Download History 421 Chapter 4 Notes

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Chapter Introduction
Section 1 The First Greek Civilizations
Section 2 The Greek City-States
Section 3 Classical Greece
Section 4 The Culture of Classical
Greece
Section 5 Alexander and the Hellenistic
Kingdoms
Chapter Summary
Chapter Assessment
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Key Events
As you read, look for the key events in the
history of early Greece. 
• Athens and Sparta emerged as the
leading Greek city-states. 
• The Greek military defeated the Persian
army. 
• Greek theatre, arts, and architecture
flourished during the Classical Age. 
• Greek philosophers such as Socrates,
Plato, and Aristotle established the
foundations of Western philosophy.
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The Impact Today
• The Olympic games are held every
two years. 
• Greek architecture is still considered the
classical model of grace and symmetry. 
• Greek plays continue to be performed
throughout the world. 
• Current democratic systems of
government and citizenship are based on
ideas originally developed by the Greeks.
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Chapter Objectives
After studying this chapter, you should
be able to: 
• explain the influence of geography on the
development of the independent citystates. 
• explain the importance of Homer to Greek
history. 
• define city-state and how Sparta and
Athens differed.
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Chapter Objectives
After studying this chapter, you should
be able to: 
• describe the roles of the Persian and
Peloponnesian wars in Greek history. 
• list the contributions of the Greeks to
Western civilization. 
• explain how Alexander the Great created
his empire.
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The First Greek Civilizations
Main Ideas
• Mycenaean civilization flourished in Greece
between 1600 and 1100 B.C. 
• The Greeks used the Iliad and Odyssey to
present role models of the values of courage,
honor, and excellence. 
Key Terms
• epic poem 
• arete
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The First Greek Civilizations
People to Identify
• Minoans 
• Mycenaeans 
• Homer 
Places to Locate
• Aegean Sea 
• Crete 
• Black Sea 
• Ionia
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The First Greek Civilizations
Preview Questions
• How did the geography of Greece affect Greek
history? 
• What role did Homer’s writings play in the lives
of Greeks?
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The First Greek Civilizations
Preview of Events
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One of the adventures in Homer’s
Odyssey involved a one-eyed giant
called a Cyclops. He shut Odysseus in
a cave and blocked the entrance with a
gigantic boulder. To escape, Odysseus
made the Cyclops drunk, blinded him
while he slept, and escaped by clinging
to the belly of a sheep let out to pasture.
Odysseus was known for being crafty.
The Impact of Geography
• Greece consists of a mountainous
peninsula and numerous islands. 
• The mountains and the sea were the most
important geographical influences on
Greece. 
• The many mountain ranges caused small,
independent communities to develop
different ways of life. 
• Their size and independence probably
encouraged political participation within,
and war among, the different
communities.
(pages 109–110)
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The Impact of Geography (cont.)
• Greece has many ports, inlets, and
islands. 
• The Greeks became seafarers. 
• They sailed into the Aegean, the Black,
and the Mediterranean Seas, making
contact with the outside world and setting
up colonies and trade throughout the
Mediterranean area.
(pages 109–110)
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The Impact of Geography (cont.)
What part of North America’s geography
affected the American settlers as the sea
did for the Greeks?
Possible answer: The great expanse of
land westward created the frontier
experience for American settlers as the
sea did for the Greeks. Both led to
economic and cultural expansion, as
well as conquest and war.
(pages 109–110)
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The Minoan Civilization
• By 2800 B.C., a Bronze Age civilization
called the Minoan civilization was
established on Crete. 
• It was named after the legendary king of
Crete, Minos, by the British archaeologist
Arthur Evans, who discovered the ruins
on Crete. 
• The Minoan civilization flourished
between 2700 and 1450 B.C.
(pages 110–111)
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The Minoan Civilization (cont.)
• Evans discovered the remains of a rich
trading culture based on seafaring at the
city of Knossos. 
• The Minoans sailed to southern Greece
and Egypt for trade. 
• The elaborate palace at Knossos
contained many brightly colored living
rooms, workshops for making vases, ivory
figurines, and jewelry, and bathrooms with
drains. 
• Giant jars for oil, wine, and grain held the
taxes paid to the king.
(pages 110–111)
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The Minoan Civilization (cont.)
• The Minoan civilization on Crete suffered
a catastrophe around 1450 B.C. 
• Some historians believe that a tidal wave
caused by a volcanic eruption on the
island of Thera was the cause. 
• Others believe the civilization was
destroyed by an invasion of mainland
Greeks known as the Mycenaeans.
(pages 110–111)
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The Minoan Civilization (cont.)
The palace at Knossos had brightly
colored paintings of sporting events and
nature scenes. What type of sports do
you think the Minoans had?
Prevalent among the many frescoes
were scenes of Minoans bull-leaping,
a sport that may have led to the myth
of Minotaur.
(pages 110–111)
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The First Greek State: Mycenae
• The term Mycenaean comes from
Mycenae, a fortified site in Greece first
discovered by the German archaeologist
Heinrich Schliemann. 
• The Mycenaean civilization thrived
between 1600 and 1100 B.C., reaching its
height between 1400 and 1200 B.C.
(pages 111–112)
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The First Greek State: Mycenae (cont.)
• It was made up of an alliance of powerful
monarchies, each living in a fortified
center within large stone walls. 
• The rest of the population lived outside
these walls. 
• One interesting architectural feature is the
large beehive-shaped tholos tombs,
where the royal family was buried.
(pages 111–112)
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The First Greek State: Mycenae (cont.)
• The Mycenaeans had a warrior culture. 
• Their murals show the typical occupations
of a warrior aristocracy–hunting and
fighting. 
• They also developed an extensive
commercial network. 
• Their pottery has been found throughout
the Mediterranean area. 
• They conquered some of the Greek
islands, perhaps even Crete.
(pages 111–112)
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The First Greek State: Mycenae (cont.)
• The most famous of their supposed
military adventures comes to us in the
poetry of Homer. 
• According to Homer, the Mycenaeans
sacked the city of Troy, on the
northwestern coast of modern Turkey,
around 1250 B.C. 
• Agamemnon, king of Mycenae, led them. 
• Ever since Schliemann’s excavation of
Troy, some people have believed Homer’s
account is based in fact, but no one is
certain.
(pages 111–112)
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The First Greek State: Mycenae (cont.)
• The Mycenaean states began to war on
each other, and earthquakes damaged
their civilization. 
• It collapsed by 1100 B.C. after new waves
of invaders moved into Greece from the
north.
(pages 111–112)
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The First Greek State: Mycenae (cont.)
The Mycenaean culture was based on
warfare. What values do you think are
important to a warrior culture?
Courage and honor are the two values
generally most important to a warrior
culture, the first because of the bravery
needed to fight and the second because
honor recognizes the glory such cultures
found in war.
(pages 111–112)
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The Greeks in a Dark Age
• The period from 1100 to 750 B.C. in Greece
is called the Dark Age because few
records of that period exist. 
• Both population and food production fell. 
• Around 850 B.C., farming revived and the
basis of a new Greek civilization began to
be formed.
(pages 112–113)
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The Greeks in a Dark Age (cont.)
• During the Dark Age, many Greeks
immigrated to the west coast of modern
Turkey to Ionia. 
• The Aeolians settled in northern Greece
and colonized Lesbos; the Dorians
established themselves in the
Peloponnesus and southern Greek
islands. 
• Iron replaced bronze during the Dark Age,
improving weaponry and farming. 
• During the eighth century B.C., the Greeks
adopted the Phoenician alphabet, which
made reading and writing simpler. (pages 112–113)
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The Greeks in a Dark Age (cont.)
• The works of Homer, one of the world’s
great poets, appeared near the end of the
Dark Age. 
• Homer’s two great epic poems were the
Iliad and the Odyssey. 
• An epic poem is a long poem that tells of
a great hero’s deeds. 
• Homer’s epic poems were based on
stories passed down for generations.
(pages 112–113)
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The Greeks in a Dark Age (cont.)
• The Iliad takes place during the Trojan
War. 
• Paris, a Trojan prince, kidnaps Helen, the
wife of the king of Sparta. 
• The Mycenaean Greeks lay siege to Troy
for ten years, finally taking the city with
the famous Trojan horse. 
• The Iliad, however, is more a tale about
the destruction caused by the anger of the
Greek hero Achilles. 
• The Odyssey tells of the Greek hero
Odysseus’ ten-year return to his home
and family.
(pages 112–113)
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The Greeks in a Dark Age (cont.)
• Both of Homer’s poems gave the Greeks
an ideal past and a set of values. 
• The values in them were used to educate
Greek males for generations. 
• Fathers even had their sons memorize all
of Homer to learn how to act well and be
virtuous men.
(pages 112–113)
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The Greeks in a Dark Age (cont.)
• The basic Homeric values were courage
and honor. 
• The Greek hero struggled for excellence,
or arete, which is won in a struggle or
contest. 
• Through fighting and protecting family and
friends, the man preserves his and his
family’s honor. 
• He also wins an honorable reputation, the
sign of arete.
(pages 112–113)
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The Greeks in a Dark Age (cont.)
What are the limitations of the values of
courage and honor as understood by the
Mycenaean Homeric culture? What
values might supplement or replace
them?
(pages 112–113)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. in early Greece, the qualities
of excellence that a hero
strives to win in a struggle
or contest
__
A 2. a long poem that tells the
deeds of a great hero, such
as the Iliad and the Odyssey
of Homer
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A. epic poem
B. arete
Checking for Understanding
Explain why arete was important to
Greek culture.
Arete encompassed the values that
Greek males tried to embody.
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Checking for Understanding
List the troubles affecting Mycenaean
Greece before its collapse.
Civil wars, earthquakes, and invasions
troubled Mycenaean Greece before its
collapse.
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Critical Thinking
Evaluate Why was the Dark Age of
Greece considered “dark”?
The Dark Age was considered “dark”
because there are few records of what
happened. However, significant
developments did occur during this
time.
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Analyzing Visuals
Examine the funeral mask shown on
page 113 of your textbook. Looking at
this mask, what conclusions can you
draw about how the ancient
Mycenaeans approached death?
Explain your reasoning.
The face is sad, but calm. It implies an
acceptance of death as inevitable.
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Close
Name the different ways that history is
“recorded.” Focus on the relationship
between history and the arts.
The Greek City-States
Main Ideas
• The polis or city-state was the central focus
of Greek life. 
• The search for farmland and the growth of
trade resulted in colonies and the spread of
Greek culture and politics. 
Key Terms
•
•
•
•
•
polis 
acropolis 
agora 
hoplite 
phalanx 
•
•
•
•
democracy 
oligarchy 
helot 
ephor
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The Greek City-States
People to Identify
• Aristotle 
• Solon 
• Cleisthenes 
Places to Locate
• Athens 
• Byzantium 
• Hellespont 
• Sparta
• Bosporus 
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The Greek City-States
Preview Questions
• Who lived in the polis? 
• How did Athens and Sparta differ? 
• What role did tyrants play in Greek history?
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The Greek City-States
Preview of Events
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listen to the audio again.
An Athenian who was ostracized could
return after 10 years and could keep his
property. Exile in the later Roman sense
involved loss of property and status,
usually for life.
The Polis: Center of Greek Life
• By 750 B.C., the polis (city-state) became
the central focus of Greek life. (Our word
politics comes from the word polis.) 
• It was a town, city, or village serving as
a center where people met for political,
economic, social, and religious activities.
(pages 115–116)
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The Polis: Center of Greek Life (cont.)
• The main gathering place was usually on
a hill, topped with a fortified area called
the acropolis. 
• This was a refuge and sometimes a place
for religious or other public buildings. 
• Below was the agora, an open area for
people to assemble and for a market.
(pages 115–116)
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The Polis: Center of Greek Life (cont.)
• City-states varied in size. Most were
between a few hundred and several
thousand people. 
• By contrast, Athens’ population exceeded
three hundred thousand by the fifth
century B.C.
(pages 115–116)
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The Polis: Center of Greek Life (cont.)
• Most of all, the polis was a community of
people who shared an identity and goals.

• There were three classes: citizens with
political rights (adult males), citizens
without political rights (women and
children), and noncitizens (slaves and
resident aliens).
(pages 115–116)
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The Polis: Center of Greek Life (cont.)
• Responsibilities accompanied rights. 
• As the Greek philosopher Aristotle
stated, “We must regard every citizen as
belonging to the state.” 
• This loyalty, however, made the city-states
fiercely patriotic and distrustful of one
another. 
• The city-states’ independence and
warring helped bring Greece to ruin.
(pages 115–116)
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The Polis: Center of Greek Life (cont.)
• A new military system based on hoplites
developed by 700 B.C. 
• Hoplites were infantry who carried a
shield, sword, and spear. 
• They fought shoulder to shoulder in a
formation called a phalanx. 
• This close formation made the hoplites a
powerful force.
(pages 115–116)
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The Polis: Center of Greek Life (cont.)
Why did the phalanx make the hoplites
such a powerful fighting force?
Fighting shoulder to shoulder meant that
the hoplites’ shields formed a wall of
protection. They could thrust out from
the wall with their spears to keep the
enemy at bay or to kill the enemy.
(pages 115–116)
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Greek Colonies
• Between 750 and 550 B.C., many Greeks
settled distant lands. 
• The growth of trade and wanting good
farmland were two motives. 
• Each colony became a new polis and
spread Greek culture and ideas. 
• Colonies were founded in Italy, France,
Spain, and northern Africa.
(pages 116–117)
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Greek Colonies (cont.)
• The Greeks also settled along the shores
of the Black Sea, setting up cities on the
Hellespont and Bosporus. 
• The most notable was Byzantium, which
later became Constantinople and then
Istanbul.
(pages 116–117)
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Greek Colonies (cont.)
• Increased trade and industry in such
exports as pottery, wine, and olive oil and
such imports as lumber, grain, and slaves
created a new wealthy class of merchants
who wanted political power. 
• They found it hard to get because of the
ruling aristocrats.
(pages 116–117)
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Greek Colonies (cont.)
Were the Greek motives for colonization similar to
or different from the American motives in settling
the West? Before answering, clarify what you think
the American motives were.
The motive of wanting good farmland is the same
in both cases, but the Americans were not so
concerned with expanding trade, even though
trade naturally expanded as people settled the
West. However, one area of American expansion
that was concerned with trade was the South’s
movement west to increase cotton production.
Much of the cotton was exported to Britain.
(pages 116–117)
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Tyranny in the City-States
• The creation of this new wealthy class led
to the rise of tyrants in the Greek citystates. 
• They were not necessarily oppressive
rulers. 
• In this sense, the word tyrant simply refers
to a leader who seized power by force
from the ruling aristocrats. 
• Because the aristocrats oppressed them,
the peasants supported the tyrants.
(pages 117–118)
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Tyranny in the City-States (cont.)
• Tyrants seized and kept power by using
hired soldiers. 
• They built new walls and temples, which
glorified their cities and made them
popular. 
• By the end of the sixth century B.C.,
however, tyrants had fallen out of favor. 
• Their rule contradicted the rule of law that
was a Greek ideal.
(pages 117–118)
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Tyranny in the City-States (cont.)
• The end of tyranny allowed new classes to
participate in government. 
• Some city-states became democracies,
ruled by the many. 
• Others became oligarchies, ruled by the
few. 
• Athens and Sparta show the differences
between these two kinds of government.
(pages 117–118)
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Tyranny in the City-States (cont.)
The Greeks finally overthrew tyranny because
it contradicted the rule of law. How did it
contradict the rule of law, and why is the rule
of law important to a society?
The rule of the Greek tyrants contradicted the
rule of law because they held power through
the force of a hired army. The rule of law is
important to a society because if the laws are
just and applied correctly, the rule of law keeps
the peace, puts appropriate bounds on
freedom, and recognizes equality.
(pages 117–118)
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Sparta
• Like many Greek city-states, Sparta
needed more land. 
• It gained land through conquest of the
neighboring Laconians and Messenians.

• These peoples became serfs who worked
for the Spartans. 
• They were called helots, from the Greek
for “capture.”
(pages 118–120)
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Sparta (cont.)
• To maintain power over the helots, Sparta
created a military state. 
• Between 800 and 600 B.C., the lives of the
Spartans were rigidly controlled and
disciplined. 
• Boys learned military discipline, entered
the military at 20, and lived in the barracks
until 30. 
• They ate all meals in public dining halls. 
• They ate a foul broth of pork boiled in
animal blood, vinegar, and salt.
(pages 118–120)
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Sparta (cont.)
• Spartans could marry at 20 and vote in the
assembly at 30. They stayed in the army
until 60. 
• Spartan women lived at home while their
husbands lived in the barracks. 
• Thus, they had more freedom of
movement and greater power than
women in other Greek city-states. 
• They were expected to remain fit to bear
and raise healthy children. 
• They expected their husbands and sons
to be brave in battle, to win or be killed.
(pages 118–120)
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Sparta (cont.)
• Two kings who led the Spartan army
headed the Spartan oligarchy. 
• Five men known as ephors were
responsible for the youths’ education and
the citizens’ conduct. 
• A council of two kings and 28 men over 60
years of age decided on the issues the
assembly would vote on. 
• The assembly did not debate, but only
voted.
(pages 118–120)
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Sparta (cont.)
• Sparta closed itself off from the outside
world. 
• Travelers and travel were discouraged,
except for military reasons. 
• Spartans frowned upon new ideas and
the arts. 
• Only the art of war mattered.
(pages 118–120)
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Sparta (cont.)
Sparta kept its strict discipline in part by
closing itself off from outside influences
and new ideas. Why was doing so
important to maintaining their
authoritarian society?
Being open to new and foreign ideas
and influences could be a basis for
criticizing society and the government.
(pages 118–120)
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Athens
• A king ruled early Athens. 
• By the seventh century B.C., however, it
was ruled by an oligarchy of aristocrats
who owned the best land and controlled
political life. 
• By the end of the seventh century B.C.,
however, Athens had serious economic
and political troubles. 
• Many Athenian farmers were sold into
slavery for nonpayment of their debts to
aristocrats. 
• Cries arose to cancel the debts and give
land to the poor.
(page 120)
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Athens (cont.)
• The reformist aristocrat Solon was
appointed leader in 594 B.C. to handle
these problems. 
• He canceled the debts but did not give
land to the poor. 
• Because the poor could not obtain land,
internal strife continued. It led to tyranny.
(page 120)
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Athens (cont.)
• Pisistratus seized power in 560 B.C. 
• He helped the merchants and gave the
poor land. 
• Even so, the Athenians revolted against
his son and ended the tyranny in 510 B.C. 
• The Athenians appointed the reformer
Cleisthenes leader in 508 B.C.
(page 120)
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Athens (cont.)
• He created a new council of five hundred
to propose laws and supervise the
treasury and foreign affairs. 
• Under Cleisthenes, the assembly of all
male citizens had final authority to pass
laws after free and open debate. 
• For this reason, Cleisthenes’ reforms laid
the foundation for Athenian democracy.
(page 120)
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Athens (cont.)
Should Solon have canceled the debts
of the poor?
(page 120)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
E 1. one of the five men elected
each year in ancient Sparta
who were responsible for the
education of youth and the
conduct of all citizens
A. acropolis
__
A 2. in early Greek city-states,
a fortified gathering place
at the top of a hill which was
sometimes the site of temples
and public buildings
E. ephor
__
D 3. in ancient Sparta, captive
peoples who were forced to
work for their conquerors
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B. phalanx
C. oligarchy
D. helots
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
C 4. “the rule of the few,” a form
of government in which a
small group of people
exercises controls
A. acropolis
__
B 5. a wall of shields created by
foot soldiers marching close
together in a rectangular
formation
D. helots
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B. phalanx
C. oligarchy
E. ephor
Checking for Understanding
Explain the different political systems
in Athens and Sparta.
In Athens, the political system went
from rule by a king to an oligarchy of
aristocrats, to tyranny, and democracy.
Sparta was ruled by an oligarchy with
two kings.
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Checking for Understanding
Summarize why the Greeks left their
homelands to establish colonies.
The Greeks left their homelands to
search for good farmland and because
of the growth of trade.
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Critical Thinking
Compare and Contrast In what
way(s) is Athenian democracy similar
to American democracy? In what
way(s) is it different?
In Athens, the assembly had final
authority to pass laws after open
debate, and a small percentage of the
people had political rights. The United
States has a representative
democracy, and all adult citizens have
the right to vote.
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Analyzing Visuals
Examine the photograph of the
Acropolis on page 116 of your
textbook. Why do you think the
Athenians decided to place their
important buildings on top of a hill?
The buildings were easy to defend
and were highly visible.
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Close
Play the roles of male and female
citizens in Athens and Sparta,
explaining the advantages and
disadvantages of each society.
Classical Greece
Main Ideas
• During the Age of Pericles, Athens became
the center of Greek culture. 
• The creation of an Athenian empire led to war
with Sparta. 
Key Terms
• Age of Pericles 
• direct democracy 
• ostracism
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Classical Greece
People to Identify
• Darius 
• Xerxes 
• Pericles 
Places to Locate
• Asia Minor 
• Thebes 
• Delos 
• Macedonia
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Classical Greece
Preview Questions
• How did Pericles expand the involvement of
Athenians in their democracy? 
• Why was trade highly important to the Athenian
economy?
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Classical Greece
Preview of Events
Click the Speaker button to
listen to the audio again.
Themistocles was the Athenian
commander who defeated the Persians
at Salamis. When he argued later that
Athens should move its capital because
of a possible attack by Sparta, the
Athenian assembly ostracized him.
The Challenge of Persia
• The Greeks came into contact with the
Persian Empire to the east. 
• The Ionian Greek cities in western Asia
Minor revolted unsuccessfully against
the Persians in 499 B.C. 
• Darius, the Persian ruler, sought
revenge. 
• In 490 B.C., the heavily outnumbered
Athenians defeated the Persians at the
Battle of Marathon, only 26 miles from
Athens.
(pages 121–122)
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The Challenge of Persia (cont.)
• After Darius died, Xerxes became the
Persian king. 
• He vowed revenge, which caused the
Athenians to rebuild their navy. 
• By 480 B.C., the Athenian fleet was about
two hundred strong. 
• Xerxes invaded with a massive army:
about 180,000 troops and thousands of
warships and supply vessels. 
• Seven thousand Greeks held them off for
two days at the pass of Thermopylae, until
a traitor showed the Persians a mountain
path to outflank the Greeks.
(pages 121–122)
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The Challenge of Persia (cont.)
• The Athenians abandoned their city. 
• But near the island of Salamis, the swifter
Greek navy outmaneuvered the Persian
ships and defeated their navy. 
• A few months later, at Plataea, the Greeks
formed their largest army ever and
defeated the Persians.
(pages 121–122)
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The Challenge of Persia (cont.)
The outnumbered Greeks defeated the
Persians at Salamis because their ships
were faster. What other wars show that
mere size and strength do not always
bring victory?
Three examples are the British defeat of
the Spanish Armada, the American
colonists’ picking off the British troops
marching in close order, and the North
Vietnamese and Viet Cong guerrilla war
against the United States.
(pages 121–122)
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The Growth of the Athenian Empire
and The Age of Pericles
• After the Persian defeat, Athens became
the leader of the Greek world. 
• The Athenians formed a defensive
alliance called the Delian League,
headquartered on the island of Delos.
(page 123)
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The Growth of the Athenian Empire
and The Age of Pericles (cont.)
• Under Athenian leadership, the league
expelled the Persians from almost all the
Greek city-states in the Aegean. 
• The League’s chief officials were
Athenians, and its treasury was moved
from Delos to Athens in 454 B.C. 
• By controlling the Delian League, the
Athenians created an empire.
(page 123)
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The Growth of the Athenian Empire
and The Age of Pericles (cont.)
• Under Pericles, the prime figure in
Athenian politics between 461 and 429
B.C., Athens expanded its empire. 
• Democracy and culture thrived at home. 
• This period, now called the Age of
Pericles, was the height of Athenian
power and brilliance.
(page 123)
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The Growth of the Athenian Empire
and The Age of Pericles (cont.)
• Pericles turned Athens into a direct
democracy. 
• The people participated in government
decision making through mass meetings. 
• Every male citizen could participate in the
general assembly and vote on major
issues.
(page 123)
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The Growth of the Athenian Empire
and The Age of Pericles (cont.)
• Most residents were not citizens,
however. 
• Forty-three thousand male citizens over
18 made up the assembly, but only a few
thousand attended regularly. 
• The assembly passed all laws, elected
public officials, and decided on war and
foreign policy. 
• Anyone could speak.
(page 123)
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The Growth of the Athenian Empire
and The Age of Pericles (cont.)
• Pericles made lower-class male citizens
eligible for public office, and he paid
officeholders. 
• In these ways poor citizens could
participate in political life. 
• Ten officials known as generals directed
the policy of the Athenian government.
(page 123)
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The Growth of the Athenian Empire
and The Age of Pericles (cont.)
• The Athenians developed ostracism to
protect themselves from overly ambitious
politicians. 
• If six thousand assembly members voted
so, a person was banned from the city for
10 years.
(page 123)
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The Growth of the Athenian Empire
and The Age of Pericles (cont.)
• Pericles used the Delian League’s
treasury to rebuild Athens after the
Persians looted and burned it. 
• Athens became the center of Greek culture
as art, architecture, and philosophy
flourished. 
• Pericles boasted that Athens had become
the “school of Greece.”
(page 123)
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The Growth of the Athenian Empire
and The Age of Pericles (cont.)
Historians refer to the Age of Pericles as
Greece’s “Golden Age.” Do you think
they are justified in doing so?
(page 123)
The Great Peloponnesian War
• The Greek world came to be divided
between the Athenian Empire and
Sparta. 
• Athens and Sparta had built very different
kinds of societies, and Sparta and its
allies feared the growth of the Athenian
Empire. 
• After a series of disputes, the Great
Peloponnesian War broke out in 431 B.C.
(page 124)
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The Great Peloponnesian War (cont.)
• Athens planned to win by staying behind
its walls and receiving supplies from its
colonies and powerful navy. 
• The Spartans surrounded Athens and
hoped the Athenian army would come out
and fight. 
• Pericles knew that the Spartan army
would win in open battle, so the Athenians
stayed behind their walls.
(page 124)
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The Great Peloponnesian War (cont.)
• In 430 B.C., a plague broke out in Athens. 
• One third of the people were killed. 
• Pericles died in 429 B.C. 
• Nonetheless, the Athenians fought on for
about another 25 years. 
• Athens was finally defeated in 405 B.C.
when its navy was defeated. 
• Its walls were torn down, the Athenian
Empire was destroyed, and the war
ended.
(page 124)
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The Great Peloponnesian War (cont.)
• The Peloponnesian War weakened the
Greek city-states and ruined cooperation
among them. 
• For the next 66 years, Sparta, Athens,
and Thebes struggled for domination. 
• These internal struggles caused the
Greeks to ignore the growing power of
Macedonia, an oversight that cost the
Greeks their freedom.
(page 124)
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The Great Peloponnesian War (cont.)
The Great Peloponnesian War was a
civil war. Even after they are over, civil
wars can leave much disunity and
disagreement. What is a contemporary
problem in America left over from our
Civil War?
One continuing problem is prejudice and
racism.
(page 124)
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Daily Life in Classical Athens
• Athens had the largest population of any
fifth-century B.C. Greek city-state, about
150,000 citizens and 35,000 foreigners
before the plague of 430 B.C. 
• Only male citizens had political power. 
• Foreigners were protected by the laws
and shared some responsibilities, such as
military service and funding of festivals.
(pages 124–125)
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Daily Life in Classical Athens (cont.)
• Athens also had about 100,000 slaves. 
• Slavery was common in the ancient world,
and many Athenians owned at least one
slave. 
• They worked in industry, the fields, and
the household. 
• State-owned slaves worked on public
construction projects.
(pages 124–125)
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Daily Life in Classical Athens (cont.)
• The Athenian economy was based largely
on farming and trade. 
• Grapes and olives were cultivated for
wine and olive oil. 
• Athens had to import from 50 to 80
percent of its grain, a basic item in the
Athenian diet. 
• Trade was important, therefore. 
• Building its port at nearby Piraievs helped
Athens become the leading trader it was
in the fifth-century Greek world.
(pages 124–125)
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Daily Life in Classical Athens (cont.)
• Women were citizens who could
participate in religious festivals but had no
other public life. 
• They could not own property beyond
personal items, and always had a male
guardian. 
• If they left the house, they had to have a
companion. 
• An Athenian woman was expected to be a
good wife, bear children, and keep up the
household. 
• Girls did not get a formal education and
(pages 124–125)
married around 14 or 15.
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Daily Life in Classical Athens (cont.)
Why was denying women an education
part of controlling them?
People are controlled more easily if they
do not think for themselves, and denying
women an education was a way of
making sure they would not think so
much for themselves.
(pages 124–125)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
C 1. in ancient Athens, the
process for temporarily
banning ambitious
politicians from the
city by popular vote
A. Age of Pericles
B. direct
democracy
C. ostracism
__
B 2. a system of government in which the people
participate directly in government decision
making through mass meetings
__
A 3. the period between 461 and 429 B.C. when
Pericles dominated Athenian politics and
Athens reached the height of its power
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Checking for Understanding
Describe the system of direct
democracy in Athens.
Every male citizen over 18 participated
in the governing assembly by voting on
all major issues and electing public
officials.
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Checking for Understanding
Identify which Greek states struggled
for power after the Great Peloponnesian
War. What area to the north grew in
power and threatened the freedom of
the Greeks?
Sparta, Athens, and Thebes struggled
for power after the Great
Peloponnesian War. Macedonia grew
in power and threatened the freedom
of the Greeks.
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Critical Thinking
Analyze What is meant by the phrase
“The Age of Pericles”?
Pericles dominated Athenian politics
between 461 and 429 B.C. This period
was the height of Athenian power and
brilliance.
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Analyzing Visuals
Examine the bust of Thucydides shown
on page 121 of your textbook. What
does this sculpture tell you about the
Greek view of the human individual?
Compare this bust to artistic
representations of people in earlier
chapters of your text. What differences
and similarities do you see?
The bust is not stylized like many earlier
pieces but reflects some of its subject’s
traits and flaws. It implies that Greeks
valued the individual.
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Close
Identify developments from the Age of
Pericles that have had an important
impact on the United States.
The Culture of Classical Greece
Main Ideas
• Greek philosophers were concerned with the
development of critical or rational thought
about the nature of the universe. 
• Greeks believed that ritualized religion was
necessary for the well-being of the state. 
Key Terms
• ritual 
• philosophy 
• oracle 
• Socratic method
• tragedy 
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The Culture of Classical Greece
People to Identify
• Aeschylus 
• Plato 
• Sophocles 
• Aristotle 
• Pythagoras 
• Thucydides 
• Socrates 
Places to Locate
• Delphi 
• Gulf of Corinth
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The Culture of Classical Greece
Preview Questions
• In what ways was religion closely connected to
Greek life? 
• How did defeat in the Peloponnesian War
change the Athenians?
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The Culture of Classical Greece
Preview of Events
Click the Speaker button to
listen to the audio again.
Phidias’s statue of Zeus for the Temple of
Zeus at Olympia is considered one of the
Seven Wonders of the Ancient World. The
statue, fashioned of ivory and gold, stood
42 feet high–about seven times life size–
and occupied the full height of the temple.
Greek Religion
• Religion affected all aspects of Greek life
because Greeks considered religion
necessary for the well-being of the state. 
• Temples to the gods and goddesses were
the major buildings in Greek cities.
(pages 127–129)
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Greek Religion (cont.)
• Homer described the deities of Greek
religion. 
• Most important were the twelve gods and
goddesses that lived on Mount Olympus. 
• The chief god and father of the gods was
Zeus; Athena was the goddess of wisdom
and crafts; Apollo was the god of the sun
and poetry; Aphrodite was the goddess of
love; Zeus’s brother, Poseidon, was the
god of the sea.
(pages 127–129)
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Greek Religion (cont.)
• Greek religion did not have a body of
doctrine, nor was it focused on morality. 
• Principally, it was focused on making the
deities look favorably on people. 
• Hence, rituals–ceremonies or rites–were
the most important element of Greek
religion. 
• After death, the spirits of most people,
good or bad, went to a gloomy underworld
ruled by Hades.
(pages 127–129)
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Greek Religion (cont.)
• Religious festivals were used to honor the
gods and goddesses. 
• These festivals included athletic events. 
• The games at Olympia honoring Zeus,
first held in 776 B.C., are the basis of the
modern Olympic Games.
(pages 127–129)
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Greek Religion (cont.)
• The Greeks wanted to know the will of the
gods and goddesses. 
• To this end, they consulted oracles,
sacred shrines where priests or
priestesses revealed the future through
interpreting the will of the deities. 
• The most famous oracle was at the shrine
to Apollo at Delphi, on the side of Mount
Parnassus overlooking the Gulf of
Corinth. 
• Representatives of states and individuals
traveled to this oracle.
(pages 127–129)
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Greek Religion (cont.)
• The responses of the priests and
priestesses often could be interpreted in
more than one way. 
• For example, Croesus, king of Lydia,
asked the oracle if he should go to war
with the Persians. 
• The oracle replied that if he did he would
destroy a great empire. 
• Thinking he would destroy the Persians,
Croesus went to war and destroyed his
own empire.
(pages 127–129)
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Greek Religion (cont.)
What lesson might one learn from how
Croesus responded to the oracle at
Delphi?
The lesson is to make sure to think through
what one hears or learns. Quick judgment
often is false judgment. Accept other
answers that show an understanding of
where Croesus went wrong.
(pages 127–129)
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Greek Drama
• The Greeks, principally in Athens, created
Western drama. 
• Plays were presented as part of religious
festivals. 
• The original Greek dramas were
tragedies, presented in trilogies around a
common theme. 
• Only one complete trilogy survives today,
the Oresteia by Aeschylus. 
• It tells about the fate of Agamemnon and
his family after he returned from the
Trojan War.
(page 129)
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Greek Drama (cont.)
• Evil acts are shown to breed evil and
suffering, but in the end reason triumphs
over evil. 
• Another famous Athenian playwright was
Sophocles, whose most famous play was
Oedipus Rex. 
• Even though Oedipus knows an oracle
has foretold he will kill his father and
marry his mother, he commits these tragic
acts.
(page 129)
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Greek Drama (cont.)
• A third important Athenian dramatist,
Euripides, created more realistic
characters and showed more of an
interest in real-life situations and
individual psychology. 
• He also questioned traditional values; for
example, he showed the horrors of war
and sympathized with its victims,
especially women and children.
(page 129)
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Greek Drama (cont.)
• Greek tragedies examined such universal
themes as the nature of good and evil, the
rights of the individual, the role of the gods
in life, and the nature of human beings. 
• Greek comedy developed later, and
criticized society to invoke a reaction. 
• Aristophanes is the most important Greek
comic playwright.
(page 129)
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Greek Drama (cont.)
Throughout human history, comedy has
often been used to criticize the powerful
and expose the hypocritical. Why has
comedy been able to serve these
functions?
Possible answer: On a political level,
invoking laughter can mask the criticism;
on an individual level, invoking laughter can
make it easier to swallow criticism because
laughter often refers to a universal
dimension of human experience and so
says, “We all are like this.”
(page 129)
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Greek Philosophy
• Philosophy (“love of wisdom”) refers to
an organized system of rational thought. 
• Early Greek philosophers were concerned
with the nature of the universe explained
through unifying principles. 
• For example, Pythagoras taught that the
essence of the universe was found in
music and numbers.
(pages 130–132)
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Greek Philosophy (cont.)
• In the fifth and fourth centuries B.C.,
Socrates, Plato, and Aristotle raised
questions that have been debated ever
since. 
• Socrates taught many pupils but accepted
no payment. 
• He believed the goal of education was only
to improve the individual’s soul. 
• He introduced a way of teaching still used
today called the Socratic method. 
• It uses a process of question and answer
to get students to understand things for
themselves.
(pages 130–132)
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Greek Philosophy (cont.)
• Socrates said, “The unexamined life is not
worth living.” 
• The belief in the individual’s power to
reason was an important contribution of
Greek culture. 
• Socrates and his pupils questioned
authority. 
• After losing the Peloponnesian War,
Athenians did not trust open debate. 
• Socrates was tried and convicted of
corrupting the youth. 
• He was sentenced to death and died by
drinking hemlock.
(pages 130–132)
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Greek Philosophy (cont.)
• Plato was one of Socrates’ students and
considered by many the greatest Western
philosopher. 
• He was preoccupied with the nature of
reality and how we know reality. 
• According to Plato, an ideal world of
Forms is the highest reality. 
• Only a mind fully trained by philosophy
can grasp the nature of the Forms.
(pages 130–132)
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Greek Philosophy (cont.)
• The material objects that appear in the
physical world (e.g., a particular tree) are
images or shadows of these universal
Forms (e.g., treeness). 
• Plato was concerned that the city-states
be virtuous–just and rational. 
• Only then could citizens achieve a good
life. 
• He explained his ideas about government
in The Republic, in which he outlines the
structure of the ideal, virtuous state.
(pages 130–132)
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Greek Philosophy (cont.)
• The ideal state has three groups–rulers,
motivated by wisdom; warriors, motivated
by courage; and commoners, motivated
by desire. 
• Only when balance was instilled by the
rule of a philosopher-king, who had
learned about true justice and virtue,
would there be a just state. 
• Then individuals could live the good life.
(pages 130–132)
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Greek Philosophy (cont.)
• Plato also believed that men and women
should have the same education and
equal access to all positions. 
• Plato established a school in Athens
called the Academy. 
• His most important pupil was Aristotle,
who studied there for 20 years. 
• Aristotle did not believe in a world of ideal
Forms. 
• He thought of forms, or essences, as part
of the things of the material world. 
• We know treeness, for example, by
examining individual trees.
(pages 130–132)
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Greek Philosophy (cont.)
• Aristotle was interested, therefore, in
analyzing and classifying things by
observation and investigation. 
• In this way we could know reality. 
• He wrote on ethics, logic, politics, poetry,
astronomy, geology, biology, and
physics. 
• Like Plato, Aristotle was interested in the
best form of government, one that would
rationally direct human affairs.
(pages 130–132)
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Greek Philosophy (cont.)
• He tried to find this form of government by
analyzing existing governments. 
• He looked at the constitutions of 158
states and found three good forms:
monarchy, aristocracy, and constitutional
government. Of these, the third was the
best. 
• Aristotle’s ideas about government are in
his Politics.
(pages 130–132)
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Greek Philosophy (cont.)
What idea of human nature underlies Socrates’
statement that “The unexamined life is not
worth living”?
It is the idea that human beings are capable
of rational autonomy. Human beings are able
to direct their own affairs well based on
knowledge and reason. Indeed, the only way
to live well and virtuously is to be guided by
reason and autonomy. Accept other answers
that show an understanding of Socrates’
statement.
(pages 130–132)
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The Writing of History
• The writing of history began with
Herodotus and his History of the Persian
Wars. 
• He understood the conflict as a war
between Greek freedom and Persian
despotism. 
• Herodotus traveled widely and was a
great storyteller.
(page 132)
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The Writing of History (cont.)
• Many consider Thucydides the greatest
historian of the ancient world. 
• He was an Athenian general who was
exiled for a defeat. 
• During this time he wrote his History of
the Peloponnesian War. 
• Unlike Herodotus, Thucydides explained
events by human causes more than by
divine forces. 
• He also emphasized having accurate
facts and had great insight into human
psychology and the human condition. (page 132)
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The Writing of History (cont.)
• He believed studying history was
beneficial for understanding the present.
(page 132)
The Writing of History (cont.)
In Shakespeare’s Julius Caesar, Julius
Caesar says, “Men at some time are
masters of their fates/The fault, dear
Brutus, is not in our stars/But in
ourselves. . . .” Which of the ancient
Greek historians is more likely to agree?
Why?
Thucydides is more likely to agree. He
looked more to human causes of the
events of human history.
(page 132)
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The Classical Ideals of Greek Art
• The standards of classical Greek art
dominated most of Western art history. 
• Classical Greek art was concerned with
expressing eternal ideals that would
rationally civilize the emotions through the
moderation, balance, and harmony of the
artwork. 
• Classical Greek art’s chief subject matter
was an ideally beautiful human being.
(pages 132–133)
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The Classical Ideals of Greek Art (cont.)
• The most important architectural form
was the temple dedicated to a god or
goddess. 
• The greatest example is the Parthenon,
built between 447 and 432 B.C. and
dedicated to the patron goddess of
Athens, Athena. 
• It showed Athens’ pride in itself and
exemplified the principles of classical
architecture: calm, clarity, and freedom
from unnecessary detail.
(pages 132–133)
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The Classical Ideals of Greek Art (cont.)
• Greek sculpture often depicted idealized,
lifelike male nudes. 
• The sculptor Polyclitus, in his book the
Doryphoros, explained the ideal
proportions based on mathematical ratios
found in nature that he used to create his
idealized nudes.
(pages 132–133)
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The Classical Ideals of Greek Art (cont.)
How do the ideals of classical Greek art
complement Socrates' philosophical belief?
Classical Greek art’s emphasis on the
beauty of the human being complements
Socrates’ idea that human beings have the
rational power to direct their own affairs.
Both appreciate the human as human.
(pages 132–133)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. in ancient Greece, a sacred
shrine where a god or
goddess was said to reveal
the future through a priest or
priestess
A. ritual
B. oracle
C. tragedy
D. philosophy
__
C 2. a form of drama that portrays
a conflict between the protagonist and a superior
force and having a protagonist who is brought to
ruin or extreme sorrow, especially as a result of a
fatal flaw
__
A 3. a ceremony or rite
__
D 4. an organized system of thought, from the Greek
for “love for wisdom”
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Checking for Understanding
Describe the themes found in Greek
tragedies. Identify one of the dramas
discussed in the text, name the
playwright who wrote it, and describe
the themes it contains.
Themes include the nature of good and
evil, the rights of an individual, the
nature of divine forces, and the nature
of human beings.
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Checking for Understanding
List the three basic groups of people in
Plato’s ideal state.
Plato’s ideal state included philosopherkings, warriors, and masses.
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Critical Thinking
Summarize How does Plato’s theory of
ideal forms differ from Aristotle’s theory
of forms? Which view makes more
sense to you? Why?
Plato’s theory stated that objects are
shadows that reflect perfection of ideal
forms that exist in a higher world.
Aristotle’s theory stated that forms do
not exist in a higher world, and that
objects can be analyzed and classified.
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Analyzing Visuals
Examine the photograph of the
Erechtheum shown on page 133 of
your textbook and identify the building’s
defining architectural characteristics. In
what types of modern buildings would
you find examples of classical
architecture?
The defining architectural
characteristics include a portico
supported by columns and the balance
and harmony exhibited in the building.
Modern public buildings often reflect
classical architecture.
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Close
The pursuit of wisdom, support for the
arts, and the endorsement of athletic
prowess all played prominent roles in
classical Greece. State which of these
areas was most important and why.
Alexander and the Hellenistic
Kingdoms
Main Ideas
• Under Alexander, Macedonians and Greeks
conquered the Persian Empire. 
• Hellenistic cities became centers for the spread
of Greek culture. 
Key Terms
• Hellenistic Era 
• Epicureanism 
• Stoicism
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Alexander and the Hellenistic
Kingdoms
People to Identify
• Philip II 
• Euclid 
• Alexander the Great 
• Archimedes 
• Eratosthenes 
Places to Locate
• Macedonia 
• Alexandria 
• Pergamum
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Alexander and the Hellenistic
Kingdoms
Preview Questions
• What event brought to an end the freedom of
Greek city-states? 
• In what ways has Alexander’s legacy affected
history?
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Alexander and the Hellenistic
Kingdoms
Preview of Events
Click the Speaker button to
listen to the audio again.
Archimedes was so proud of his discovery
of the relationship between the sphere and
the cylinder that he left instructions for his
tomb to be marked with a sphere inscribed
in a cylinder. The Roman senator Cicero
found the tomb, overgrown with vegetation,
150 years after Archimedes was killed by
the Romans at Syracuse.
The Threat of Macedonia and
Alexander the Great
• The Greeks viewed their northern
neighbors, the Macedonians, as
barbarians because they were rural
people who did not live in city-states. 
• By the end of the fifth century B.C.,
however, Macedonia was a powerful
kingdom.
(pages 138–140)
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The Threat of Macedonia and
Alexander the Great (cont.)
• In 359 B.C., Philip II became king of
Macedonia. 
• He admired Greek culture and wanted to
unite all of Greece under Macedonian
rule. 
• The Macedonian army crushed an army
of Greek city-states at the Battle of
Chaeronea in 338 B.C. 
• He insisted that the conquered Greek citystates form a league under his control and
help him conquer Persia.
(pages 138–140)
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The Threat of Macedonia and
Alexander the Great (cont.)
• Before he could fulfill his goal, he was
assassinated. 
• Alexander the Great, Philip’s son,
became king of Macedonia when only 20. 
• He had been educated by the great Greek
philosopher Aristotle. 
• Alexander considered non-Greeks the
equal of Greeks and envisioned a world in
which mixed cultures would live together.
(pages 138–140)
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The Threat of Macedonia and
Alexander the Great (cont.)
• To this end, he married two Persian
princesses and encouraged his generals
to marry Persian princesses. 
• His father had taught him military tactics
and leadership. 
• Alexander moved immediately to fulfill his
father’s dream of conquering Persia. 
• Alexander wanted glory, empire, and
revenge for the Persian burning of Athens
in 480 B.C.
(pages 138–140)
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The Threat of Macedonia and
Alexander the Great (cont.)
• Alexander entered Asia Minor in 334 B.C.
with an army of thirty-seven thousand
Macedonians and Greeks, including five
thousand cavalry. 
• By 331 B.C., Alexander had conquered the
Persian Empire and established the city of
Alexandria in Egypt. 
• It was and is one of the most important
cities in Egypt and the Mediterranean
area.
(pages 138–140)
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The Threat of Macedonia and
Alexander the Great (cont.)
• Alexander was not content. 
• In 326 B.C., he crossed the Indus River
and entered India. 
• Weary from many hard battles, his
soldiers refused to continue on, and
Alexander agreed to return home. 
• In 323 B.C., he died in Babylon, exhausted
from wounds, fever, and alcohol.
(pages 138–140)
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The Threat of Macedonia and
Alexander the Great (cont.)
• Alexander’s military success was due to
his courage and a mastery of military
tactics. 
• He modeled himself on Achilles, the
Greek hero of the Trojan War. 
• His example inspired his men to follow
him.
(pages 138–140)
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The Threat of Macedonia and
Alexander the Great (cont.)
• Alexander created a new age, called the
Hellenistic Era. 
• The word Hellenistic means “to imitate
Greeks.” 
• This era saw the expansion of the Greek
language and ideas to the non-Greek
world of Southwest Asia and beyond.
(pages 138–140)
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The Threat of Macedonia and
Alexander the Great (cont.)
Alexander and his father greatly admired
ancient Greek culture. What do you think
is admirable about it? What is not?
(pages 138–140)
The Hellenistic Kingdoms
• After Alexander’s death, his empire fell
apart as Macedonian generals vied for
power. 
• There were four Hellenistic kingdoms:
Macedonia, Syria, Pergamum in western
Asia Minor, and Egypt. 
• All were conquered later by the Romans.

• Unlike Alexander, these Hellenistic
monarchs included only Greeks and
Macedonians in their ruling class.
(page 141)
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The Hellenistic Kingdoms (cont.)
• In Egypt, Alexander founded
Alexandria, which became the largest
city in the Mediterranean region by the
first century B.C. 
• Later Hellenistic rulers also founded cities
and military settlements. 
• They encouraged Greek colonization in
Southwest Asia. 
• These cities became home to many Greek
immigrants who were recruits in the army,
workers who contributed to the economy,
and artists who spread Greek culture.
(page 141)
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The Hellenistic Kingdoms (cont.)
Why did these Hellenistic kings use only
Greeks and Macedonians in their
government?
They wanted to maintain their political
and social privileges over the Persians.
They did not want to share power.
(page 141)
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Hellenistic Culture
• The Hellenistic Era saw considerable
cultural achievement, especially in
science and philosophy. 
• The most important cultural center was
Alexandria, home to scholars of all kinds–
philosophers, scientists, and writers. 
• Alexandria’s library was the largest of its
kind, with over five hundred thousand
scrolls.
(pages 142–143)
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Hellenistic Culture (cont.)
• Founding and rebuilding cities provided
opportunities for architects and sculptors. 
• The baths, theaters, and temples that
characterized the Greek homeland lined
the streets of the Hellenistic cities. 
• Hellenistic sculptors added realism and
emotion to the classical period’s technical
skill.
(pages 142–143)
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Hellenistic Culture (cont.)
• Important advances in mathematics and
astronomy were made during the
Hellenistic Age. 
• Aristarchus developed the theory that the
sun is the center of the universe and that
the earth rotates around the sun. 
• Eratosthenes determined that Earth is
round and nearly calculated the correct
circumference of the Earth. 
• Euclid wrote a textbook on plane
geometry, the Elements, that was used
up to modern times.
(pages 142–143)
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Hellenistic Culture (cont.)
• Archimedes was one of the most
important Hellenistic scientists. 
• He established the value of pi and did
important work in the geometry of spheres
and cylinders. 
• He also invented machines to repel
attackers during his city’s siege and,
perhaps, the Archimedes screw, used in
pumping and irrigation.
(pages 142–143)
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Hellenistic Culture (cont.)
• It is said that when he discovered specific
gravity while in the bath, he jumped up
and ran down the street naked shouting,
“Eureka!” (“I have found it!”) 
• He thought levers were so significant that
reportedly he told the king of Syracuse,
“Give me a lever and a place to stand on
and I will move the earth.”
(pages 142–143)
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Hellenistic Culture (cont.)
• Athens remained a center for philosophy. 
• It became the center of two new schools
of thought, Epicureanism and Stoicism. 
• Epicurus believed that human beings
were free to follow their self-interest. 
• Happiness was the goal of life, and
happiness was achieved by pursuing
pleasure, the only true good. 
• Pleasure, however, was not satisfying
physical appetites but rather the freedom
from anxiety that comes from a mind at
rest.
(pages 142–143)
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Hellenistic Culture (cont.)
• Achieving this peace meant removing
oneself from public life, but not social life. 
• Life could only be fulfilled when centered
on virtuous friendship. 
• A teacher named Zeno founded Stoicism.

• This school of thought also emphasized
achieving happiness. 
• For the Stoics, however, happiness was
gained by living in harmony with the will
of God.
(pages 142–143)
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Hellenistic Culture (cont.)
• Then life’s problems could not disturb a
person. 
• Stoics also regarded public service as
noble and did not remove themselves
from public life.
(pages 142–143)
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Hellenistic Culture (cont.)
Many Greek philosophers emphasized
the importance of friendship to a happy
and virtuous life. What value do friends
add to life? Can one be happy without
friends?
(pages 142–143)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. school of thought developed A. Hellenistic Era
by the philosopher Epicurus B. Epicureanism
in Hellenistic Athens; it held
C. Stoicism
that happiness is the chief
goal in life, and the means to achieve happiness
was the pursuit of pleasure
__
C 2. a school of thought developed by the teacher
Zeno in Hellenistic Athens; it says that happiness
can be achieved only when people gain inner
peace by living in harmony with the will of God,
and that people should bear whatever life offers
__
A 3. the age of Alexander the Great; period when the
Greek language and ideas were carried to the
non-Greek world
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Checking for Understanding
Describe the defining characteristics of
the Hellenistic period.
During the Hellenistic period Greek
culture spread, new urban centers were
created, and there were advances in
the sciences.
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Checking for Understanding
List the three most famous scientists of
the Hellenistic Age and describe their
contributions.
Aristarchus discovered that the Earth
rotates around the sun. Erathosthenes
calculated Earth’s circumference.
Archimedes established the value of pi.
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Critical Thinking
Evaluate Why is Alexander called
“Great”? Do you think the title is
justified? Why or why not?
In his brief life Alexander created a
huge empire through which Greek
culture and language were spread.
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Analyzing Visuals
Examine the photograph of Alexandria,
Egypt, shown on page 141 of your
textbook. What do you notice that you
might not have expected about the city?
What does the city’s location tell you
about the importance of ports to
Alexander’s creation of an empire?
Possible answer: The city was in an
ideal location to be a hub for trade and
travel, both important to growth of
empire.
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Close
Work in pairs to complete an outline
map that shows the path taken by
Alexander on his conquests. Include
major cities, rivers, and battles.
Chapter Summary
Although each Greek civilization had
unique problems, all four faced common
challenges.
Using Key Terms
Insert the key term that best completes each of the following
sentences.
Hoplites
1. _______________
were a heavily armed military
order of infantrymen or foot soldiers.
ostracism
2. Athenians devised the practice of _______________
to protect themselves against overly ambitious
politicians.
3. According to the Greek philosophy of
Epicureanism
_______________,
humans are free to follow selfinterest as a basic motivating force.
philosophy
4. The term _______________
comes from the Greek
word that means “love of wisdom.”
Socratic method of teaching uses a question5. The _______________
and-answer format to lead pupils to understand ideas
for themselves.
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Reviewing Key Facts
Citizenship What were the rights and
responsibilities of Athenian citizens?
Every citizen participated in the
governing assembly and voted on
all major issues.
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Reviewing Key Facts
Economics What types of goods
were exchanged between the Greek
city-states and their colonies?
Olive oil, wine, and pottery were
exported. Grains, timber, metals, fish,
and slaves were imported.
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Reviewing Key Facts
Government Why was Sparta a
military state?
The Spartans’ fear of rebellion by their
helots (captured serfs) and fear of the
Athenians caused them to create a
military state.
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Reviewing Key Facts
History How did Philip prepare
Alexander for kingship?
Philip prepared Alexander by taking
him along on military campaigns.
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Reviewing Key Facts
Culture Who were the philosophers
of classical Greece?
Socrates, Plato, and Aristotle were the
philosophers of classical Greece.
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Critical Thinking
Analyzing How did the formation of
the Delian League give proof to the
saying that strength lies in unity?
The Delian League was a defensive
alliance controlled by Athens and
composed of all the city-states. As a
united front, they liberated virtually all
the Greek states in the Aegean from
Persian control.
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Critical Thinking
Understanding Cause and
Effect The Peloponnesian War
weakened the Greek states, yet later,
Greek culture was spread farther than
ever. How did this happen?
After the war, Sparta, Athens, and
Thebes fought for dominance. They
were conquered by Philip II of
Macedonia, who admired Greek culture.
His son, Alexander the Great, spread
Greek culture throughout the world
through his conquests.
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Analyzing Maps and Charts
Study the map below and answer the questions on the
following slides.
Analyzing Maps and Charts
Analyze the
location of the
Greek colonies.
What
generalizations
can you make
about their
locations?
The Greek
colonies tended to be located near
water, probably because their chief
means of transportation was by ship.
Click the mouse button or press the
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Analyzing Maps and Charts
What is the
approximate
maximum
distance that a
Greek citizen
would have to
travel to reach
the sea?
The maximum
distance to the sea
was approximately
80 miles (130 km).
Click the mouse button or press the
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Analyzing Maps and Charts
How important
was a navy to
the Athenian
Empire?
The navy was
very important
since much of
the empire’s
land could only
be reached by
sea.
Click the mouse button or press the
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Standardized Test Practice
Directions: Choose the best answer to the following
question.
The Great Peloponnesian War from 431 B.C. to 405 B.C.
immediately resulted in
F the Age of Pericles.
G the Hellenistic Era.
H the weakening of the Athenian city-state.
J
a rise of literature and history.
Test-Taking Tip The key word immediately indicates
that the correct answer is a direct result of the Great
Peloponnesian War. Although many of the events
stated in the answer choices happened around this
time, you want the answer that happened directly after
the Great Peloponnesian War.
Click the mouse button or press the
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Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
English
Art
Click on a hyperlink to view the corresponding slide.
English As a class, discuss Greek theater,
especially Greek tragedy, focusing on the
playwrights mentioned in this section.
Art Research and identify works of art from ancient
Greece that depict stories and heroes from the Iliad
or the Odyssey.
Dark Age Dark Age means a period of decline
following a civilization’s peak. It is called a Dark Age
because very little was recorded to tell us about the
time–it becomes a black hole in history.
Theaters in Greece
Heinrich Schliemann
Click on a hyperlink to view the corresponding slide.
Theaters in Greece were built in naturally occurring
amphitheaters. The action took place within a level
circle called the orchestra. The audience sat in
naturally tiered seats set into the hillside. On the
opposite side of the orchestra, a façade (false front)
was erected that served two purposes: a changing
room for the actors and a backdrop for scenery.
Heinrich Schliemann Reread the People in History about
Schliemann that appears on page 21 of your textbook.
Schliemann’s interest in Troy began when he was just seven years
old, when he read the Illustrated History of the World by Ludwig
Jerrer. At the age of 20, Schliemann joined the company of F.C.
Quien and Company, a counting house. Schliemann was committed
to becoming a wealthy businessman and saw this as the perfect
step toward reaching his goal. In the next two years, he also taught
himself English, French, Spanish, Italian, Portuguese, and Dutch.
Later business interests took Schliemann to the United States, and
then back to Russia. Schliemann first traveled to Greece in 1868
and began his initial excavations at that time. Schliemann is buried
in Athens, in a mausoleum he had built for himself. The inscription
at its entrance reads “For the hero Schliemann.”
The development of direct democracy in Athens was
an important step toward the creation of our modern
democratic system. Create a time line to be
displayed in class that traces the process by which
democratic-republican government evolved from its
beginnings in Classical Greece. Add to the time line
as you continue your study of world history.
Greek culture had a tremendous impact upon the
development of art and ideas in Western society.
Making Comparisons
Why Learn This Skill?
When making comparisons, you identify the similarities and
differences among two or more ideas, objects, or events.
This feature can be found on page 114 of your textbook.
Making Comparisons
Learning the Skill
Follow these steps to make comparisons: 
• Find two subjects that can be compared. They should be
similar enough to have characteristics that are common to
both. For example, it would be more appropriate to compare
a Greek statue to an Egyptian statue than to an abstract
modern painting. 
• Determine which features they have in common that are
suitable for comparison. 
• Look for similarities and differences within these areas.
This feature can be found on page 114 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Making Comparisons
Learning the Skill
Follow these steps to make comparisons: 
• If possible, find information that explains the similarities and
differences.
This feature can be found on page 114 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Making Comparisons
Practicing the Skill
The following excerpts from the text discuss Spartan and
Athenian models for raising children. Read both excerpts,
then answer the questions that follow. 
Passage A
In Sparta, boys were trained to be soldiers. State officials
examined all children at birth and decided whether or not they
were fit to live. Those who were judged unfit were left in the
open on a mountainside to die. Boys judged fit were put under
control of the state at age seven. They lived in military-style
barracks and were subjected to harsh discipline to make them
tough. Their education stressed military training and
obedience to authority.
This feature can be found on page 114 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Making Comparisons
Practicing the Skill
Passage B
Athenian children were nurtured by their mothers until the
age of seven when boys of the upper class were turned over
to a male servant, known as a pedagogue. The pedagogue
accompanied the child to school and was responsible for
teaching his charge good manners. He could punish the
child with a birch rod to impose discipline.
This feature can be found on page 114 of your textbook.
Making Comparisons
Practicing the Skill
The purpose of an education for upper-class Athenian boys
was to create a well-rounded person. A boy had three
teachers. One taught reading, writing, and arithmetic; a
second taught physical education; and a third taught music.
Education ended at eighteen, when an Athenian male
formally became a citizen.
This feature can be found on page 114 of your textbook.
Making Comparisons
Practicing the Skill
Make a chart with one column labeled Sparta and one
labeled Athens. List the similarities in how the two states
raised children, then list the differences.
Similarities: Boys stayed home until age 7, and harsh
punishment was used to impose discipline. Differences:
Sparta: Children deemed unfit to live were left to die. At
age 7, boys were put under the control of the state and
lived in military-style barracks. Education stressed military
training and obedience. Athens: Children were nurtured
by their mothers. After age 7, boys were taught good
manners by a pedagogue. The purpose of education was
to create a well-rounded individual. At 18, children
formally became citizen.
This feature can be found on page 114 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Making Comparisons
Practicing the Skill
How did the similarities and differences in raising
children suit the needs of each city-state?
Sparta wanted to create tough, single-minded soldiers to
maintain control over their conquered territories; Athens
wanted to create well-rounded citizens.
This feature can be found on page 114 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Pericles giving his famous
Funeral Oration
Read Pericles Addresses Athens on page 108
of your textbook. Then answer the questions
on the following slides.
This feature can be found on page 108 of your textbook.
How long ago did this story take place?
This story took place approximately 2,430
years ago.
This feature can be found on page 108 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
What was the purpose of the ceremony?
The purpose of the ceremony was a public
funeral to honor the Athenians who had died in
the war between Sparta and Athens.
This feature can be found on page 108 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
According to Pericles, why is Athens called a
democracy?
Athens is a democracy because power is in
the hands of all the people.
This feature can be found on page 108 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Click the image on the
right to listen to an
excerpt from page 126
of your textbook. Read
the information on
page 126 of your
textbook. Then answer
the questions on the
following slides.
This feature can be found on page 126 of your textbook.
Click the Speaker button to listen to the audio again.
Over what areas of life did an Athenian wife
have authority?
Women had authority over everything to do
with the home.
This feature can be found on page 126 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Do you think the husband respected his wife?
Why or why not?
Possible answer: Yes, the husband did respect
his wife because he left her to run his
household, trusting her to manage it well and
to nurture their children and raise them
properly.
This feature can be found on page 126 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
How are the roles of men and women in America
now different from their roles in ancient Greece?
In what ways have these roles remained the
same over the centuries?
Possible answer: In many ways, men’s and
women’s roles have been remarkably similar
through the years and from culture to culture.
Many women now work outside the home and
have careers; however, women are still
responsible for a large share of household
duties and childcare.
This feature can be found on page 126 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Greece
In Sparta, boys were trained to
be soldiers. At birth, each child
was examined by state officials,
who decided whether the child
was fit to live. Those who were
judged unfit were left on a
mountainside to die. Boys
judged fit were taken from their
mothers at the age of seven and
put under control of the state.
Read the excerpt on pages
118–119 of your textbook and
answer the questions on the
following slides.
This feature can be found on pages 118–119 of your textbook.
Summarizing Information Describe a Spartan
upbringing. How does this differ from the
childhood of an American child?
Spartan children were taken away from their
mothers at age 7 and placed in military
barracks, where they were subjected to harsh
discipline. They were allowed no luxuries or
comforts. Many American children stay at
home until they reach adulthood.
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Compare and Contrast Compare a well-educated
Spartan boy with a well-educated Athenian and a
well-educated American. What are the differences?
A well-educated Spartan boy would know only how to
fight and how to obey orders. A well-educated
Athenian boy would be a well-rounded citizen. He
would have studied reading, writing, arithmetic,
music, and physical education until age 18. A welleducated American would have an education similar
to that of the Athenian, but would probably have
studied sciences, foreign languages, and computers.
Education does not necessarily end at 18.
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Writing about History Does your education
today incorporate any Spartan or Athenian
ideas? If so, give specific examples.
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The Olympic Games
of the Greeks
The Olympic games were the
greatest of all the ancient Greek
sports festivals. They were held
at Olympia every four years
beginning in 776 B.C. to honor
Zeus, father of the Gods.
Read the excerpt on pages
130–131 of your textbook and
answer the questions on the
following slides.
This feature can be found on pages 130–131 of your textbook.
Explaining Why were winning athletes so
enthusiastically rewarded by their communities?
The athletes were rewarded because they
brought their communities glory.
This feature can be found on pages 130–131 of your textbook.
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Writing about History How were the Greek
Olympics influenced by governments and
politics?
Larger city-states bribed winners from other
city-states to move to their communities and
compete for them.
This feature can be found on pages 130–131 of your textbook.
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The Early Olympics
Objectives
After viewing “The Early Olympics,” you should: 
• Understand the origin of the Olympic Games in ancient
religion and the importance of the modern Olympics as a
symbol of cooperation among nations. 
• Recognize similarities between
some modern sporting events
and those of the early Olympics. 
• Acknowledge that the sense of
honor felt by athletes in the early
Olympics was not unlike that felt
by competitors today.
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Click in the window above to view a preview of the World History video.
The Early Olympics
When, where, and why were the first Olympic
Games held?
The first Olympic Games were held in
Olympia, Greece, as a religious event
honoring the Greek god Zeus.
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Space Bar to display the answer.
The Early Olympics
Who participated in the first Olympics? What
did the first-place finishers win?
Only athletes from Olympia and its
surrounding villages were allowed to compete.
Each victor was awarded a wreath of olive
leaves.
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trade
hunters and warriors
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They housed
royalty.
They began military
training.
They began school.
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age 18
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Zeus
Athena
pray to Poseidon
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Apollo
Archimedes
Aristarchus and
Eratosthenes
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a philosopher
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