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CHAPTER 5 • Section 3 built to honor Athena, the goddess of wisdom and the protector of Athens, contained examples of Greek art that set standards for future generations of artists around the world. Pericles entrusted much of the work on the Parthenon to the sculptor Phidias (FIDH•ee•uhs). Within the temple, Phidias crafted a giant statue of Athena that not only contained such precious materials as gold and ivory, but also stood over 30 feet tall. Phidias and other sculptors during this golden age aimed to create figures that were graceful, strong, and perfectly formed. Their faces showed neither joy nor anger, only serenity. Greek sculptors also tried to capture the grace of the idealized human body in motion. They wanted to portray ideal beauty, not realism. Their values of harmony, order, balance, and proportion became the standard of what is called classical art. Drama and History Drama and History Critical Thinking This poster promotes an 1898 production of Euripides’ Medea, starring the great French actress Sarah Bernhardt. ▼ • How might Greek plays have been expressions of civic pride? (Possible Answers: by demonstrating Athenian values such as justice and freedom of speech; by showing off prosperity with lavish productions) • Do you think that Thucydides was right in his assertion that history sometimes repeats itself? Why or why not? (Yes— Empires rise and fall; No—There are always different people, situations, and technologies.) The Greeks invented drama as an art form and built the first theaters in the West. Theatrical productions in Athens were both an expression of civic pride and a tribute to the gods. As part of their civic duty, wealthy citizens bore the cost of producing the plays. Actors used colorful costumes, masks, and sets to dramatize stories. The plays were about leadership, justice, and the duties owed to the gods. They often included a chorus that danced, sang, and recited poetry. Tragedy and Comedy The Greeks wrote two kinds of drama—tragedy and comedy. A tragedy was a serious drama about common themes such as love, hate, war, or betrayal. These dramas featured a main character, or tragic hero. The hero usually was an important person and often gifted with extraordinary abilities. A tragic flaw usually caused the hero’s downfall. Often this flaw was hubris, or excessive pride. In ancient times, Greece had three notable dramatists who wrote tragedies. Aeschylus (EHS•kuh•luhs) wrote more than 80 plays. His most famous work is the trilogy—a three-play series—Oresteia (ohr•res•TEE•uh). It is based on the family of Agamemnon, the Mycenaean king who commanded the Greeks at Troy. The plays examine the idea of justice. Sophocles (SAHF•uh•kleez) wrote more than 100 plays, including the tragedies Oedipus the King and Antigone. Euripides (yoo•RIP•uh•DEEZ), author of the play Medea, often featured strong women in his works. In contrast to Greek tragedies, a comedy contained scenes filled with slapstick situations and crude humor. Playwrights often made fun of politics and respected people and ideas of the time. Aristophanes (AR•ih•STAHF•uh•neez) wrote the first great comedies for the stage, including The Birds and Lysistrata. Lysistrata portrayed the women of Athens forcing their husbands to end the Peloponnesian War. The fact that Athenians could listen to criticism of themselves showed the freedom and openness of public discussion that existed in democratic Athens. More About . . . Sophocles, Myth, and Psychiatry Sigmund Freud, the father of psychoanalysis, believed that the myths explored in Sophocles’ play Oedipus the King paralleled a tendency in child development. He named this tendency the “Oedipus complex,” after the play’s hero. The Oedipus complex describes the feelings of a child toward the parent of the opposite sex and hostile or jealous feelings toward the parent of the same sex. History As you learned earlier in this chapter, there are no written records from the Dorian period. The epic poems of Homer recount stories, but are not accurate recordings of what took place. Herodotus, a Greek who lived in Athens for a time, pioneered the accurate reporting of events. His book on the Persian Wars is considered the first work of history. However, the greatest historian of the classical age was the Athenian Thucydides (thoo•SID•ih•DEEZ). He believed that certain types of events and political situations recur over time. Studying those events and situations, he felt, would aid in understanding the present. The approaches Thucydides used in his work still guide historians today. In-Depth Resources: Unit 2 • History Makers: Sophocles, p. 18 Contrasting How did tragedy differ from comedy? B. Possible Answer Tragedy—serious drama about common themes such as love, hate, war, and betrayal. Comedy—slapstick situations and crude humor. 136 Chapter 5 DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS Exploring Themes in Greek Drama Class Time 20 minutes Task Reviewing the major themes explored by Greek dramatists Purpose To inspire students learning English to practice their writing skills Instructions Have students reread the passages on Greek drama on this page. Ask them to make a list, as they read, of the different themes treated in Greek theater. These might include: • leadership • justice • duties to the gods • love and hate • war • betrayal • humor • self-criticism 136 Chapter 5 Tell students to choose three of these themes and to think about recent television shows or movies that they have viewed that deal with similar subject matter. For example, the movies in the Star Wars series deal with war. When they have come up with one example for each theme, ask them to write a paragraph that describes how that production explored the theme. As a bonus question, ask students if they can identify any shows or movies in which a leading character has a tragic flaw that causes his or her downfall. CHAPTER 5 • Section 3 Athenians and Spartans Go to War As Athens grew in wealth, prestige, and power, other city-states began to view it with hostility. Ill will was especially strong between Sparta and Athens. Many people thought that war between the two was inevitable. Instead of trying to avoid conflict, leaders in Athens and Sparta pressed for a war to begin, as both groups of leaders believed their own city had the advantage. Eventually, Sparta declared war on Athens in 431 B.C. Athenians and Spartans Go to War Peloponnesian War When the Peloponnesian War between the two city-states Analyzing Motives What might have been Pericles’ goals in the Peloponnesian War? C. Possible Answers to protect the city’s trade in grain and other raw materials; to rid Athens of its Spartan enemy; to continue to use Delian League funds; and to spread the empire by acquiring overseas colonies Critical Thinking began, Athens had the stronger navy. Sparta had the stronger army, and its location inland meant that it could not easily be attacked by sea. Pericles’ strategy was to avoid land battles with the Spartan army and wait for an opportunity to strike Sparta and its allies from the sea. Eventually, the Spartans marched into Athenian territory. They swept over the countryside, burning the Athenian food supply. Pericles responded by bringing residents from the surrounding region inside the city walls. The city was safe from hunger as long as ships could sail into port with supplies from Athenian colonies and foreign states. In the second year of the war, however, disaster struck Athens. A frightful plague swept through the city, killing perhaps one-third of the population, including Pericles. Although weakened, Athens continued to fight for several years. Then, in 421 B.C., the two sides, worn down by the war, signed a truce. • Who held the advantage during the Peloponnesian War? Explain. (Possible Answer: Sparta, because of its militarism and interior location) • Why might the plague that struck Athens in the second year of the war have been so devastating? (Crowded conditions allowed the disease to spread quickly.) In-Depth Resources: Unit 2 • Primary Source: Plague in Athens, p. 11 Sparta Gains Victory The peace did not last long. In 415 B.C., the Athenians sent a huge fleet carrying more than 20,000 soldiers to the island of Sicily. Their plan was to destroy the city-state of Syracuse, one of Sparta’s wealthiest allies. The expedition ended with a crushing defeat in 413 B.C. In his study of the Peloponnesian War, Thucydides recalled: “[The Athenians] were destroyed with a total Electronic Library of Primary Sources • “The Athenians and the Spartans” 42°N 16°E Black Sea 24°E Peloponnesian War, 431–404 B.C. Byzantium THRACE Adriatic Sea MACEDONIA Amphipolis (422 B.C.) Cyzicus (410 B.C.) Aegospotami (405 B.C.) Spartalos (429 B.C.) Cynossema (411 B.C.) PERSIAN EMPIRE Aegean Sea Ionian Sea Arginusae Islands (406 B.C.) GREECE History from Visuals Interpreting the Map Have students use the map to create a time line showing important battles of the Peloponnesian War. Ask students why such a significant number of battles might have occurred across the Aegean on the Ionian coast. (Possible Answers: Pericles’ strategy involved sea battles; much of Greece is coastline.) IONIA Thebes Athenian victory Spartan victory Athens and allies Sparta and allies Neutral states Sicily Delium (424 B.C.) Notium (407 B.C.) Athens SKILLBUILDER Answers Ephesus 1. Location in Aegean coastal regions Corinth Miletus 2. Movement It allowed the Athenian navy to acquire supplies from its colonies and from foreign states. Mantinea (418 B.C.) Sparta Syracuse (413 B.C.) Sphacteria (425 B.C.) Mediterranean Sea 100 Miles 0 GEOGRAPHY SKILLBUILDER: Interpreting Maps 0 1. Location Where were most of the allies of Athens located? 2. Movement Why was the sea important to Athens during the Peloponnesian War? In-Depth Resources: Unit 2 • Geography Application: The Peloponnesian War, p. 9 200 Kilometers Crete 137 Name SKILLBUILDER PRACTICE: ANALYZING MOTIVES 5 Section 3 Reasons for the Peloponnesian War Task Examining the reasons Athens went to war against Sparta Purpose To relate these reasons to the goals of Periclean Athens Instructions Tell students that Athens’ motives for seeking war with Sparta may have been rooted in Pericles’ three goals. Have them answer the following questions. 1. How could the goal of strengthening democracy have helped lead Athens into war? (Civic pride may have convinced citizens of Athenian invincibility.) B 2. How could war be used to strengthen Athens’ trade empire? (The Athenian navy could conquer other ports and prevent Athens’ enemies from trading with other cities.) 3. How might war increase Athens’ prestige? (by making Athens the region’s dominant military, economic, and cultural power) For more practice, have students complete the Skillbuilder Practice activity for this section. SKILLBUILDER PRACTICE Analyzing Motives When you analyze motives, you examine the reasons why a person, group, or government took a particular action. These reasons can be rooted in the needs, emotions, experiences, or goals of the person or group. The passage below is from a funeral oration delivered by Pericles in honor of Athenian soldiers. As you read, keep in mind Pericles’ goals for Athens—to strengthen Athenian democracy, to hold and strengthen the empire, and to glorify Athens. Then answer the questions that follow. (See Skillbuilder Handbook) ut before I praise the dead, I should like to point out by what principles of action we rose to power, and under what institutions and through what manner of life our empire became great. . . . Our form of government does not enter into rivalry with the institutions of others. We do not copy our neighbors, but are an example to them. It is true that we are called a democracy, for the administration is in the hands of the many and not of the few. . . . And we have not forgotten to provide for our weary spirits many relaxations from toil. . . . Because of the greatness of our city the fruits of the whole earth flow in upon us; so that we enjoy the goods of other countries as freely as our own. Then, again, our military training is in many respects superior to that of our adversaries. . . . And in the matter of education, whereas they from early youth are always undergoing laborious exercises which are to make them brave, we live at ease, and yet are equally ready to face the perils which they face. . . . [W]e can be as brave as those who never allow themselves to rest; and thus too our city is equally admirable in peace and in war. from Thucydides, History of the Peloponnesian War, translated by Benjamin Jowett. 1. The purpose of Pericles’ speech was to honor those who had died in the early campaigns of the Peloponnesian War. What might have been his motives in speaking first of how Athens became a great empire? ____________________________________________ ________________________________________________________________________________________ © McDougal Littell Inc. All rights reserved. Class Time 15 minutes Date CHAPTER 2. a. Why do you think Pericles referred to the Spartans without once mentioning them by name? ________________________________________________________________________ ________________________________________________________________________________________ b. What probably were Pericles’ motives in comparing Athens and Sparta? __________________________ ________________________________________________________________________________________ 3. How do you think Pericles’ goals for Athens affected the content and tone of his funeral oration?________________________________________________________________________ ________________________________________________________________________________________ Classical Greece 7 In-Depth Resources: Unit 2 Teacher’s Edition 137