Download Ancient Greece I > Introduction - Franceschini

Ancient Greece
Franceschini
Common Core SS Standards addressed throughout the reading packet:
6H.1.3 Use primary and secondary sources to interpret various historical perspectives.
6H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions
6H.2.2 Compare historical and contemporary events and issues to understand continuity and change.
6H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society
6G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations,
societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture).
6G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on
societies and regions over time
6G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments
6G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence,
expansion and decline of civilizations, societies and regions
6G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena (e.g., migration patterns and population,
resource distribution patterns.
6E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions
6C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and
constitutional monarchy)
6C&G.1.2 Summarize the ideas that shaped political thought in various civilizations, societies and regions (e.g., divine right,
equality, liberty citizen participation and integration of religious principles).
6C&G.1.4 Compare the role (e.g., maintain order and enforce societal values and beliefs) and evolution of laws and legal systems
(e.g., need for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions.
6C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art,
dance, music, literature, and architecture).
6C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of
Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism).
6C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class structure,
Indian caste system and feudal, matrilineal and patrilineal societies).
Common Core Reading Standards addressed throughout the reading packet:
 Locate and cite details, State main ideas and summarize.
 Determine meanings of words and phrases.
 Determine how information is presented (sequentially, comparatively, etc.).
 Integrate and analyze visuals (maps, charts, pictures) etc. with text.
Common Core Writing Standards addressed throughout the reading packet:
 Produce clear and coherent writing appropriate for the task.
 Use technology and internet to produce writing.
 Informative and Explanatory Writing in the context of SS
Unit Vocabulary:
Students should write the bold faced words in their vocabulary journal. They should write a
definition and write the sentence as used in context. When possible, a picture, symbol or icon
should accompany each
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Ancient Greece I > Introduction Geography
Objective SWILLBAT identify how the geography of Greece influenced the development of the city-state. SWILLBAT to
define a city-state and explain how it differs from a country.
6G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations,
societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture).
6G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on
societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade).
Ancient Greek civilization was strong for about 4,000 years ago. Their
culture still impacts our lives today, in the arts, in philosophy, in science, in math, in
literature and in politics. The ancient Greek civilization began around 800 BC.
Eventually the Greeks would build an empire that would last until the Romans
invaded and took over Greece in 146 BC.
The geography of ancient Greece was very important in Greek history and
civilization. Greece is a small country in southeast Europe. Greece is a peninsula.
It is surrounded by three seas. The Ionian Sea is to the west. The Aegean Sea is
to the east. The Mediterranean Sea is to the south. There are hundreds of small
islands which are part of Greece in these three seas. To the ancient Greeks, the
seas were the greatest resource. The ancient Greeks depended on the sea for
fishing. The seas also allowed them to become excellent sailors. They sailed all
over the Mediterranean trading with other civilizations. The Greeks even set up
colonies in North Africa and Spain. The colonies were able to get things that the
Greek peninsula did not have like iron, wood and grains. Iron was used in tools and
weapons. Wood was used for building and the grains were important for foods like
bread.
Another important geographic feature of Greece is the mountains. The
mountains made travel very difficult. The mountains were important for two
reasons. First, the mountains kept other Europeans away from Greece. Second,
the mountains kept Greeks away from other Greeks. The mountains isolated
people. Isolated means kept away from other areas.
As the population of Greece got bigger and bigger, people began living
together. Many early towns and cities were isolated from one another because of
the mountains. The towns and cities developed their own governments. As a result
of the mountainous geography ancient Greece was split into many different states.
The people settled into separate cities. City-states were cities separated from
other cities. A city-state was sometimes called a polis. Each city-state had a
central walled city with villages and farmland surrounding it. There was one
government where everyone obeyed the same laws. The people shared the same
culture, religion and language.
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City-states ruled a small area. They were not countries. Even though the
people living on Greece all had similar cultures, they were loyal to their city not a
whole country. Some famous city-states were Thebes, Corinth, Olympia, Athens
and Sparta.
Essential Questions:
1. How does Greek civilization still affect our lives today?
2. How did the mountains and seas surrounding Greece help create city-states?
3. Why were the colonies important?
4. What is a city-state? What did all city-states have in common?
5. How is a city-state different from a country?
6. Name 5 Greek city-states.
Assignment: Write 5 questions and answers. Your questions must be information
questions. They must begin with a “Wh” word (who, what, when, where, how, why or
which)
Internet Activity > Have students do a search using ”Greek City-state”.


Research features of city-state and write about them.
Create questions and answers.
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Timeline- Us e the timeline to answer the questions.
6G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence,
expansion and decline of civilizations, societies and regions
Ancient Greece
776 BC
The first Olympic games.
about 750 BC
Early Greek culture. Homer writes the epics 'The Iliad' and
the 'Odyssey'.
650 - 580 BC
Corinth is ruled by the tyrant
Kypselos and then his son Periander.
508 BC
Democracy begins in Athens
490 and 480 BC
Greeks defeat Persian invaders at
the battles of Marathon (490
BC)and Salamis (480 BC).
by 450 BC
Athens becomes a very powerful city, and controls an empire.
472 - 410 BC
Greeks theatre thrives in Athens.
Many of the most famous Greek
plays are written during this time.
462 - 429 BC
Perikles is the popular leader at Athens as the general of the
Athenian army
432 BC
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The Parthenon in Athens is finished
being built.
431 - 404 BC
War between Athens and Sparta (the Peloponnesian war)
428 BC
The revolt of Mytilene
404 BC
Sparta defeats Athens.
338 BC
Philip, king of Macedonia, takes
control of Greece.
336 - 323 BC
Alexander the Great, son of Philip, conquers most of the
known world as far east as India.
Rome conquers Greece. Greece becomes part of the Roman
Empire.
146 BC
Questions:
1. When were the first Olympic Games?
2. Why was 508 BC important for Athens?
3. What happened from 490BC to 480 BC?
4. When did Homer write the Iliad and the Odyssey?
5. Why do you think 146 BC is so important in Greek history?
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Ancient Greece II > The Minoans
Objective SWBAT ID who the Minoans were and where there civilization thrived. SWBAT classify
the three stages of Minoan history. SWBAT explain how Minoa became powerful.
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa,
Confucius, Charlemagne and Qin Shi Huangdi
Prior to the rule of the Greeks, another great civilization flourished in the
same region on the island of Crete. These people where known as the Minoans. The
Minoans flourished from around 2500 B.C. until about 1400 B.C. This civilization
was both powerful and advanced. Their might allowed them to control the Aegean
Sea. Just as this society was growing and seeing great success, it suddenly
disappeared. Many archeologists believe that it was destroyed by a giant tidal wave.
Others believe that they were conquered by another group of people known as the
Mycenaeans.
Minoan civilization pre-dated Classical Greece by hundreds of years.
The Minoans lived on the island of Crete a very long time ago. Their culture
spanned 2600 years, from about 3650 BC to 1100 BC. While we do not know the
name they called themselves, archeologists have discovered much about their
culture. To make it easier to understand, it has been divided into periods. Each
period of time covers several hundred years and begins with an important change in
their society. Although the word palace is part of the vocabulary when talking
about Minoans, the structures were not our idea of palaces. They were large
complexes with areas designed to serve different purposes and a special place for
rulers to live.
The Prepalatial Period (or the period before palaces) lasted for about 1500
years, from 3650 BC to 1900 BC. The culture, just beginning to form from small
tribes into larger cities and communities, had no upper or lower class. The people
did not have a central government, and yet peace seemed to be the order of the
day. The mild weather and fertile soil of Crete encouraged farming, and the people
developed a strong agricultural system that let them prosper. For many centuries,
the Minoans developed their culture and ideas apart from mainland Greece or any
other influences. The Minoans interacted with other cultures through trade. They
had naval supremacy during most of this time. So they were able to trade
throughout the entire Mediterranean. Trading crops for precious gems and metals,
the Minoans began to climb in the ranks of the Mediterranean nations.
But even with all the good parts of Minoan culture, social unrest began in
about 1900 BC. This started the Protopalatial Period. No one knows for sure what
happened to create a new era in the life of the Minoan people, but even after
disruption that changed the whole governmental system, things calmed down
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quickly. A new political structure was introduced, one governed by a single ruler – a
King. Palaces were built in major Minoan cities and were the center of community
life.
In 1700 BC, every Minoan palace was destroyed. No one knows why or how,
but the palaces were quickly rebuilt, beginning the Neopalacial Period. These new
palaces were grander. Concrete roads linked villages and cities. Smaller palaces
called villas sprang up in the rural areas. These, like the grander palaces of the
cities, appear to be the home of power. It is likely that landowners lived in them,
which means that classes among Minoan people began during this time. Minos was
the strongest influence in the region during this time. It was, indeed, the Golden
Age of Minos.
In spite of abundant trading, naval power was lost during the Neopalacial
Period. They were challenged by Mycenaeans, who took the role of ‘best at sea’. For
the first time, weapons began to appear in the tombs of kings and important
citizens. The threat of invasion for the great nation was growing. No one knows
for sure how Minos came to an end, but its destruction was sudden. All palaces and
villas were destroyed in about 1500 BC. Minos’ last major city, Knossos, was lost in
1375. Archeologists point to likely invasion or to the eruption of the Thera Volcano
as the most probable cause of the loss of the Minoans. Finally, in about 1100 BC,
the culture that had thrived for thousands of years, gave way to more powerful
forces. The Mycenaeans took control of Crete until all we have left is artifacts and
curiosity.
Essential Questions:
1.
Who were the Minoans and where did their civilization thrive?
2. What were the 3 periods of Minoan civilization? Describe each period.
3. How did Minoan civilization become powerful?
Use the reading to help you complete each sentence.
1.
Minoan civilization __________ Classical Greece by hundreds of years.
2.
The Minoans lived on the island of ___________.
3.
The __________ Period (or the period before palaces) lasted for
about1500 years, from 3650 BC to 1900 BC.
4.
________ were built in major Minoan cities and were the center of
community life.
5. Minos’ last major city, _______, was lost in 1375.
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Ancient Greece III > The Mycenaeans
Objective SWBAT ID who the Mycenaens were and where there civilization thrived.
summarize major accomplishments.
SWBAT
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa,
Confucius, Charlemagne and Qin Shi Huangdi
The Mycenaeans originated in Central Asia. As their population grew, they
began to spread into the Balkan Peninsula. By around 1400 B.C., the Mycenaeans
had overrun the Minoans and began to rule as the dominant culture in the area
In order to protect their people, the Mycenaeans built large fortresses
astride the hills and mountain tops of their villages. These fortresses offered a
place of refuge during times of danger. Mycenaean communities were built around
these fortresses. The fortress, carefully built on fertile plains, at ports or near
the coastline, was the center of power and authority. The palace was placed at the
top of the structure. The complex was not just a military one. It had many
functions, including worship and storage, with areas for each purpose.
Upper class Mycenaeans lived in the fortress. At the top was the King. He
was in charge of both political and religious issues. Below him was a chain of
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command that covered everything from the military to collecting taxes and
organizing trade. The governmental structure was strong and effective.
Not all Mycenaean people lived in the fortresses. Most of them (the lower
class) lived nearby. Taking care of crops and animals, they were like farmers and
ranchers of today, and were considered self-employed. Sheep and goats were
raised for milk and wool. The most common crops were grains, olives for olive oil
and grapes, which they used to make wine. Herbs, honey and spices were also
commonly grown and produced. Mycenaean farmers traded among themselves to
get what they needed and paid their taxes in crops and goods. These fed the royal
household and staff, plus became trade goods for the kingdom.
Agriculture was not the only industry of the Mycenaeans. Using wool from
sheep and goats. Mycenanea produced valuable and well-made textiles. Metal work
was also a bustling industry in the Mycenaean culture. Swords, weapons and other
metal goods were produced in mass quantity, employing hundreds of people in these
areas, as well. The Mycenaeans had another, less likely industry. They made
perfumes! By mixing oils and spices, they created scents that also became trade
goods.
The Mycenaeans had a very prosperous society. Their trade kept them
financially sound. Their military kept them safe. They were considered a warrior
people. Expansion (growing their country) was very important to them. They were
the downfall of other, less powerful cultures, including the Minoans. The famous
city of Troy also fell to their army and naval strength.
Not much is known about the religious practices of the Mycenaeans. They
worshipped many gods, but only a few names of their many gods have appeared in
tablets uncovered in archeological digs. Almost no temples or central places of
worship have been discovered.
No one really knows how the Mycenaean civilization ended. Most historians
and archeologists believe it was either an invasion or civil unrest. Some theorize it
was a nation called the Dorians. Still another group of historians believe that the
civilization collapsed in upon itself after the lower class became unhappy with the
government and rebelled. Either way, by 1100 BC, the Mycenaeans civilization
disappeared, leaving only ruins to leave clues to their existence.
Essential Questions:
1. Who were the Mycenaeans and where were they from.
2. Name at least 3 Mycenaean accomplishments.
3. What was the significance of the fortress?
Question Creation- Now write 10 questions and answers of your own using the
text.
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Ancient Greece- IV > Government and Greek City-States
Objective > SWBAT pinpoint when classic Greek culture began. SWBAT explain the components of the Greek city-state.
SWBAT identify the 4 major forms of government in Greek City-states and define each. SWBAT evaluate which type of
city-state government in which they would have preferred to dwell
6H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g., Mongol
invasion, The Crusades, the Peopling of the Americas and Alexander the Great).
6C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and
constitutional monarchy).
6C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class
structure, Indian caste system and feudal, matrilineal and patrilineal societies).
By 1100 B.C., the Mycenaean civilization came to an end. Historians are not
sure what happened to their civilization, but one theory is they were over-run by a
group of people known as the Dorians. After conquering the region, the Dorians
fell into a ‘Dark Age.’ Poverty became wide-spread, and important skills such as
reading and writing were lost. This dark age lasted for about 300 years.
Then, around 750 B.C., a group known as the Ionians brought many elements
of culture, including reading, writing and art, back into the region. This began a new
era of civilization referred to as the Hellenic Period. During this period, the
Greeks rose to become one of the most powerful civilizations anywhere in the
world
The Greeks were loyal to their city not a whole country. Each Greek citystate was called a polis. The word polis still shows up in many English words today,
such as politics, police, and metropolis. A polis typically included a city, along with
surrounding villages, and fields. Typically a polis or city-state had a high hill at the
center, called the acropolis. At the top of the acropolis, the Greeks built temples
to their patron gods. At the base of the acropolis the Greeks carried out the
business of the polis, including merchant activities, such as buying and selling
goods, as well as the business of their government.
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The Greeks had a lot of different governments because each city-state had
its own government. There were four major kinds of governments. The four kinds
of government were monarchy, oligarchy, tyranny and democracy. In the beginning
most city-states were monarchies but over time the city-states used the other
three kinds.
The earliest form of government in Greece was the monarchy. A monarchy
is a government ruled by a king. The king had total power and control over the
military. Rules were made and enforced by the king. A monarchy was also
hereditary. This meant the king’s son became the next king. Most Greek
monarchies were between 2,000 BC and 1,200 BC. The Greek people supported
their king and the monarchy
Eventually many of the monarchies became oligarchies. An oligarchy is a
government ruled by a few powerful people called aristocrats. Aristocrats were
rich men who made all the rules of society. Many times the rich men would fight
among themselves for power. Sometimes this led to tyranny. Tyranny was when
one man took power of the whole government. A tyrant ruled like a king but did
not have the legal right to rule. He came to power by force and often the people
did not like him.
In 510 BC, the city-state of Athens created the first democracy. A
democracy is a government where all the citizens participate in government. The
citizens elect leaders. Our government we have today is based on what the
Athenians began. In a democracy, citizens vote for leaders. The leaders make
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laws and enforce laws. In a democracy, no one person has all the power. The power
is shared by the people.
At any time in Ancient Greece, you could find a city-state that had one of
these kinds of governments. Each city-state decided for itself. Greece was not
unified as one country yet. The Greeks had similar language, religion and culture
but they were loyal to their cities first not a unified Greek nation.
By the end, most city-states granted rights to their citizens. These citizens
could vote for their leaders, own property, and participate in both government and
civic responsibilities. Not everyone who lived in a city-state was a citizen, however.
These city-states had many slaves and foreigners who did not have the rights of
those native born men. Most women also did not have the rights of a citizen.
Essential Questions:
1. Which group of people led Greece out of its “Dark Age” and began the
Hellenic Period?
2. What were the components of a polis or city-state?
3. Name and describe the 4 main types of government found throughout Greek
city-states.
Writing Prompt:
Which type of city-sates do you think you would have preferred to dwell and
explain why.
Assignment: Write 5 questions and answers. Your questions must be information
questions. They must begin with a “Wh” word (who, what, when, where, how, why or
which)
Ancient Greece- V > Athens vs.Sparta
Objective SWBAT identify differences between society in Athens and in society in Sparta
6H.2.2 Compare historical and contemporary events and issues to understand continuity and change
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa,
Confucius, Charlemagne and Qin Shi Huangdi
6C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and
constitutional monarchy).
6C&G.1.2 Summarize the ideas that shaped political thought in various civilizations, societies and regions (e.g., divine right,
equality, liberty citizen participation and integration of religious principles).
6C&G.1.3 Compare the requirements for (e.g., age, gender and status) and responsibilities of (e.g., paying taxes and military
service) citizenship under various governments.
6C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class
structure, Indian caste system and feudal, matrilineal and patrilineal societies).
Remember, in ancient Greece people lived in city-states. Each state had its
own laws and governments. However, all of the city-states did have the same
language and religion. Two Greek city-states competed with each other for the
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title of most important and most powerful. These two city-states were Athens and
Sparta.
Originally, both Athens are Sparta were monarchies. Around 700 B.C., both
Athens and Sparta where ruled by powerful kings. These kings slowly lost power to
local merchants and noblemen. The lower classes were not given any rights nor
authority. This was a source of anger and a possible cause of revolts. The farmers
and other lower classes demanded that their voices be heard, and that their rights
be granted. Both Athens and Sparta faced great challenges. How would they
maintain their control and influence over their people? Each city-state solved this
challenge very differently.
Assignment: Write 5 questions and answers. Your questions must be information
questions. They must begin with a “Wh” word (who, what, when, where, how, why or
which)
Athens
Athens was a beautiful city with many public buildings, baths and shops.
Athens was named after the Greek goddess Athena (Goddess of Wisdom). Athens
is in southeastern Greece. It is surrounded by mountains and the sea to the east.
The Acropolis was built on top of a hill in Athens. The Acropolis was where the
Greeks built their temples for their Gods. The Acropolis was like a city for the
Greek gods. Another famous place in Athens was the Agora. The Agora was like a
giant market place. This is where the people came to talk to friends and buy goods.
Athens did not have a king. It was a democracy. Citizens were able to vote
for leaders and were able to help make laws. The people of Athens granted rights
and privileges of citizenship to all the lower classes. Every male member of their
city-state were given the same rights as the wealthiest politicians. They could buy
property, serve in public office, and participate in other aspects of daily life.
Athenian men were highly educated. They began their formal education at the age
of seven and continued until age eighteen. The reason that they placed such high
importance on educating all young men was because it was likely that everyone
would at some point have an opportunity to serve in public life. Instead of voting
for their public leaders, these leaders were selected at random through the
process of a lottery. The Athenians believed that any male was capable of making a
good leader, and they worried about votes being influenced by those with money or
important family names.
The male citizens met on a hill in Athens. Anyone was allowed to talk and tell
the government what it should be doing. When the citizens met on the hill to vote
and to talk it was called the Assembly. The Assembly was made of all the citizens
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of Athens. Athenian democracy was not like the democracy we have today. Only
citizens over 18 could vote. Women, slaves and foreigners could not become
citizens. Democracy in Athens meant rule by the men of Athens. The Athenians
had many slaves. Most of the slaves were people who were captured in wars.
Slaves did a lot of the hard labor like picking crops or moving heavy stones for
building
The Athenians also introduced the concept of trial by jury. Juries might be
made up of more than 1,000 individuals, which they believed insured that no one
could bribe them. A decision of a jury had to be made by the majority vote.
This freedom and emphasis on education helped create an atmosphere that
would produce some of the most important advancements that the Greeks are
credited for; everything from science, to art, to medicine. Athens became a center
of culture and education for the entire world.
The people of Athens lived below the Acropolis. The Parthenon was a temple built on the highest part of the Acropolis. The
Parthenon was built for Athena, the goddess of wisdom and war.
Parthenon, a temple
Essential Questions:
1. Why was Athens considered a democracy?
2. How was democracy in Athens different from democracy we have today?
3. How do you think democracy in Athens led to its high cultural standing?
Assignment: Write 10 questions and answers. Your questions must be information
questions. They must begin with a “Wh” word (who, what, when, where, how, why or
which)
Sparta
Sparta was much different than Athens. It did not have all the glorious
buildings like Athens did. Sparta was in southern Greece. It was surrounded by
mountains. The mountains helped protect the city from invaders. Sparta was a
military society. It was the only city-state that had a full time army. Boys were
taken from their mothers at age seven to be trained in warfare. Spartan men were
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soldiers until they either died in battle or were too old to fight at the age of 60.
Boys and men spent their whole lives training and fighting. Since all Spartan men
were soldiers, slaves called Helots did all the farming. Helots were allowed to keep
some of their crops for themselves but most of it was given to Spartan citizens.
Helots were often captured in battles from other Greek city-states.
Spartan emphasis on war was very effective at keeping obedience and loyalty
in their city-state. Sparta’s military expertise has been credited for many
victories that helped protect the other city-states. However, Sparta did not focus
on much else. As a result, they were poorer, and less technically advanced than the
other city-states
Sparta had a much different kind of government than other Greek citystates. Spartan government was both an oligarchy and a monarchy. It had two
kings but the rich and powerful were part of an Assembly which made the laws. The
kings made sure the laws were followed. Because Sparta was at war so often one
king stayed at home to protect society and the other king led the war. In some
ways it was similar to the Untied States where our Congress makes laws and the
President enforces them. However, in Sparta only a few people had any say in their
government whereas in America everyone participates.
Essential Questions:
1. What type of government did Sparta have?
2. What kind of society was Sparta?
Assignment: Write 10 questions and answers. Your
questions must be information questions. They must
begin with a “Wh” word (who, what, when, where, how,
why or which)
Ancient Greece Part VI >The Peloponnesian War
Objective SWBAT explain the causes and effects of the
Peloponnesian War. SWBAT predict what became of Greece
due to the war.
6H.2.1 Explain how invasions, conquests, and migrations affected various
civilizations, societies and regions (e.g., Mongol invasion, The Crusades, the
Peopling of the Americas and Alexander the Great).
Over time, Athens gradually became richer and
more powerful than all the other city-states. As its
influence grew, the leaders of Athens began to
demand loyalty from the other city-states. This
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loyalty was further strengthened when an alliance was formed to fight the Persians,
who were invading Greece. After the Persians were defeated, the troops raised for
the war were used by Athens to control the other city-states.
Shortly after, an Athenian general by the name of Pericles insisted that all
criminal trials be held in Athens. He also attempted to force the other city-states
to adopt and use Athens money.
Led by Sparta, the other city-states rebelled against the growing strength
of Athens. The war that followed is known as the Peloponnesian War. This war
lasted from 431 B.C. until 404 B.C., and had devastating effects on Greece.
At first it appeared that Athens would win. Their powerful navy dominated
the Mediterranean Sea. However, Sparta’s hatred of Athens was deep. The
Spartans made a deal with Persia, their former enemy. They traded the Persians
land for money. Sparta then used this gold to build a navy of its own.
For decades, the war tore the city-states of Greece apart. Finally, in 404
B.C., Sparta was able to conquer the city of Athens and demand its surrender.
Though Sparta had won, no one could claim victory. The war had resulted in the
deaths of many of their citizens. Orchards, vineyards and fields had been
destroyed. The treasuries of the city-states had been destroyed, and faith in
democracy had been reduced. As a result of the Peloponnesian War, Greece
became weaker and poorer.
Within a few decades, when attacked by the Macedonians, they would be
completely unable to defend themselves, and their civilization would collapse
Essential Questions:
1. What were the causes and effects of the Peloponnesian War?
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Assignment: Write 5 questions and answers. Your questions must be information
questions. They must begin with a “Wh” word (who, what, when, where, how, why or
which)
Ancient Greece VII >Alexander the Great- Creation of an Empire
Objective SWBAT explain how both Philip and Alexander saved Greek city-states from each other
and created an empire. SWBAT examine the legacy of Alexander the Great and explain his impact
on European history.
6H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g., Mongol
invasion, The Crusades, the Peopling of the Americas and Alexander the Great).
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa,
Confucius, Charlemagne and Qin Shi Huangdi
6C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.
Many of the ancient Greek city-states were constantly at war with each
other. They fought for many reasons but mostly about land and control over trade.
City-states made alliances with each other. An alliance was like a friendship. If
one city-state attacked another city-state then other city-states would join the
war with their alliance partners. Think of it this way. Let’s say you have a friend
who is attacked by another student. You join in to help your friend even though
the other student didn’t do anything to you. You are just trying to help your friend
but all of a sudden the other boy also has friends who try to help him. Before you
know it, there aren’t just two boys fighting but rather there are ten boys fighting.
This is what it was like for the Greek city-states. Wars between two city-sates
brought in other city-states. The most famous war was the Peloponnesian War.
Athens and Sparta fought each other for many years (431 BC-404 BC). Sparta
eventually won the war but thousands of Greeks were killed before it was over.
The Greek city-states all fought against each other constantly. They only fought
together when there was a greater enemy from outside Greece. The Greeks
biggest enemy was the Persian Empire to the east. The Persians tried to take over
Greece. All of the Greek city-states came together to beat the Persians several
times, but after the Persians left they would start fighting each other again.
By the fourth century BC (300s BC) the city-states had fought so much
that the Greek population went down. Greeks were killing each other. They
became so weak that they were targeted for invasion. Macedonia was a kingdom
north of the Peloponnesian city-states. Macedonians were a collection of Dorian
and Ionian tribes. Remember Greece was not a nation. Macedonians were basically
Greek in culture but just part of another kingdom.
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King Philip of Macedonia wanted to take over and unite the Greek citystates. King Philip II of Macedonia was the first Greek leader to organize Greek
city-states to form union. Before he could complete his mission totally he was
murdered. Afterwards his son Alexander the Great took control and achieved his
dream and much more.
Alexander had been taught by the famous Athenian teacher, Aristotle.
Aristotle instructed Alexander in politics, war, and in critical thinking. At the age
of 16, Alexander was made a captain in the Macedonian armies where he gained the
respect of his soldiers for his bravery and battle strategies. When Alexander was
20 years old his father was murdered. After the death of his father, Alexander
became the king of Macedonia.
Having been tutored by Aristotle, Alexander admired the Greeks. He
thought that their culture was refined and that it had many things to offer.
Alexander also admired the Persian culture, seeing many things that he thought
were noteworthy.
Alexander was determined to conquer both Greece and Persia. He wanted
to combine them into an empire. Alexander was an excellent military leader. He
conquered other Greek city-states, but unlike the Spartans he did not make his
fellow Greeks into slaves. He made them all Greeks fighting together for one
cause. For the next 13 years Alexander, now known as Alexander the Great,
marched his troops from battle to battle, conquering more and more territory.
Alexander conquered territories outside of Greece and created an empire. An
empire is when a country controls areas outside its own country. Alexander even
went all the way to India. By uniting all the Greeks, both Phillip and Alexander
saved Greeks from killing themselves and at the same time built a gigantic Greek
empire.
At the age of 33, Alexander the Great contracted a fever which quickly took
his life. The empire he had worked so hard to build was divided among three of his
generals whose decedents ruled these three territories as separate empires.
However, even though his kingdom did not last long, his influence and legacy did.
The conquests of Alexander the Great spread the Greek culture throughout much
of Europe and Asia. The Greek culture mixed with other cultures, forming a new
type of civilization which is today referred to as Hellenistic. These Hellenistic
cities spoke Greek and practiced many of the religious and other cultural practices
first introduced by the Greeks. Greece as a nation was gone, but as a culture, it
had been spread throughout the known world. In Egypt a new city was founded by
the name of Alexandria. In Alexandria, the first museum was founded in the
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history of the world. This museum included a zoo, a botanical garden, and a vast
library. Scientists and scholars from around the world traveled to Alexandria to
study the works collected there.
Even today, many thousands of years later, the Greek culture continues to
influence many aspects of Western culture. This small nation has become one of
the most influential cultures in the history of the world.
Essential Questions:
1. Why were Greek city-states constantly at war with each other?
2. How did King Philip and Alexander unite the Greeks?
3. What was Alexander the Great’s legacy and explain his impact on European
history?
Assignment Finish each sentence.
1. If one city-state attacked another city-state then other city-states would
join the war with their __________________________ partners.
2. Alexander had been taught by the famous Athenian teacher,
_________________________________.
3. Alexander
was
determined
to
conquer
both
Greece
and
_____________________________.
4. Alexander conquered territories outside of Greece and created an
___________________________.
5. The conquests of Alexander the Great spread the Greek culture throughout
much of ________________________.
Assignment: Write 10 questions and answers. Your questions must be information
questions. They must begin with a “Wh” word (who, what, when, where, how, why or
which)
Alexander the Great
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Ancient Greece VIII> Religion in Ancient Greece
Objective SWBAT explain why the gods and goddesses were important in everyday life.
SWBAT show how Greek religion was important in people’s lives just like current religions
are important in people’s lives today.
6C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and
spread of Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism).
Many of the civilizations that existed prior to the Greeks believed in
gods and goddesses that were terrible, mean, and most importantly, that
were not human. Instead, these gods often took the form of animals,
monsters and beasts. The people believed that mankind existed for the sole
purpose of serving and pleasing the gods. The Greeks had a new outlook on
religion. They believed that the gods and mankind had a partnership with one
another and that both existed to serve one another. They believed that
their gods were human in form and that they exhibited human emotions,
including jealously, love and hatred. Their gods married, had families, and
even committed murder. The only difference between mankind and the gods
was that the gods had supernatural powers while mankind did not. Greek
students were taught to strive to be the best individuals they could possibly
be so that they could be more like the gods.
Religion was important for the Ancient Greeks. The Greeks were
polytheistic. Polytheism is the belief in many gods not just one. The Greeks
believed that the twelve most important and most powerful gods lived on top
of a mountain in northern Greece known as Mount Olympus. From this holy
mountain, the people believed that the gods ruled and controlled all aspects
of the natural world as well as all aspects of the lives of individual people.
They created myths and poems to honor their gods. The Greeks believed
the gods and goddesses controlled everything that happened in the world.
There was a god or goddess for almost everything. For example, Poseidon
was the god of the sea. Greeks going on a boat would ask Poseidon to help
them at sea. It was important to keep the gods happy. If you made the
gods happy they might help you but if you made the gods angry they might
punish you.
Each Greek city-state selected a patron god as their protector. This
god was worshiped in an effort to please them. To honor their gods the
Greeks built temples. The temples were where the Greeks would go to pray.
Each temple was built for a specific god or goddess. For example the
Parthenon in Athens was built for Athena. The Greeks believe the twelve
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most important gods/goddesses live on top of Mount Olympus. Mount
Olympus is in northern Greece. It is the highest mountain in Greece. To the
Greeks the highest mountain had to be home to the gods and goddesses.
Zeus was the ruler of all Gods. Athena was the goddess of wisdom and
warfare. Apollo was the god of the sun. Aphrodite was the goddess of love.
These are just a few of the Greek gods and goddesses.
Essential Questions:
1. How did Greek religion differ from earlier religions?
2. Why were the gods and goddesses so important to Greek people?
3. How is religion to people today similar to religion to the people of
Ancient Greece?
Assignment: Write 10 questions and answers. Your questions must be
information questions. They must begin with a “Wh” word (who, what, when,
where, how, why or which)
Internet/Research- Use internet to search for Greek gods/goddesses.
Choose 5 and tell who they were and why they were important.
Zeus surrounded by the other Gods at Olympus
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Ancient Greece IX> Philosophy in Ancient Greece
Objective SWBAT identify the three great Ancient Greek philosophers.
summarize each ones significance.
SWBAT
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa
Musa, Confucius, Charlemagne and Qin Shi Huangdi
Socrates
Ancient Greece was an advanced civilization. Athens was a rich citystate with many educated people. The Greeks wrote many books on religion
and philosophy. A philosopher is a person who studies and thinks about why
the world is the way it is. They try to explain why things happen the way
they do.
During the golden age of freedom and education in Athens, many
teachers traveled around Greece educating the young. One of the most
famous of these teachers and philosophers was a man named Socrates. Many
of the teachers of his day taught that a man should consider the
consequences of his actions before making a decision. Socrates taught that
the consequences did not matter. What was most important was that you
always did what was right. He believed that if something was right, it did not
matter what would happen to you, you should do it. Socrates also taught his
students to think for themselves. He created a teaching method known
today as the Socratic Method, which helped students think clearly. He
taught people to think for themselves and not simply accept what you were
told just because someone was older or in a position of authority.
Unfortunately, other people thought Socrates was against democracy. They
believed he was corrupting the young people and that he disrespected the
gods. In 399 B.C.E. he was brought to trial, found guilty, and sentenced to
death.
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Plato
Many people, especially young people, became loyal followers of
Socrates. One of his most famous students was Plato. Plato became another
famous philosopher. He wrote down some of Socrates’ ideas, which is why we
know about him, as Socrates himself wrote nothing down.
Plato was an experienced soldier and politician, but he left Athenian
politics after Socrates was executed. Around 387 B.C.E. he returned to
Athens. At the age of 30, Plato founded the Academy and taught there until
he died in 347 B.C.E. The Academy was a school that lasted for 900 years,
longer than any other known school. Plato believed that an ideal education
consisted of 10 years learning arithmetic, geometry, astronomy, and
harmonics, followed by 5 years learning dialectics--the art of question and
answer.
Plato authored a book which he titled "The Republic," which outlined
what he believed was the perfect government. Plato felt that a democracy
was not the most effective form of government, because the lower classes
of people could not be trusted. He felt that the higher classes, which were
more educated, ought to be in charge of the government.
In “The Republic”, Plato also explains that people are comfortable not
knowing the truth because they don’t know any different. If a person starts
to learn the truth he may become scared and want to return to being
ignorant. But as he keeps looking, the truth becomes less frightening and he
is no longer happy to stay ignorant.
Aristotle
Some people say that Aristotle was the greatest philosopher of all. He
was certainly one of Plato’s best students. He spent twenty years at Plato’s
Academy, first as a student, then a researcher, and finally a teacher. After
studying with Plato for nearly 20 years, Aristotle set out on his own as a
teacher. He opened a school in Athens where he taught on everything from
science, to politics, to critical thinking. Aristotle wrote over 200 books
during his life. These books would remain long after his death, and would
affect Western thinking for centuries to come.
When Aristotle was about 17 he was sent to Athens to study. Plato
soon recognized his brilliance and referred to him as the “Intellect of the
School”. He only left the Academy when Plato died in 347 B.C.E. Aristotle
was eventually was hired by King Philip of Macedonia to become Alexander’s
teacher. He taught Alexander for the next 12 years. With a teacher like
that, no wonder Alexander became known as “Great”! When Philip died,
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Alexander set off on his expedition into Asia, and Aristotle went back to
Athens. Here he opened his own school, the Lyceum. Alexander supported his
school with gifts of what today would be over 4 million dollars. For another
12 years he taught at his school and people think that this is when he wrote
his most important notes and books.
When Alexander the Great died, the Athenian enemies of the
Macedonians became powerful. They accused Aristotle of being
disrespectful to the gods. Aristotle knew that Socrates had been accused of
the same thing and sentenced to death, so he escaped from Athens and went
to Chalcis, where he died the same year, 323 B.C.E. He was 61.
Aristotle is famous for writing about all aspects of the world. He
wrote about poetry, ethics (standards of behavior), logic, rhetoric (the art
of using language), weather, and more. In fact, he studied and wrote about
every part of science that was then known and he is still considered one of
the greatest thinkers of all time.
Essential Questions:
1. Who were the three great philosophers in Greece? Why was each
important?
Assignment: For each sentence write Socrates, Plato or Aristotle.
1. I taught Alexander the Great. ___________________________
2. I am considered the first great philosopher of Athens.
________________________
3. I was a student of Socrates. __________________________
4. I was a student of Plato. ___________________________
5. I
taught
his
students
to
think
for
themselves.
_______________________
6. I wrote a book called “The Republic” ___________________
7. In 399 B.C.E. I was accused of being against democracy, brought to
trial, found guilty, and sentenced to death. ____________________
8. I am famous for writing about all aspects of the world. I wrote about
poetry, ethics (standards of behavior), logic, rhetoric (the art of using
language), weather, and more. _______________________
Assignment: Write 5 questions and answers about each philosopher. Your
questions must be information questions. They must begin with a “Wh” word
(who, what, when, where, how, why or which)
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