of World History. It specializes in
information about famous people, places, and subjects. First, decide what you want
to research. Then write a question about what you want to write about. For example,
if you are writing about ancient Athens you might ask: How did the Athenians earn
a living? Then use the dictionary to find information that answers your question.
Geography Skills
13. How do you think the shape, climate and landscape of Greece influenced its role in
the world?
14. If you were going to put a picture on a postcard to represent “Greece,” what would
you include in the photograph? Why?
Critical Thinking
15. Comparing Then and Now How is democracy, as practiced by the ancient Greeks,
similar to democracy in the United States today? How is it different? Have these
similarities and differences always been true about democracy in the United States?
16. Predict IF ancient Greece, and its art, science and ideas, had not existed, what would
the world today be like?
Writing Citizenship and Economics
17. A citizen of Athens and a citizen of Sparta meet, and each tries to convince the other
that their city and lifestyle is better. Write their conversation.
18. You are setting up your own stall to sell vegetables and fruits at the agora. Design
some advertisements promoting your farm products.
Activities
History/Research Activity
Choose one of the ancient Greeks in the chart on the previous page, and do research to
find out more about his or her accomplishments. Share your findings with the class.
Culture/Art Activity
Homer and Hesiod recited the ancient myths in their own words. Rewrite an ancient
Greek myth in your own words. Some options include: write it in poetry; find music
to accompany your version and recite or sing it to your class; illustrate it; act it out.
Theme Project Check-In
Use the information in this chapter about ancient Greece to help you decide what kind of
government you would like to choose. Ask yourself these questions:
• What form of government was developed in ancient Greece? How has it influenced
modern governments?
• What were some of the important ideas developed by ancient Greeks?
• How were the ancient Greeks powerful outside their own borders?
Internet Option
Check the Internet Social Studies Center for ideas on how to extend your theme project beyond your
classroom.
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