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Presentation Plus! Glencoe World History Copyright © by The McGraw-Hill Companies, Inc. Developed by FSCreations, Inc., Cincinnati, Ohio 45202 Send all inquiries to: GLENCOE DIVISION Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240 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 Click on a hyperlink to view the corresponding slides. Click the Speaker button to listen to the audio again. 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. Click the mouse button or press the Space Bar to display the information. 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. Click the mouse button or press the Space Bar to display the information. 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. Click the mouse button or press the Space Bar to display the information. 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. Click the mouse button or press the Space Bar to display the information. 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 Click the mouse button or press the Space Bar to display the information. The First Greek Civilizations People to Identify • Minoans • Mycenaeans • Homer Places to Locate • Aegean Sea • Crete • Black Sea • Ionia Click the mouse button or press the Space Bar to display the information. 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? Click the mouse button or press the Space Bar to display the information. The First Greek Civilizations Preview of Events Click the Speaker button to listen to the audio again. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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 Click the mouse button or press the Space Bar to display the answers. 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. Click the mouse button or press the Space Bar to display the answer. Checking for Understanding List the troubles affecting Mycenaean Greece before its collapse. Civil wars, earthquakes, and invasions troubled Mycenaean Greece before its collapse. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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 Click the mouse button or press the Space Bar to display the information. The Greek City-States People to Identify • Aristotle • Solon • Cleisthenes Places to Locate • Athens • Byzantium • Hellespont • Sparta • Bosporus Click the mouse button or press the Space Bar to display the information. 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? Click the mouse button or press the Space Bar to display the information. The Greek City-States Preview of Events Click the Speaker button to 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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 Click the mouse button or press the Space Bar to display the answers. 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 Click the mouse button or press the Space Bar to display the answers. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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 Click the mouse button or press the Space Bar to display the information. Classical Greece People to Identify • Darius • Xerxes • Pericles Places to Locate • Asia Minor • Thebes • Delos • Macedonia Click the mouse button or press the Space Bar to display the information. Classical Greece Preview Questions • How did Pericles expand the involvement of Athenians in their democracy? • Why was trade highly important to the Athenian economy? Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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. Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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 Click the mouse button or press the Space Bar to display the answers. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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 Click the mouse button or press the Space Bar to display the information. The Culture of Classical Greece People to Identify • Aeschylus • Plato • Sophocles • Aristotle • Pythagoras • Thucydides • Socrates Places to Locate • Delphi • Gulf of Corinth Click the mouse button or press the Space Bar to display the information. 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? Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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” Click the mouse button or press the Space Bar to display the answers. 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. Click the mouse button or press the Space Bar to display the answer. Checking for Understanding List the three basic groups of people in Plato’s ideal state. Plato’s ideal state included philosopherkings, warriors, and masses. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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 Click the mouse button or press the Space Bar to display the information. Alexander and the Hellenistic Kingdoms People to Identify • Philip II • Euclid • Alexander the Great • Archimedes • Eratosthenes Places to Locate • Macedonia • Alexandria • Pergamum Click the mouse button or press the Space Bar to display the information. 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? Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the answer. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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) Click the mouse button or press the Space Bar to display the information. 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 Click the mouse button or press the Space Bar to display the answers. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answers. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. Reviewing Key Facts History How did Philip prepare Alexander for kingship? Philip prepared Alexander by taking him along on military campaigns. Click the mouse button or press the Space Bar to display the answer. Reviewing Key Facts Culture Who were the philosophers of classical Greece? Socrates, Plato, and Aristotle were the philosophers of classical Greece. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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 Space Bar to display the answer. 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 Space Bar to display the answer. 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 Space Bar to display the answer. 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 Space Bar to display the answer. 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. This feature can be found on pages 118–119 of your textbook. Click the mouse button or press the Space Bar to display the answer. 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. This feature can be found on pages 118–119 of your textbook. Click the mouse button or press the Space Bar to display the answer. Writing about History Does your education today incorporate any Spartan or Athenian ideas? If so, give specific examples. This feature can be found on pages 118–119 of your textbook. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the answer. 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. Click the mouse button or press the Space Bar to display the information. 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. Click the mouse button or press the 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. Click the mouse button or press the Space Bar to display the answer. trade hunters and warriors Click the mouse button or press the Space Bar to display the answers. They housed royalty. They began military training. They began school. Click the mouse button or press the Space Bar to display the answers. age 18 Click the mouse button or press the Space Bar to display the answers. Zeus Athena pray to Poseidon Click the mouse button or press the Space Bar to display the answers. Apollo Archimedes Aristarchus and Eratosthenes Click the mouse button or press the Space Bar to display the answers. a philosopher End of Custom Shows WARNING! Do Not Remove This slide is intentionally blank and is set to auto-advance to end custom shows and return to the main presentation.