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Learning Objectives
For pages 178–189
In studying this text, you
will focus on the following
objectives:
Ancient
Literary Study: Analyzing
literary periods.
Reading: Evaluating historical
influences.
Connecting to the literature.
GREECE
1500 b.c.–1 b.c.
Historical, Social, and Cultural Forces
The Greek World
Greece is a land of islands, mountains, and peninsulas. Rocky hilltops separate parts of the territory
from each other and make the soil difficult to
farm. White limestone cliffs drop off into the blue
and ever-present sea. Most parts of Greece are
within 50 miles of saltwater, and this rugged,
maritime landscape has affected Greece’s history
from its beginning. The rough terrain meant
settlements were isolated and self-sufficient, and
the proximity to the sea encouraged trade and
provided access to other cultures. The Greeks
eventually developed a type of community they
called a polis, or city-state. (Polis is the root of
such English words as politics and political.) The
polis was a city, a town, or even a village that
controlled the surrounding countryside. The most
powerful of the ancient Greek city-states were
Athens and Sparta. Although they were fiercely
independent, these city-states shared a common
language, religion, and social organization.
Athens
Hoplites and cavaliers. Princeton Painter. Attic black figure
amphora. Louvre, Paris.
182 U N I T 2
A N C IE NT GRE E C E
Réunion des Musées Nationaux/Art Resource, NY
Athens grew over the centuries from a small citystate to become the center of one of the most
successful and cultured societies in the history of
the world. By the fifth century b.c., history’s first
democratic government had taken hold there.
Free Athenian men spent much of their time in
public outdoor spaces, discussing philosophy and
politics. Wealth from nearby silver mines, from
other cities paying tribute, and from trade allowed
Athenians ample time to pursue learning. While
citizens enjoyed freedom and opportunity, however, most people in Athens were not citizens.
Scholars estimate at least forty percent of the
Athenian population was enslaved. Although
enslaved people could often buy their freedom,
they could never gain full rights as citizens. Free
women could not participate openly in politics
and were expected to spend their time at home.
Sparta
While Athens was known for its democratic
government and flourishing culture, Sparta was
known for its military strength. The Spartan
government believed the lives of its citizens
should center on the military. For this reason,
young boys were taken away from their parents
and housed in dormitories while they underwent
rigorous physical training. Girls were trained in
all-female groups. From the age of twenty until
the age of 60, men belonged to the army.
Although they were allowed to marry, only after
30 could they live with their wives.
“Our love of what is beautiful
does not lead to extravagance; our
love of the things of the mind does
not make us soft.”
—Thucydides, The Peloponnesian War
The Challenge of Persia
As the Greek city-states developed, they came
into conflict with the vast and powerful Persian
Empire to the east. In 490 b.c., an invading
Persian force landed on the Plain of Marathon,
only 26 miles from Athens. Badly outnumbered,
the Athenians decisively defeated the Persian
army. According to legend, a messenger from
Marathon raced news of the Persian defeat to
Athens and uttered only the word Nike
(“victory”) before dropping dead of exhaustion.
Ten years later, 300 Spartan soldiers delayed a
second and even larger Persian invasion, holding
back 180,000 Persian troops at the pass of
Thermopylae while fighting to the last man. The
onslaught of the enemy forces threatened the
Athenians; they abandoned their city, which the
Persians burned. In a sea battle off the island of
Salamis, however, the Greek fleet, though outnumbered, outmaneuvered the Persian fleet and
defeated it. The defeat of Persia allowed Athens
to assume the leadership of Greece and reach the
height of political power and cultural brilliance.
Bust of Pericles, 2nd century BC. Roman. Marble.
British Museum, London.
The Age of Pericles
Under Pericles (perə klēź), the leader who
dominated Athenian politics from 461 to 429
b.c., Athens became the center of Greek culture.
The Persians had destroyed much of the city
during the Persian Wars, but Pericles set in
motion a vast rebuilding program. New temples
and statues soon symbolized the greatness of
Athens. Art, architecture, and philosophy
flourished. The greatest symbol of Periclean
Athens is the Parthenon (pärthə näń), the
beautiful temple of the city’s patroness Athena,
goddess of wisdom. This temple displays grace and
harmony, the ideals of classical art.
INT R OD UC T ION
183
British Museum, London/Bridgeman Art Library
Sculpture
Greek sculptors usually presented human forms.
They used symmetry and proportion to create a
new kind of beauty. Initially, Greek sculptures
showed figures with their weight balanced equally
on both legs. However, Greek sculptors soon
began experimenting with a more natural,
asymmetrical style in which the weight of the
figure rests primarily on one leg. Sculptors studied
how muscles and bones work together, and their
realistic sculptures reflected this new knowledge.
The Olympics
Athletics, was highly valued in ancient Greece.
The best athletes trained for years to participate
in the Olympic games, the premier competition of
the time. Held every four years in the Greek city
of Olympia, the games were elaborate festivals
that focused on religion, poetry, and music as well
as on sports. The first Olympics featured only one
event, a foot race across the distance of the
stadium. In later years more races and other
events were added. Only men could compete in
the Olympics, and usually only wealthy men had
time to train, practice, and travel to Olympia.
While there were no official cash prizes, cities
often rewarded their champions with large sums.
Sophocles, c. 340-30 BC. Museo Gregoriano Profano,
Vatican Museums, Vatican State.
“Beauty of style and harmony
and grace and good rhythm depend
on simplicity.”
Running hoplite, 520-510 BC. Skythos Painter. Interior of a
red-figured cup from Tanagra. Louvre, Paris.
184 U N I T 2
A N C IE NT GRE E C E
(t)Scala/Art Resource, NY; (b)Erich Lessing/Art Resource, NY
—Plato, from The Republic
THE ORDERS OF GREEK ARCHITECTURE
Architecture
Although Greek people lived in humble houses,
they constructed magnificent public buildings.
Each city-state had an acropolis, or a fortified area
at the highest point in their city, where temples
were built. The Acropolis of Athens includes the
Parthenon, the temple of the goddess Athena,
that symbolizes classical Greek architecture.
The Athenian Acropolis contains examples of
the three main styles, or “orders,” of Greek
architecture:
Ionic
Doric
Corinthian
• The Doric order, which is plain, severe, and
dignified, was the earliest style. The Parthenon
uses the Doric order.
• The Ionic order, which is more light, delicate,
and complex, came into wide use about a
century after the Doric order.
• The Corinthian order was the latest and most
elaborate style, featuring decorations of leaves
and scrolls.
Facade of the Parthenon, 447-432 BC.
Callicrates and Ictinus. Acropolis, Athens.
PREVIEW
1
Big Ideas
The Heroic Ideal
Organized into small,
fiercely independent citystates, the Greeks shared a
cultural heritage. One of
the key elements of this
heritage was the works of
Homer, whose epic poems
provided models of heroic
behavior.
See page 186
of Ancient Greece
2
The Good Life
Greek civilization sought to
discover what constitutes
the good life. Introducing
personal values into literature, Greek lyric poets such
as Sappho explored what
mattered personally to
them. Greek philosophers
such as Socrates questioned traditional values in
an attempt to determine
how individuals should
behave.
3
The Tragic
Vision
The Greeks of Athens
invented drama, which they
used to explore vital social
and religious questions.
Athenian dramatists such
as Sophocles created
powerful, darkly beautiful
visions of human destiny,
as well as tragic heroes,
whose character flaws
partly contributed to their
downfall.
See page 188
See page 187
INT R OD UC T ION
185
(t)Bettmann/CORBIS; (b)Bridgeman Art Library
Big Idea 1
The Heroic Ideal
D
ifferent societies develop different
concepts of the hero. Some cultures value
a simple heroic ideal, such as that of the
warrior or the saint; other cultures celebrate a
complex and multi-faceted ideal of heroism, such
as that of the “Renaissance man,” an individual
known for excellence in several different fields.
The Greek heroic ideal was based on the aristocratic warrior but valued an all-round excellence,
the ability to do well at whatever was required,
from sailing a ship to delivering a speech.
“Throw forward your chest
To the enemy;
Keep close in the attack;
Move back not an inch.
But never crow in victory,
Nor mope hangdog in loss.”
—Archilochus,
from “Soul, Soul”
Homeric Epics
At the foundation of Greek literature stand the
epic poems of Homer (see page 192), set in a legendary “Heroic Age” and retelling stories of war
and adventure. To the ancient Greeks, Homer was
not only the greatest poet and the authority for
their early history, he was also their moral teacher.
The Iliad and the Odyssey were used in schools to
teach Greek students the values of loyalty, courage, and honor. These ideals influenced the
following lines from Archilochus, a Greek poet
who was also a mercenary soldier.
The Pursuit of Excellence
A Greek hero strove to realize his human potential, to achieve personal excellence, which the
Greeks called arête. Arête could mean different
things in different contexts. In a racehorse, arête
meant speed; in a cart-horse, strength; in a hero,
complete development of qualities such as physical strength, intellectual ability, and moral force
(such as bravery and endurance). As the classical
historian H. D. F. Kitto observes, Homer’s hero
Odysseus “is a great fighter, a wily schemer, a
ready speaker, a man of stout heart and broad wisdom who knows that he must endure without too
much complaining what the gods send.” Similarly,
in the Iliad, Achilles develops his potential to the
highest degree. This hero, noble of soul, is a skillful speaker, a great fighter, and a swift runner.
Heroes typically displayed arête in a struggle or
contest on the athletic field or in battle. Through
his willingness to fight, the hero protected his
family and friends, preserved his honor, and
earned his reputation.
Reading Check
Ulysses as Archer, c.450-440 BC. Penelope Vasepainter.
Red figured Attic skyphos. Antikensammlung, Staatliche
Museen zu Berlin, Germany.
186 U N I T 2
Erich Lessing/Art Resource, NY
A N C IE NT GRE E C E
Make Generalizations How would you summarize the ancient Greeks’ meaning of arête?
Big Idea 2
The Good Life
W
hat can humans do to create better
lives for themselves? Is happiness
found in family life, in passion, in the
natural world, or in the pursuit of wisdom or art?
The ancient Greeks sought to discover what
constitutes the good life.
Greek Lyric Poetry
The Homeric epics are objective and impersonal
in that the poet seldom introduces personal feelings into the narrative. Later Greek poets such as
Sappho (safō) (see pages 241–247), however,
created a different kind of poetry that dealt with
the concerns of individuals and everyday life.
Sappho’s lyric poetry celebrates the beauty of the
world, the pleasures (and pains) of love, the joys
of family life, and the power of art to transcend
death.
Greek Philosophy
The Greek emphasis on the human experience
gave rise to systematic questioning and observation of the world at large. As a result, the Greeks
made great advances in science, medicine, and
philosophy. Philosophy is the methodical use of
reason to discover the truth. The term derives
from a Greek word meaning “love of wisdom.”
The Sophists were an influential group of ancient
Greek philosophers who taught that there was no
absolute right or wrong. Many Greeks viewed the
Sophists as dangerous, especially to young people,
because of their moral relavitism.
Seated Girl with Dove, 2nd half 4th century BC. Late
Classical Greek. Terracotta, height:. 21.4 cm.
Antikensammlung, Staatliche Museen zu Berlin, Germany.
Among the critics of the Sophists was the philosopher Socrates (sokrə tēz). Because he left no
writings, we know about him primarily through
the works of his pupil, Plato (plātō). Socrates’
teaching approach, known as the Socratic
method, used a question-and-answer format to
lead pupils to discover the truth. Socrates believed
individuals could discover the truth within themselves through rational inquiry.
Besides Socrates and Plato, other notable Greek
thinkers include
• Hippocrates (hi pokrə tēz), who trained
doctors to look into the causes of disease.
• Aristotle (aŕis totəl), who systematized the
study of science.
• Herodotus (hə rodə təs), who established
“The unexamined life
is not worth living.”
—Plato, the Apology
the idea that history could be studied as a
collection of true facts, rather than a series
of legends.
Reading Check
Compare and Contrast How did Socrates differ
from the Sophists?
INT R OD UC T ION
187
Bildarchiv Preussischer Kulturbesitz/Art Resource, NY
Big Idea 3
The Tragic Vision
W
hat contributes most to human unhappiness? Do evil deeds bring about
suffering, or is misery primarily the
result of an error in judgment? The ancient Greek
dramatists pondered these questions.
Athenian Drama
One of the great Greek achievements was drama,
created by the Athenians. In Athens, tragedies
were performed at religious festivals and often
explored the relationship between humans and
the gods. In the process, they raised important
questions about life. The first Greek tragedies
were presented in a trilogy, or a set of three plays,
that explored a common theme. For example,
Aeschylus (eskə ləs) composed the Oresteia, a
trilogy that relates the fate of Agamemnon and
his family after his return from the Trojan War. In
these plays, evil breeds more evil and greater
suffering. Yet in the end, reason triumphs over the
forces of blood-guilt and revenge.
“Count no man happy till he dies,
free of pain at last.”
—Sophocles, Oedipus the King
Sophocles (sofə klēz) (see pages 250–318),
another Athenian playwright, composed Oedipus
the King. In this timeless tragedy, a plague sent by
the gods ravages the people of Thebes. Oedipus,
the king of Thebes, diligently tries to relieve his
people of the plague but in the process discovers a
horrifying truth about himself.
The Nature of Tragedy
Central to Greek tragedy is the fall of a great man
(or woman, though in ancient Greece her part
would have been acted by a man)—the tragic
hero, whose fate is partly brought about by a flaw
within his or her own character. The tragic hero’s
aim was to inspire audiences to examine their own
lives, to define their beliefs, and to cleanse their
emotions of pity and terror through compassion
for the character. Greek tragedies were so insightful and complex that they continue to be relevant
today. They have profoundly influenced the
Western literary tradition.
Reading Check
Oedipus visiting the Sphinx, 5th century BC. Attic red figure
kylix (drinking cup). Museo Gregoriano Etrusco, Vatican
Museums, Vatican State.
188 U N I T 2
Scala/Art Resource, NY
A N C IE NT GRE E C E
Analyze Cause-and-Effect Relationships How did
the experience of drama help the ancient Greeks
deal with their problems?
Wrap-Up
Legacy of the Period
The ancient Greeks laid the intellectual and
cultural foundations of Western civilization. They
debated basic questions about the nature of the
universe, the purpose of life, and the meaning of
truth. The Greeks not only strove to answer these
questions, they also created a logical method for
exploring them—philosophy.
The Greeks were the first to use reason to explain
natural phenomena. In other words, they were the
first scientists. The Greek philosopher Aristotle
wrote on a number of scientific subjects, including
astronomy, geology, biology, and physics. Until the
seventeenth century, science in the Western world
remained largely based on Aristotle’s ideas.
In general, the Greeks established one of the
bedrock values of Western civilization—the
importance of the individual. Athenians founded
democracy, proclaiming the right of ordinary
individuals to govern themselves.
Kelly Holmes celebrates
as she crosses the finish
line to win the Olympics
women’s 1500 metres,
2004. Mike Blake. Athens.
Cultural and Literary Links
Greek mythology has provided a rich treasury
of narratives and characters for Western art and
literature. Even some scientific concepts, such
as the Oedipus complex and the Gaia hypothesis, are named after Greek myths.
Homer remains one of the most influential
authors in world literature. His epic poems
have inspired countless works, from the Aeneid
by the Roman poet Virgil to Omeros by the
Caribbean Nobel Prize laureate Derek Walcott.
In a.d. 393, the Romans banned the ancient
Olympic Games. In the summer of 1896,
however, the first modern Olympics took place
in Athens.
Literature Online
Unit Resources For additional skills practice, go to
glencoe.com and enter QuickPass code GLW6053u2.
Activities
1. Follow Up Go back to Looking Ahead on
page 179 and answer the questions.
2. Contrast Literary Periods Working with other
students, hold a panel discussion about how
one of this period’s Big Ideas still influences
American culture today. You can use examples
from literature, fine art, music, movies, or
other kinds of artistic expression.
3. Build Visual Literacy Create a display of
images of modern buildings that reflect the
influence of Greek architecture.
Use what you have learned about the
period to do one of these activities.
4. Take Notes You might try using this graphic
organizer to keep track of the three Big Ideas
in this part.
THREE-POCKET BOOK
a
a
a
Ide
Ide
Ide
g
g
g
i
i
i
B 2
B 1
B 3
INT R OD UC T ION
189
Mike Blake/Reuters/CORBIS
Before You Read
Ancient Greece
Pericles’ Funeral Oration
Meet Thucydides
(c. 460–c. 404 ..)
O
ne of the greatest historians of the
Western world was also one of the
first—Thucydides (thō̄ ̄ō sidə dēź).
Little is known about his life; even the dates of
his birth and death must be inferred from references in his writing. He was likely born in or
near Athens to a wealthy, upper-class family. In
424 b.c., Thucydides was elected one of the ten
strategoi, or high-ranking military leaders,
of the year. He was put in command of the
Athenian fleet based in the northern Aegean
Sea. His responsibility was to defend the city of
Amphipolis. When the Spartans captured the
city, Thucydides was sent into exile. He
returned to Athens after the war ended and is
believed to have died shortly thereafter.
“I shall be content if [the History
of the Peloponnesian War] is
judged useful by those inquirers who
desire an exact knowledge of the
past as an aid to the interpretation
of the future . . .”
—Thucydides from Book I,
History of the Peloponnesian War
His Life’s Work Thucydides’ History of the
Peloponnesian War, his life’s work, narrates the
conflict between Athens and Sparta in the fifth
century b.c. At that time Greece was a collection of city-states, each with its own government and sphere of influence. The struggle
320 U N I T 2
Erich Lessing/Art Resource, NY
A N C IE NT GRE E C E
ended with the defeat of Athens in 404 b.c. and
the eclipse of Athenian civilization.
Thucydides, who began this work just before
431 b.c., told his readers he believed the war
would be “more worthy of relation than any
that had preceded it.” In his attempt to present
an accurate account, he interviewed participants and eyewitnesses from both sides, sifted
through statements others had made, and
presented his results in concise, chronological
order. He often reported the exact words of
significant political speeches, including Pericles’
funeral oration. Thucydides is celebrated as the
first historian to apply truly rigorous standards
of accuracy to his work.
Thucydides never completed the History: his
account stops abruptly more than six years
before the war ended. This abruptness has led to
speculation that he may have died suddenly—
and perhaps violently—a victim of social
upheaval after the war.
Literature Online
Author Search For more about Thucydides, go to
glencoe.com and enter QuickPass code GLW6053u2.
Learning Objectives
Literature and Reading Preview
Connect to the Speech
Why do some speeches continue to inspire people through
the ages? Write a journal entry in which you describe the
qualities of a memorable speech you have heard or read.
The most powerful city-state in Greece in the fifth century ..
was Athens. The enduring achievements of Athens owe much
to the leadership of Pericles, who was elected more than
fifteen times to the office of general. Shortly after the outbreak
of the war with Sparta in 431 .., Pericles delivered this
eulogy to honor those slain in battle.
Set Purposes for Reading
As you read, notice how Pericles’ eulogy reflects the heroic
ideal of the ancient Greeks. Ask yourself, What qualities does
Pericles consider heroic?
Argument
Argument is a type of persuasive writing or speaking in which
reason is used to influence ideas or actions. Pericles includes
several arguments in his eulogy to the Athenian war dead. As
you read, ask yourself, What is his purpose for including them?
Reading Strategy
Analyze Rhetorical Devices
Rhetoric is the art of using language to present facts and
ideas to persuade an audience. Rhetorical devices are
techniques speakers and authors use to evoke an emotional
response in the audience. Rhetorical devices include the use of
repetition, connotative words, parallelism, and emotional appeals.
Tip: Take Notes In a chart like the one below, identify
examples of rhetorical devices as you read the eulogy.
Example
the words “honor,”
“courage,” and
“valiant/valiantly”
Rhetorical Devices
Connotative words
and repetition
Literary Study: Analyzing
argument.
Listening and Speaking:
Delivering a speech.
Vocabulary
The Heroic Ideal
Literary Element
In studying this text, you will
focus on the following
objectives:
Reading: Analyzing rhetorical
devices.
Build Background
Big Idea
For pages 320–332
incredulous (in krejə ləs) adj.
doubting; skeptical; p. 323 The
incredulous crowd doubted the
speaker’s foolish claims.
versatility (vuŕsə tilə tē) n.
ability to do many things well;
p. 326 The athlete showed versatility
by excelling in several sports.
tangible (tanjə bəl) adj. real;
actual; definite; p. 326 The guard
saw tangible evidence of damage.
consummation (końsə mā
shən) n. end; completion; p. 327
The author’s consummation of his
life’s work was a trilogy of novels.
commiserate (kə mizə rāt́) v.
sympathize with; pity; p. 329 I
can commiserate with you during
this difficult time.
Purpose
To reinforce the idea
of Athenian nobility
and the justness of
its cause
T HUC YD ID ES
321
Combat scene, 560-550 BC. Cleimachos. Black-figured hydria. Louvre, Paris.
Pericles’
FUNERAL ORATION
from History of the Peloponnesian War
Thucydides
Translated by Rex Warner
Erich Lessing/Art Resource, NY
I
n the same winter the Athenians,
following their annual custom, gave a
public funeral for those who had been
the first to die in the war. These funerals are
held in the following way: two days before
the ceremony the bones of the fallen are
brought and put in a tent which has been
erected, and people make whatever offerings
they wish to their own dead. Then there is
a funeral procession in which coffins of
cypress wood are carried on wagons. There
is one coffin for each tribe, which contains
the bones of members of that tribe. One
empty bier 1 is decorated and carried in the
procession: this is for the missing, whose
bodies could not be recovered. Everyone
who wishes to, both citizens and foreigners,
can join in the procession, and the women
who are related to the dead are there to
make their laments at the tomb. The bones
are laid in the public burial-place, which is
in the most beautiful quarter outside the
city walls. Here the Athenians always bury
those who have fallen in war. The only
exception is those who died at Marathon, 2
who, because their achievement was
considered absolutely outstanding, were
buried on the battlefield itself.
When the bones have been laid in the
earth, a man chosen by the city for his
intellectual gifts and for his general reputation makes an appropriate speech in praise
of the dead, and after the speech all depart.
This is the procedure at these burials, and
all through the war, when the time came to
do so, the Athenians followed this ancient
custom. Now, at the burial of those who
1. Here, bier means “coffin.”
2. Marathon was the site of the Greek victory over the
Persians in 490 .., after which a Greek runner ran from
the battlefield to Athens (about 26 miles) to bring news
of the victory.
The Heroic Ideal How do Athenian burial customs
reflect the heroic ideal?
were the first to fall in the war Pericles, the
son of Xanthippus, 3 was chosen to make
the speech. When the moment arrived, he
came forward from the tomb and, standing
on a high platform, so that he might be
heard by as many people as possible in the
crowd, he spoke as follows:
‘Many of those who have spoken here
in the past have praised the institution of
this speech at the close of our ceremony.
It seemed to them a mark of honor to our
soldiers who have fallen in war that a
speech should be made over them. I do not
agree. These men have shown themselves
valiant in action, and it would be enough,
I think, for their glories to be proclaimed in
action, as you have just seen it done at this
funeral organized by the state. Our belief
in the courage and manliness of so many
should not be hazarded on the goodness
or badness of one man’s speech. Then it is
not easy to speak with a proper sense of
balance, when a man’s listeners find it
difficult to believe in the truth of what one
is saying. The man who knows the facts
and loves the dead may well think that an
oration tells less than what he knows and
what he would like to hear: others who do
not know so much may feel envy for the
dead, and think the orator over-praises
them, when he speaks of exploits that are
beyond their own capacities. Praise of other
people is tolerable only up to a certain
point, the point where one still believes
that one could do oneself some of the
things one is hearing about. Once you
get beyond this point, you will find
people becoming jealous and incredulous.
3. Xanthippus (zan thi pēs) was a Greek statesman from an
established Athenian family.
Vocabulary
incredulous (in krej ə ləs) adj. doubting; skeptical
T HUC YD ID ES
323
Our constitution is called a democracy because power is in the hands
not of a minority but of the whole people.
However, the fact is that this institution
was set up and approved by our forefathers,
and it is my duty to follow the tradition
and do my best to meet the wishes and the
expectations of every one of you.
‘I shall begin by speaking about our
ancestors, since it is only right and proper
on such an occasion to pay them the honor
of recalling what they did. In this land of
ours there have always been the same people living from generation to generation up
till now, and they, by their courage and their
virtues, have handed it on to us, a free
country. They certainly deserve our praise.
Even more so do our fathers deserve it. For
to the inheritance they had received they
added all the empire we have now, and it
was not without blood and toil that they
handed it down to us of the present generation. And then we ourselves, assembled here
today, who are mostly in the prime of life,
have, in most directions, added to the power
of our empire and have organized our State
in such a way that it is perfectly well able
to look after itself both in peace and in war.
‘I have no wish to make a long speech on
subjects familiar to you all: so I shall say
nothing about the warlike deeds by which
we acquired our power or the battles in
which we or our fathers gallantly 4 resisted
4. Gallantly means “nobly or bravely.”
Argument Why is Pericles reluctant to deliver the funeral
our enemies, Greek or foreign. What I
want to do is, in the first place, to discuss
the spirit in which we faced our trials and
also our constitution and the way of life
which has made us great. After that I shall
speak in praise of the dead, believing that
this kind of speech is not inappropriate to
the present occasion, and that this whole
assembly, of citizens and foreigners, may
listen to it with advantage.
‘Let me say that our system of government does not copy the institutions of our
neighbors. It is more the case of our being a
model to others, than of our imitating anyone else. Our constitution is called a
democracy because power is in the hands
not of a minority but of the whole people.
When it is a question of settling private
disputes, everyone is equal before the law;
when it is a question of putting one person
before another in positions of public
responsibility, what counts is not membership of a particular class, but the actual
ability which the man possesses. No one, so
long as he has it in him to be of service to
the state, is kept in political obscurity
because of poverty. And, just as our political life is free and open, so is our day-to-day
life in our relations with each other. We do
not get into a state with our next-door
neighbor if he enjoys himself in his own
way, nor do we give him the kind of black
looks which, though they do no real harm,
still do hurt people’s feelings. We are free
oration?
Analyze Rhetorical Devices How does Pericles appeal
to his audience in this passage?
324 U N I T 2
A N C IE NT GRE E C E
Argument What reasons support the claim that the
Athenian government is a model to others?
and tolerant in our private lives; but in
public affairs we keep to the law. This is
because it commands our deep respect.
‘We give our obedience to those whom
we put in positions of authority, and we
obey the laws themselves, especially those
which are for the protection of the
oppressed, and those unwritten laws which
it is an acknowledged shame to break.
‘And here is another point. When our
work is over, we are in a position to enjoy
all kinds of recreation for our spirits. There
are various kinds of contests and sacrifices
regularly throughout the year; in our own
homes we find a beauty and a good taste
which delight us every day and which drive
away our cares. Then the greatness of our
city brings it about that all the good things
from all over the world flow in to us, so
that to us it seems just as natural to enjoy
foreign goods as our own local products.
‘Then there is a great difference between
us and our opponents, in our attitude
towards military security. Here are some
examples: Our city is open to the world,
and we have no periodical deportations in
order to prevent people observing or finding out secrets which might be of military
advantage to the enemy. This is because we
rely, not on secret weapons, but on our own
real courage and loyalty. There is a difference, too, in our educational systems. The
Spartans, from their earliest boyhood, are
submitted to the most laborious training in
courage; we pass our lives without all these
restrictions, and yet are just as ready to face
the same dangers as they are. Here is a
proof of this: When the Spartans invade
our land, they do not come by themselves,
but bring all their allies with them; whereas
we, when we launch an attack abroad, do
the job by ourselves, and, though fighting
on foreign soil, do not often fail to defeat
opponents who are fighting for their own
hearths and homes. As a matter of fact none
of our enemies has ever yet been confronted
with our total strength, because we have to
divide our attention between our navy and
the many missions on which our troops are
sent on land. Yet, if our enemies engage a
detachment of our forces and defeat it, they
give themselves credit for having thrown
back our entire army; or, if they lose, they
claim that they were beaten by us in full
strength. There are certain advantages, I
think, in our way of meeting danger voluntarily, with an easy mind, instead of with a
laborious training, with natural rather than
with state-induced courage. We do not have
to spend our time practicing to meet sufferings which are still in the future; and when
they are actually upon us we show ourselves
just as brave as these others who are always
in strict training. This is one point in
which, I think, our city deserves to be
admired. There are also others:
‘Our love of what is beautiful does not
lead to extravagance; our love of the things
of the mind does not make us soft. We
regard wealth as something to be properly
used, rather than as something to boast
about. As for poverty, no one need be
ashamed to admit it: the real shame is in
not taking practical measures to escape
from it. Here each individual is interested
not only in his own affairs but in the affairs
of the state as well: even those who are
mostly occupied with their own business
are extremely well-informed on general politics—this is a peculiarity of ours: we do not
say that a man who takes no interest in politics is a man who minds his own business;
we say that he has no business here at all.
We Athenians, in our own persons, take our
decisions on policy or submit them to proper
Argument Reread this paragraph. Why does Pericles
consider Athens better militarily than other city-states?
T HUC YD ID ES
325
discussions: for we do not think that there is
an incompatibility between words and
deeds; the worst thing is to rush into action
before the consequences have been properly
debated. And this is another point where we
differ from other people. We are capable at
the same time of taking risks and of estimating them beforehand. Others are brave out
of ignorance; and, when they stop to think,
they begin to fear. But the man who can
most truly be accounted brave is he who
best knows the meaning of what is sweet in
life and of what is terrible, and then goes
out undeterred to meet what is to come.
‘Again, in questions of general good feeling there is a great contrast between us and
most other people. We make friends by
doing good to others, not by receiving good
from them. This makes our friendship all
the more reliable, since we want to keep
alive the gratitude of those who are in our
debt by showing continued goodwill to
them: whereas the feelings of one who owes
us something lack the same enthusiasm,
since he knows that, when he repays our
kindness, it will be more like paying back a
debt than giving something spontaneously.
We are unique in this. When we do kindnesses to others, we do not do them out of
any calculations of profit or loss: we do
them without afterthought, relying on our
free liberality. Taking everything together
then, I declare that our city is an education
to Greece, and I declare that in my opinion
each single one of our citizens, in all the
manifold 5 aspects of life, is able to show
himself the rightful lord and owner of his
own person, and do this, moreover, with
exceptional grace and exceptional versatility. And to show that this is no empty
boasting for the present occasion, but real
tangible fact, you have only to consider the
power which our city possesses and which
has been won by those very qualities which
I have mentioned. Athens, alone of the
states we know, comes to her testing time
in a greatness that surpasses what was imagined of her. In her case, and in her case
alone, no invading enemy is ashamed at
being defeated, and no subject can complain of being governed by people unfit for
their responsibilities. Mighty indeed are the
marks and monuments of our empire which
we have left. Future ages will wonder at us,
as the present age wonders at us now. We
do not need the praises of a Homer, or of
anyone else whose words may delight us for
the moment, but whose estimation of facts
will fall short of what is really true. For our
adventurous spirit has forced an entry into
every sea and into every land; and everywhere we have left behind us everlasting
memorials of good done to our friends or
suffering inflicted on our enemies.
‘This, then, is the kind of city for which
these men, who could not bear the thought
of losing her, nobly fought and nobly died.
It is only natural that every one of us who
survive them should be willing to undergo
hardships in her service. And it was for this
reason that I have spoken at such length
about our city, because I wanted to make it
clear that for us there is more at stake than
Argument Why should Athenians be willing to sacrifice
5. Manifold means “of many kinds or parts; many
and various.”
for Athens?
The Heroic Ideal What does Pericles consider
Vocabulary
true heroism?
Argument According to Pericles, why is Athens “an
education to Greece”?
326 U N I T 2
A N C IE NT GRE E C E
versatility (vuŕ sə til ə tē) n. ability to do many
things well
tangible (tan jə bəl) v. real; actual; definite
Combat scene, 5th century BC. Marble relief. British Museum, London.
Why do you think the soldiers in this relief are taking the man on the horse away? How does their action reflect
Pericles’ view on Athenians?
there is for others who lack our advantages;
also I wanted my words of praise for the
dead to be set in the bright light of evidence. And now the most important of
these words has been spoken. I have sung
the praises of our city; but it was the courage and gallantry of these men, and of
people like them, which made her splendid.
Nor would you find it true in the case of
many of the Greeks, as it is true of them,
that no words can do more than justice to
their deeds.
Analyze Rhetorical Devices What idea, introduced at
the beginning of the speech, does Pericles echo here?
What purpose might this repetition serve?
‘To me it seems that the consummation
which has overtaken these men shows us
the meaning of manliness in its first revelation and in its final proof. Some of them, no
doubt, had their faults; but what we ought
to remember first is their gallant conduct
against the enemy in defence of their native
land. They have blotted out evil with good,
and done more service to the commonwealth than they ever did harm in their private lives. No one of these men weakened
because he wanted to go on enjoying his
wealth: no one put off the awful day in the
Vocabulary
consummation (końsə māshən) n. end; completion
T HUC YD ID ES
327
INTERFOTO Pressebildagentur/Alamy Images
Helmet, 4th century BC. Greek school. Silver with repousse, chased and engraved decoration. The Detroit Institute of Arts, MI.
328 U N I T 2
A N C IE NT GRE E C E
The Detroit Institute of Arts, Founders Society Purchase/Bridgeman Art Library
hope that he might live to escape his poverty and grow rich. More to be desired than
such things, they chose to check the
enemy’s pride. This, to them, was a risk
most glorious, and they accepted it, willing
to strike down the enemy and relinquish
everything else. As for success or failure,
they left that in the doubtful hands of Hope,
and when the reality of battle was before
their faces, they put their trust in their own
selves. In the fighting, they thought it more
honorable to stand their ground and suffer
death than to give in and save their lives.
So they fled from the reproaches of men,
abiding with life and limb the brunt of battle; and, in a small moment of time, the
climax of their lives, a culmination of glory,
not of fear, were swept away from us.
‘So and such they were, these men—
worthy of their city. We who remain behind
may hope to be spared their fate, but must
resolve to keep the same daring spirit against
the foe. It is not simply a question of estimating the advantages in theory. I could tell
you a long story (and you know it as well as
I do) about what is to be gained by beating
the enemy back. What I would prefer is that
you should fix your eyes every day on the
greatness of Athens as she really is, and
should fall in love with her. When you realize her greatness, then reflect that what
made her great was men with a spirit of
adventure, men who knew their duty, men
who were ashamed to fall below a certain
standard. If they ever failed in an enterprise,
they made up their minds that at any rate
the city should not find their courage lacking to her, and they gave to her the best
contribution that they could. They gave her
their lives, to her and to all of us, and for
their own selves
missing Image
they won praises
U02-313P-845605
that never grow old,
the most splendid of
sepulchres—not the
sepulchre in which
their bodies are laid,
but where their
Visual Vocabulary
glory remains eterA sepulchre (also spelled
nal in men’s minds,
sepulcher) is a structure that
holds human remains or
always there on the
right occasion to stir sacred relics. The word also
means “tomb” or “grave.”
others to speech or
to action. For
famous men have the whole earth as their
memorial: it is not only the inscriptions on
their graves in their own country that mark
them out; no, in foreign lands also, not in
any visible form but in people’s hearts, their
memory abides and grows. It is for you to try
to be like them. Make up your minds that
happiness depends on being free, and freedom depends on being courageous. Let there
be no relaxation in face of the perils of the
war. The people who have most excuse for
despising death are not the wretched and
unfortunate, who have no hope of doing
well for themselves, but those who run the
risk of a complete reversal in their lives, and
who would feel the difference most
intensely, if things went wrong for them.
Any intelligent man would find a humiliation caused by his own slackness more painful to bear than death, when death comes to
him unperceived, in battle, and in the confidence of his patriotism.
‘For these reasons I shall not commiserate with those parents of the dead, who are
Argument What reason does Pericles give for insisting
the Athenians continue to be courageous in the war?
Analyze Rhetorical Devices In this passage, Pericles
Vocabulary
uses connotation as a rhetorical device. What does the
phrase “culmination of glory” suggest to you?
commiserate (kə miz ə rāt́) v. sympathize with; pity
T HUC YD ID ES
329
Vanni/Art Resource, NY
When one is alive, one is always liable to the jealousy of one’s competitors,
but when one is out of the way, the honor one receives is
sincere and unchallenged.
present here. Instead I shall try to comfort
them. They are well aware that they have
grown up in a world where there are many
changes and chances. But this is good fortune—for men to end their lives with
honor, as these have done, and for you honorably to lament them: their life was set to
a measure where death and happiness went
hand in hand. I know that it is difficult to
convince you of this. When you see other
people happy you will often be reminded of
what used to make you happy too. One does
not feel sad at not having some good thing
which is outside one’s experience: real grief
is felt at the loss of something which one is
used to. All the same, those of you who are
of the right age must bear up and take comfort in the thought of having more children.
In your own homes these new children will
prevent you from brooding over those who
are no more, and they will be a help to the
city, too, both in filling the empty places,
and in assuring her security. For it is impossible for a man to put forward fair and honest views about our affairs if he has not, like
everyone else, children whose lives may be
at stake. As for those of you who are now
too old to have children, I would ask you to
count as gain the greater part of your life, in
which you have been happy, and remember
that what remains is not long, and let your
hearts be lifted up at the thought of the fair
fame of the dead. One’s sense of honor is
the only thing that does not grow old, and
the last pleasure, when one is worn out with
age, is not, as the poet said, making money,
but having the respect of one’s fellow men.
330 U N I T 2
A N C IE NT GRE E C E
‘As for those of you here who are sons or
brothers of the dead, I can see a hard struggle in front of you. Everyone always speaks
well of the dead, and, even if you rise to
the greatest heights of heroism, it will be a
hard thing for you to get the reputation of
having come near, let alone equalled, their
standard. When one is alive, one is always
liable 6 to the jealousy of one’s competitors,
but when one is out of the way, the honor
one receives is sincere and unchallenged.
‘Perhaps I should say a word or two on
the duties of women to those among you
who are now widowed. I can say all I have
to say in a short word of advice. Your great
glory is not to be inferior to what God has
made you, and the greatest glory of a
woman is to be least talked about by men,
whether they are praising you or criticizing
you. I have now, as the law demanded, said
what I had to say. For the time being our
offerings to the dead have been made, and
for the future their children will be supported at the public expense by the city,
until they come of age. This is the crown
and prize which she offers, both to the dead
and to their children, for the ordeals which
they have faced. Where the rewards of valor
are the greatest, there you will find also the
best and bravest spirits among the people.
And now, when you have mourned for your
dear ones, you must depart.’ m
6. Liable means “subject to the possibility; susceptible.”
Argument Is Pericles’ argument here convincing? Explain.
After You Read
Respond and Think Critically
by Pericles, how might the Athenian lifestyle
be regarded as an example of this ideal? Cite
several examples from the speech.
Respond and Interpret
1. What passages in this speech impressed you
most, and why?
2. (a)Why does Pericles disapprove of the custom
of giving a solemn public speech to honor the
Athenian war dead? (b)According to Pericles,
why do these dead possess the grandest of
all sepulchres?
3. (a)How do the Athenians and Spartans differ in
their military training? (b)Why do you think
Pericles emphasizes these differences?
4. (a)What is the Athenian attitude toward
wealth and poverty? (b)Toward participation in
public life?
Analyze and Evaluate
5. Ancient Greek culture often promoted the ideal
of the “golden mean,” referring to moderation
and balance in all aspects of life. As described
Literary Element
Argument
SAT Skills Practice
According to Pericles, which of the following elements make Athenian society and culture superior?
(A) Athenian government, lifestyle, education, lack
of militarism, and philosophy
(B) Athenian government, lifestyle, education, and
lack of militarism
(C) Athenian government, lifestyle, education, and
architecture
(D) Athenian lifestyle, education, and lack of
militarism
(E)
6. What do Pericles’ comments on the women
and children in the audience suggest about
family life in ancient Athens?
7. Why does Pericles devote so much space in his
speech to describing the virtues of Athenians
and their city? Explain.
Connect
8.
Big Idea The Heroic Ideal How does
Pericles’ description of courage and honor
illustrate the ancient Greek concept of the
heroic ideal?
9. Connect to Today How would you
compare Pericles’ description of Athenian
democracy with American democratic
government today? Explain.
Review: Tone
As you learned on page 25, tone is a reflection
of an author’s attitude toward his or her subject.
Tone may reflect a variety of attitudes, such as
sympathy, objectivity, seriousness, bitterness, or
humor. Several elements—including diction,
imagery, and figures of speech—help convey tone.
Partner Activity Meet with a partner to determine
Pericles’ tone toward Athens in his funeral oration.
Use a web like the one below to identify the
elements that help convey the tone.
Imagery
Diction
Athenian lifestyle, education, and athletics
Tone
Figures of Speech
T HUC YD ID ES
331
Reading Strategy
Analyze Rhetorical
Devices
Rhetorical devices are techniques authors use to
manipulate language for effect or to evoke an
emotional response in the reader. Review the chart
you made on page 321 and then answer the
following questions.
1. (a)What synonyms for courage can you identify
in the oration? (b)What other words with highly
positive connotations does Pericles use to
describe Athenian character traits?
2. What examples of repetition (either of words or
ideas) can you find?
3. What emotional appeals does Pericles make?
Vocabulary Practice
Practice with Analogies Choose the word
that best completes each analogy. Use a
dictionary if you need help.
1. incredulous : trusting :: loyal :
a. faithful b. treacherous c. honorable
2. versatility : adaptability :: courage :
a. dependability b. ability
c. bravery
3. tangible : definite :: vague :
a. exact b. unclear c. solid
4. consummation : achievement ::
breakdown :
a. failure b. fulfillment c. completion
5. commiserate : ignore :: applaud :
a. acclaim b. question c. criticize
Academic Vocabulary
Pericles speaks of the intrinsic worth of Athens
in his funeral oration.
Intrinsic is an academic word. If people are
naturally gifted, their talents are said to be
intrinsic to their nature. Name a quality that is
intrinsic to all mammals.
For more on academic vocabulary, see pages
36–37 and R83–R85.
332 U N I T 2
A N C IE NT GRE E C E
Listening and Speaking
Speech
Assignment Pericles identifies Athenian values he
believes are worth fighting for—and, if necessary,
dying for. Write and deliver a speech on the values
you believe are important to our society.
Prepare Before drafting your speech, review the
chart you filled out on page 321 to identify the
rhetorical devices used in “Pericles’ Funeral
Oration.” Consider which devices you might use in
your speech. For example, you might decide to use
parallelism—a series of words, phrases, or
sentences that have similar grammatical form—
to link key ideas and make them memorable for
your audience.
Formulate a clear thesis with credible, valid, and
relevant evidence to support it. Develop an engaging introduction, convincing body paragraphs, and
an effective conclusion. Use transitions to weave
your ideas together. You may find it helpful to use
sentence frames as you draft your speech. For
example, your thesis might be stated as follows:
Though I agree that ____, I still maintain that ____.
Your body paragraphs may contain statements to
address counterarguments, such as the following:
While it is true that ____, that does not necessarily
mean that _____.
Create note cards and visual aids as needed to
support your presentation.
Deliver Make eye contact with your audience
when you give your speech. Speak loudly and
clearly so everyone can hear you. Maintain good
posture to reflect confidence and use gestures as
appropriate, such as when emphasizing a point.
Evaluate Write a paragraph evaluating your
speech. Refer to page 843 for a rubric to help with
your evaluation.
Literature Online
Selection Resources For Selection Quizzes, eFlashcards, and Reading-Writing Connection activities, go to
glencoe.com and enter QuickPass code GLW6053u2.
Learning Objectives
Vocabulary Workshop
In this workshop, you will
focus on the following
objective:
Dictionary Use
Vocabulary: Understanding
how to use a dictionary.
Literature Connection Sometimes you can skim over an unfamiliar
word as you read and still understand it. But at other times, the meaning of a passage hinges on the definition of a word. The sentence below
concludes a long paragraph in “Pericles’ Funeral Oration” by Thucydides.
“But the man who can most truly be accounted brave is he who
best knows the meaning of what is sweet in life and of what is
terrible, and then goes out undeterred to meet what is to come.”
Etymology
This sentence is clearly about bravery. But what does undeterred mean?
This is where readers reach for a dictionary.
Looking for a Word Looking up a word sometimes involves a little
detective work. For example, you will not find undeterred in the average
dictionary. But notice that undeterred begins with un-, meaning not, one
of the most common prefixes in English. Take away the prefix and the
-ed suffix and you are left with deter. Paring down the word led you to
its dictionary entry.
The Main Entry A main entry tells you far more about a word than its
definition. Here is what one dictionary says about deter.
entry word
broken into
syllables
part of speech
pronunciation
other tenses
definition
de·ter (di tur) –terred, –ter·ring. v.t. to discourage
or restrain from acting or proceeding, esp. by arousing
fear or doubt: The huge waves deterred him from going
swimming. [Latin dēterrēre to frighten from.]
example
–de·terment, n.
Etymology is the history and
origin of a word. Not all
print dictionaries contain
etymologies, but they are
often available in online
dictionaries.
Test-Taking Tip
Homographs are words that
are spelled the same but
have different etymologies
and meanings (e.g. sole,
meaning “alone,” and sole,
“a flat fish”). Homographs
have separate entries in a
dictionary and are marked
by small raised numbers
immediately before or after
the entry word.
sentence
inflected form
etymology
Practice Use the dictionary entry shown above to answer the
following questions.
1. What two pieces of information does the pronunciation provide?
2. Why is it useful to see how the past and present participles of
deter are spelled?
3. What aspect of the definition does the example sentence
emphasize?
4. What word could you use in place of undeterred in the sentence
from “Pericles’ Funeral Oration” at the top of the page?
Literature Online
Vocabulary For more vocabulary practice, go to glencoe.com
and enter QuickPass code
GLW6053u2.
VO C ABULARY WO R K SHOP
333
U N I T T WO
Learning Objectives
PA R T 1
For pages 178–189
In studying this text, you
will focus on the following
objectives:
Teach
Literary Study: Analyzing
literary periods.
Vocabulary
1
Ancient
Reading: Evaluating historical
influences.
Connecting to the literature.
Word Roots
Point out that
the Greek word polis, “city,” is
not only the root of such English
words as politics, but also of police
and policy. Ask: What English
word is formed from the Greek
roots polis and meter, “mother”?
(metropolis, “mother city”)
Reading Strategy
2
Summarize
Ask: How would
you summarize Athenian
democracy? (Free male citizens
were able to participate fully in
Athenian democracy, but Athenian
women, slaves, and former slaves
had few political rights or none.)
ADVANCED Explain to students
that Athens was a direct democracy, meaning that a vote of all male
citizens determined public issues.
Ask: How does this differ from
democracy in the United States?
(The United States is a representative
democracy; citizens elect representatives who make laws.)
AP P ROACH I NG Review for
students the distinction between
direct democracy and representative democracy.
GREECE
1500 b.c.–1 b.c.
Historical, Social, and Cultural Forces
The Greek World
Greece is a land of islands, mountains, and peninsulas. Rocky hilltops separate parts of the territory
from each other and make the soil difficult to
farm. White limestone cliffs drop off into the blue
and ever-present sea. Most parts of Greece are
within 50 miles of saltwater, and this rugged,
maritime landscape has affected Greece’s history
from its beginning. The rough terrain meant
settlements were isolated and self-sufficient, and
the proximity to the sea encouraged trade and
provided access to other cultures. The Greeks
eventually developed a type of community they
called a polis, or city-state. (Polis is the root of
such English words as politics and political.) The
polis was a city, a town, or even a village that
controlled the surrounding countryside. The most
powerful of the ancient Greek city-states were
Athens and Sparta. Although they were fiercely
independent, these city-states shared a common
language, religion, and social organization.
1
Athens
Hoplites and cavaliers. Princeton Painter. Attic black figure
amphora. Louvre, Paris.
182 U N IT 2
Athens grew over the centuries from a small citystate to become the center of one of the most
successful and cultured societies in the history of
the world. By the fifth century b.c., history’s first
democratic government had taken hold there.
Free Athenian men spent much of their time in
public outdoor spaces, discussing philosophy and
politics. Wealth from nearby silver mines, from
other cities paying tribute, and from trade allowed
Athenians ample time to pursue learning. While
citizens enjoyed freedom and opportunity, however, most people in Athens were not citizens.
Scholars estimate at least forty percent of the
Athenian population was enslaved. Although
enslaved people could often buy their freedom,
they could never gain full rights as citizens. Free
women could not participate openly in politics
and were expected to spend their time at home. 2
ANC I E NT GRE E C E
Réunion des Musées Nationaux/Art Resource, NY
Writing Practice
S
The Greek foot soldiers painted on
this vase were known as hoplites.
Ask: What is suggested about
ancient Greek infantry tactics
by the way these hoplites are
depicted? (In battle, Greek hoplites stood close together with their
shields overlapping to present a
wall to enemy troops.)
182
0176-0189_U2UO_845605.indd 182
Use Parallelism Point out the use
of parallelism in the quote from Thucydides on page 183.
Remind students that parallelism is the
use of a series of words, phrases, clauses,
or sentences that have similar grammatical form.
Have students rewrite the following sentences to maintain parallel structure.
12/5/07 10:19:35 AM
1. Greek geography, its politics, and the
history of Greece all encouraged an
emphasis on the individual. (Greek
geography, Greek politics, and Greek
history all encouraged an emphasis on
the individual.)
2. Athens was famous for its flourishing
culture; military strength made Sparta
famous. (Athens was famous for its
flourishing culture; Sparta was famous
for its military strength.)
U N I T T WO
Sparta
PA R T 1
While Athens was known for its democratic
government and flourishing culture, Sparta was
known for its military strength. The Spartan
government believed the lives of its citizens
should center on the military. For this reason,
young boys were taken away from their parents
and housed in dormitories while they underwent
rigorous physical training. Girls were trained in
all-female groups. From the age of twenty until
the age of 60, men belonged to the army.
Although they were allowed to marry, only after
30 could they live with their wives.
Teach
Reading Strategy
Analyze Cause-and-Effect
Relationships Ask: How did
the Persian Wars help shape the
architecture of Athens during the
Golden Age? (The Persians had
destroyed much of the city, which
was rebuilt under Pericles.)
“‘Our love of what is beautiful
does not lead to extravagance; our
love of the things of the mind does
not make us soft.’”
Reading Strategy
—Thucydides, The Peloponnesian War
Ten years later, 300 Spartan soldiers delayed a
second and even larger Persian invasion, holding
back 180,000 Persian troops at the pass of
Thermopylae while fighting to the last man. The
onslaught of the enemy forces threatened the
Athenians; they abandoned their city, which the
Persians burned. In a sea battle off the island of
Salamis, however, the Greek fleet, though outnumbered, outmaneuvered the Persian fleet and
defeated it. The defeat of Persia allowed Athens
to assume the leadership of Greece and reach the
height of political power and cultural brilliance.
Bust of Pericles, 2nd century BC. Roman. Marble.
British Museum, London.
The Age of Pericles
Under Pericles (perə klēź), the leader who
dominated Athenian politics from 461 to 429
b.c., Athens became the center of Greek culture.
The Persians had destroyed much of the city
during the Persian Wars, but Pericles set in
motion a vast rebuilding program. New temples
and statues soon symbolized the greatness of
Athens. Art, architecture, and philosophy
flourished. The greatest symbol of Periclean
Athens is the Parthenon (pärthə näń), the
beautiful temple of the city’s patroness Athena,
goddess of wisdom. This temple displays grace and
harmony, the ideals of classical art.
Approaching Level
Advanced Learners/Pre-AP
DI F F ER ENTIATED I N STR U CTION
DI F F ER ENTIATED I N ST R U CTION
Graphic Organizer Suggest that students use a simple graphic organizer such
as the two-column chart here to keep track
of the characteristics of the rival Greek citystates of Athens and Sparta.
Panel Discussion Have a group of
students do research and then hold
a panel discussion on the question of
whether it would have been better for an
ancient Greek woman to live in Athens or
in Sparta.
Athens
Sparta
• celebrated for
• respected for
its culture
military strength
3
4
183
I NTROD UC TI ON
0176-0189_U2UO_845605.indd 183
4
Connect to Personal
Experience Point out to
The Challenge of Persia
As the Greek city-states developed, they came
into conflict with the vast and powerful Persian
Empire to the east. In 490 b.c., an invading
Persian force landed on the Plain of Marathon,
only 26 miles from Athens. Badly outnumbered,
the Athenians decisively defeated the Persian
army. According to legend, a messenger from
Marathon raced to Athens with news of the
Persian defeat and uttered only the word Nike
(“victory”) before dropping dead of exhaustion.
3
students that classical architecture
has had a great influence on the
design of many structures in the
United States, including government offices, courts, libraries,
colleges, museums, art galleries,
banks, and other public buildings.
Offer an example of a neoclassical
structure from your community.
Ask: What qualities does the
design of this building stress?
(Most neoclassical buildings stress
simplicity, dignity, and a respect for
tradition.)
ENGLISH LEAR N ERS Ask students
who have come from other countries to bring photographs of public
buildings from their homelands
and discuss how they are like and
unlike neoclassical buildings in the
United States.
4/15/08 6:59:03 PM
Learning Objectives
Analyzing historical influences. (SE)
Analyzing word roots. (TE)
Summarizing. (TE)
Using parallelism. (TE)
Analyzing art. (TE)
183
U N I T T WO
Sculpture
PA R T 1
Greek sculptors usually presented human forms.
They used symmetry and proportion to create a
new kind of beauty. Initially, Greek sculptures
showed figures with their weight balanced equally
on both legs. However, Greek sculptors soon
began experimenting with a more natural,
asymmetrical style in which the weight of the
figure rests primarily on one leg. Sculptors studied
how muscles and bones work together, and their
realistic sculptures reflected this new knowledge.
Teach
Reading Strategy
1
Determine Main Idea
Ask: What is the topic sentence
of this paragraph? (“Athletics was
highly valued in ancient Greece.”)
Reading Strategy
The Olympics
1
2
2
Analyze Cultural Context
Ask: How did the ancient Olympics reflect the Greek ideal of
arête, or all-around excellence?
(The competitions were not only
in athletics, but also in poetry and
music.)
Athletics was highly valued in ancient Greece.
The best athletes trained for years to participate
in the Olympic Games, the premier competition
of the time. Held every four years in the Greek
city of Olympia, the games were elaborate festivals
that focused on religion, poetry, and music as well
as on sports. The first Olympics featured only one
event, a foot race across the distance of the
stadium. In later years more races and other
events were added. Only men could compete in
the Olympics, and usually only wealthy men had
time to train, practice, and travel to Olympia.
While there were no official cash prizes, cities
often rewarded their champions with large sums.
S
Contrapposto is an Italian word
meaning “opposite.” Placing the
weight of the body on one leg
shifts the position of the hips and
shoulders. Ask: What effect does
the use of contrapposto create
in this statue? (The posture of the
statue seems more relaxed and
life-like.)
Sophocles, c. 340-30 BC. Museo Gregoriano Profano,
Vatican Museums, Vatican State.
“Beauty of style and harmony
and grace and good rhythm depend
on simplicity.”
Running hoplite, 520-510 BC. Skythos Painter. Interior of a
red-figured cup from Tanagra. Louvre, Paris.
184 U N IT 2
—Plato, from The Republic
ANC I E NT GRE E C E
Reading Practice
0176-0189_U2UO_845605.indd 184
Distinguish Primary and Secondary
Sources Point out to students that
primary sources are firsthand accounts,
records, or artifacts of a person, an event,
or a culture. For example, the quote from
Plato’s Republic on page 184 is a primary
source for ancient Greek culture.
A secondary source is an account or
record created by someone not immediately acquainted with the person, present
at the event, or part of the culture. For
184
example, the work of the classical historian H.D.F. Kitto quoted on page 186
is a secondary source for ancient Greek
culture.
Have students determine whether each of
the following is a primary or a secondary
source for ancient Greek culture.
1. a poem by Sappho (primary)
2. a modern biography of Socrates
(secondary)
4/15/08 6:59:17 PM
3. an ancient Greek account of the battle
of Marathon (primary)
4. a Greek statue (primary)
5. a scholar’s introduction to Homer’s Iliad
(secondary)
U N I T T WO
THE ORDERS OF GREEK ARCHITECTURE
Architecture
3
Although Greek people lived in humble houses,
they constructed magnificent public buildings.
Each city-state had an acropolis, or a fortified area
at the highest point in the city, where temples
were built. The Acropolis of Athens includes the
Parthenon, the temple of the goddess Athena that
symbolizes classical Greek architecture.
The Athenian Acropolis contains examples of
the three main styles, or “orders,” of Greek
architecture.
PA R T 1
Ionic
Teach
Reading Strategy
Analyze Cultural Context
Ask: What does the contrast
between private simplicity and
public splendor indicate about
Greek cultural values? (Many
students may feel that it indicates
a high degree of civic pride.)
ADVANCED Ask: How does
this contrast in ancient Greek
society compare with the private
and public display of wealth
in modern American society?
(Students will probably feel that
there is much greater emphasis
on the display of private wealth in
American society.)
• The Doric order, which is plain, severe, and
dignified, was the earliest style. The Parthenon
exemplifies the Doric order.
• The Ionic order, which is more light, delicate,
and complex, came into wide use about a
century after the Doric order.
• The Corinthian order was the last and most
elaborate style, featuring decorations of leaves
and scrolls.
Facade of the Parthenon, 447-432 BC.
Callicrates and Ictinus. Acropolis, Athens.
PREVIEW
1
Big Ideas
of Ancient Greece
The Heroic Ideal
Although Greece was organized into small, fiercely
independent city-states, the
Greeks shared a cultural
heritage. One of the key
elements of this heritage
was the literature of
Homer. His epic poems
provided models of heroic
behavior.
See page 186
2
The Good Life
Greek civilization sought to
discover what constitutes
the good life. Introducing
personal values into literature, Greek lyric poets such
as Sappho explored what
mattered personally to
them. Greek philosophers
such as Socrates questioned traditional values in
an attempt to determine
how individuals should
behave.
3
The Tragic
Vision
Cultural History
The Greeks of Athens
invented drama, which they
used to explore vital social
and religious questions.
Athenian dramatists such
as Sophocles created
powerful, darkly beautiful
visions of human destiny,
as well as tragic heroes,
whose character flaws
partly contribute to their
downfall.
See page 188
See page 187
185
I NTROD UC TI ON
Approaching Level
Advanced Learners/Pre-AP
DI F F ER ENTIATED I N STR U CTION
DI F F ER ENTIATED I N ST R U CTION
Primary and Secondary Sources To
help students with the Reading Practice on
page 184, offer them an everyday example
illustrating the distinction between primary
and secondary sources. Say: Suppose you
were writing a report on the early history
of your town. Primary sources might
include town records, letters and diaries
by first settlers. Secondary sources might
include a recent history of the town.
Research Have students select one of
the topics below (or a topic of their choosing about an aspect of ancient Greece)
and then research and assemble three primary sources and three secondary sources
for an essay on the topic.
• the Parthenon
• the Battle of Thermopylae
• the ancient Olympic Games
• the oracle of Delphi
0176-0189_U2UO_845605.indd 185
3
Doric
Corinthian
The Parthenon The Greek
word parthenon means “maiden’s
room.” In a Greek home, the parthenon was the room in which a
girl lived before she left her family
as a bride. (One of the epithets,
or descriptive names, that the
Athenians had for their city’s patron
goddess was Athena Parthenos,
“the girl.”) When Athens decided
to build a great new temple for
the goddess on the city’s Acropolis,
they called it the Parthenon.
4/15/08 6:59:28 PM
Learning Objectives
Analyzing historical influences. (SE)
Determining topic sentence. (TE)
Distinguishing primary and secondary
sources. (TE)
185
U N I T T WO
Big Idea 1
PA R T 1
The Heroic Ideal
Teach
D
ifferent societies develop different
concepts of the hero. Some cultures value
a simple heroic ideal, such as that of the
warrior or the saint; other cultures celebrate a
complex and multifaceted ideal of heroism, such as
that of the “Renaissance man,” an individual
known for excellence in several different fields.
The Greek heroic ideal was based on the aristocratic warrior but valued all-round excellence, the
ability to do well at whatever was required, from
sailing a ship to delivering a speech.
Reading Check
Answer: To the Greeks, arête
meant excellence in whatever
ways a human might excel. This
might include physical power,
intellectual ability, and moral
strength (such as bravery and
endurance).
Vocabulary
Word Usage
1
At the foundation of Greek literature stand the
epic poems of Homer (see page 192), set in a legendary “Heroic Age” and retelling stories of war
and adventure. To the ancient Greeks, Homer was
not only the greatest poet and the authority for
their early history, but also their moral teacher.
The Iliad and the Odyssey were used in schools to
teach Greek students the values of loyalty, courage, and honor. These ideals influenced the
following lines from Archilochus, a Greek poet
who was also a mercenary soldier.
Make sure students
understand the distinction between
a mercenary, a professional soldier
who serves primarily for wages,
and the citizen-soldier who serves
primarily as a patriotic duty.
AP P ROACH I NG
Reading Strategy
Analyze Tone
The subjects depicted on ancient
Greek red-figure pottery include
both episodes from Greek myth
and legend and scenes of everyday
life. Ask: How does the painter
convey a feeling of movement in
this image? (by depicting one of
the figure’s feet slightly elevated)
186
The Pursuit of Excellence
A Greek hero strove to realize his human potential to achieve personal excellence, which the
Greeks called arête. Arête could mean different
things in different contexts. In a racehorse, arête
meant speed; in a cart-horse, strength; in a hero,
complete development of qualities such as physical strength, intellectual ability, and moral force
(such as bravery and endurance). As the classical
historian H. D. F. Kitto observes, Homer’s hero
Odysseus “is a great fighter, a wily schemer, a
ready speaker, a man of stout heart and broad wisdom who knows that he must endure without too
much complaining what the gods send.” Similarly,
in the Iliad, Achilles develops his potential to the
highest degree. This hero, noble of soul, is a skillful speaker, a great fighter, and a swift runner.
Reading Check
Ulysses as Archer, c.450-440 BC. Penelope Vasepainter.
Red figured Attic skyphos. Antikensammlung, Staatliche
Museen zu Berlin, Germany.
186 U N IT 2
S
—Archilochus,
from “Soul, Soul”
Heroes typically displayed arête in a struggle or
contest on the athletic field or in battle. Through
his willingness to fight, the hero protected his
family and friends, preserved his honor, and
earned his reputation.
2
Ask: What
attitude toward the soldier’s life
does Archilochus express? (realistic, matter-of-fact, uncomplaining,
stoic)
2
Homeric Epics
1
Point out that
the word mercenary has its origin
in a Latin word meaning “wages”
or “price.” Ask: What has this
word come to mean in common usage? (motivated solely by
money)
“Throw forward your chest
To the enemy;
Keep close in the attack;
Move back not an inch.
But never crow in victory,
Nor mope hangdog in loss.”
Make Generalizations How would you summarize the ancient Greeks’ meaning of arête?
ANC I E NT GRE E C E
Writing Practice
0176-0189_U2UO_845605.indd 186
Use Connotation and Denotation
Remind students that the denotation of a
word is its literal, or dictionary, meaning.
The connotation of a word is the meaning
or association that the word has beyond
its literal meaning. The connotations of
a word often create positive or negative
feelings.
Point out that one of the literal meanings
of mercenary is “a person who works primarily for wages.” Indicate that this word
4/15/08 6:59:39 PM
has acquired strongly negative connotations, suggesting that someone described
as mercenary is “money-grubbing.”
Have students determine whether the
connotations of each of the following
words are positive or negative.
1. gaunt (negative)
2. ambitious (positive)
3. obedient (positive)
4. audacity (negative)
5. devious (negative)
U N I T T WO
Big Idea 2
PA R T 1
The Good Life
Teach
W
hat can humans do to create better
lives for themselves? Is happiness
found in family life, in passion, in the
natural world, or in the pursuit of wisdom or art?
The ancient Greeks sought to discover what
constitutes the good life.
Reading Check
Answer: The Sophists denied the
reality of absolute truth. Socrates
pursued absolute truth as his
ultimate quest.
Greek Lyric Poetry
3
The Homeric epics are objective and impersonal
in that the poet seldom introduces personal feelings into the narrative. Later Greek poets such as
Sappho (safō) (see pages 241–247), however,
created a different kind of poetry which dealt with
the concerns of individuals and everyday life.
Sappho’s lyric poetry celebrates the beauty of the
world, the pleasures (and pains) of love, the joys
of family life, and the power of art to transcend
death.
Greek Philosophy
4
The Greek emphasis on the human experience
gave rise to systematic questioning and observation of the world at large. As a result, the Greeks
made great advances in science, medicine, and
philosophy. Philosophy is the methodical use of
reason to discover the truth. The term derives
from a Greek word meaning “love of wisdom.”
The Sophists were an influential group of ancient
Greek philosophers who taught that there was no
absolute right or wrong. Many Greeks viewed the
Sophists as dangerous, especially to young people,
because of their moral relativism.
Reading Strategy
Compare and Contrast
Seated Girl with Dove, 2nd half 4th century BC. Late
Classical Greek. Terracotta, height:. 21.4 cm.
Antikensammlung, Staatliche Museen zu Berlin, Germany.
Among the critics of the Sophists was the philosopher Socrates (sokrə tēz). Because he left no
writings, we know about him primarily through
the works of his pupil, Plato (plātō). Socrates’
teaching approach, known as the Socratic
method, used a question-and-answer format to
lead pupils to discover the truth. Socrates believed
individuals could discover the truth within themselves through rational inquiry.
Besides Socrates and Plato, other notable Greek
thinkers include
• Hippocrates (hi pokrə tēz), who trained
—Plato, the Apology
study of science.
the idea that history could be studied as a
collection of true facts, rather than a series
of legends.
Reading Check
Compare and Contrast How did Socrates differ
from the Sophists?
187
English Learners
DI F F ER ENTIATED I N STR U CTION
0176-0189_U2UO_845605.indd 187
Advanced To help English learners
understand denotation and connotation,
show them sets of ordinary words and
phrases, where one term has no strong
connotations, one term has positive connotations, and one term has negative connotations. For example:
4/15/08 6:59:50 PM
practical (neutral)
thrifty (positive)
penny-pinching (negative)
fast (neutral)
swift (positive)
hasty (negative)
ADVANCED Ask: What is the
relationship between the
speaker and the poet in Greek
lyric poetry? (The speaker in a
Greek lyric poem can often be
identified with the poet.)
4
Word Origins
• Aristotle (aris tot́əl), who systematized the
I NTROD UC TI ON
Ask: What is the basic difference between Greek epic and
lyric poetry? (Greek epic poetry is
objective and impersonal; Greek lyric
poetry is subjective and personal.)
Vocabulary
doctors to look into the causes of disease.
• Herodotus (hə rodə təs), who established
“The unexamined life
is not worth living.”
3
Point out
that the suffix –phile, “one who
loves or prefers,” comes from
the Greek word philos, meaning
“loving.” This suffix is often used
to describe people with a love
of particular national cultures; for
example, Anglophile, Francophile.
The opposite tendency is also
described using a suffix with a
Greek root, -phobe, from phobos,
“fear”: Anglophobe, Francophobe.
Ask: How would you describe
someone who likes technology? (technophile) Or dislikes it?
(technophobe)
Learning Objectives
Making generalizations. (SE)
Comparing and contrasting. (SE)
Identifying tone. (TE)
187
U N I T T WO
Big Idea 3
PA R T 1
The Tragic Vision
Teach
1
Reading Check
Answer: Drama inspired audiences to examine their own lives,
to define their beliefs, and to
cleanse their emotions of pity
and terror.
Reading Strategy
1
Connect to Personal
Experience Ask: Do we cause
most of our miseries through
our misdeeds and foolishness,
or are they simply the result of
bad luck? Elicit students’ opinions
on this question before they read
page 188.
Reading Strategy
W
hat contributes most to human unhappiness? Do evil deeds bring about
suffering, or is misery primarily the
result of an error in judgment? The ancient Greek
dramatists pondered these questions.
Athenian Drama
2
One of the great Greek achievements was drama,
created by the Athenians. In Athens, tragedies
were performed at religious festivals and often
explored the relationship between humans and
the gods. In the process, they raised important
questions about life. The first Greek tragedies
were presented in a trilogy, or a set of three plays,
that explored a common theme. For example,
Aeschylus (eskə ləs) composed the Oresteia, a
trilogy that relates the fate of Agamemnon and
his family after his return from the Trojan War. In
these plays, evil breeds more evil and greater
suffering. Yet in the end, reason triumphs over the
forces of blood-guilt and revenge.
“Count no man happy till he dies,
free of pain at last.”
—Sophocles, Oedipus the King
Sophocles (sofə klēz) (see pages 250–318),
another Athenian playwright, composed Oedipus
the King. In this timeless tragedy, a plague sent by
the gods ravages the people of Thebes. Oedipus,
the king of Thebes, diligently tries to relieve his
people of the plague but in the process discovers a
horrifying truth about himself.
The Nature of Tragedy
Central to Greek tragedy is the fall of a great man
(or woman, though in ancient Greece her part
would have been acted by a man)—the tragic
hero, whose fate is partly brought about by a flaw
within his or her own character. The tragic hero’s
aim was to inspire audiences to examine their own
lives, to define their beliefs, and to cleanse their
emotions of pity and terror through compassion
for the character. Greek tragedies were so insightful and complex that they continue to be relevant
today. They have profoundly influenced the
Western literary tradition.
2
Make Generalizations
Ask: What were the religious
and social purposes of ancient
Greek drama? (Greek drama
explored the relationship between
humans and the gods and encouraged people to question their
behavior.)
Reading Check
Cultural History
The Oresteia In the first play
of this trilogy, King Agamemnon
is murdered by his wife after he
has sacrificed their daughter. In
the second play, Agamemnon’s
son Orestes avenges his father by
killing his mother. Orestes stands
trial for his deed in the third play.
When the jury splits six to six, the
goddess Athena intervenes and
casts the deciding vote in favor of
mercy. The moral of the trilogy is
that the law of the community, not
personal revenge, should decide
punishment.
188
Oedipus visiting the Sphinx, 5th century BC. Attic red figure
kylix (drinking cup). Museo Gregoriano Etrusco, Vatican
Museums, Vatican State.
188 U N IT 2
Analyze Cause-and-Effect Relationships How did
the experience of drama help the ancient Greeks
deal with their problems?
ANC I E NT GRE E C E
Scala/Art Resource, NY
Reading Practice
0176-0189_U2UO_845605.indd 188
Activate Prior Knowledge Point out
that the Greeks invented the two basic
forms of Western drama—comedy and
tragedy. Explain that Aristophanes, the
greatest Greek writer of comedy, created
highly imaginative social satires in which
he poked fun at important people and
commented humorously on social issues.
Before they read page 188, have students
write definitions of both comedy and tragedy based on their previous understand-
12/5/07 10:20:22 AM
ing of the terms. When they have read
page 188, have them write a new definition of the term tragedy and compare it
with what they wrote earlier.
U N I T T WO
Wrap-Up
Legacy of the Period
3
The ancient Greeks laid the intellectual and
cultural foundations of Western civilization. They
debated basic questions about the nature of the
universe, the purpose of life, and the meaning of
truth. The Greeks not only strove to answer these
questions but also created a logical method for
exploring them—philosophy.
The Greeks were the first to use reason to explain
natural phenomena. In other words, they were the
first scientists. The Greek philosopher Aristotle
wrote on a number of scientific subjects, including
astronomy, geology, biology, and physics. Until the
seventeenth century, science in the Western world
remained largely based on Aristotle’s ideas.
In general, the Greeks established one of the
bedrock values of Western civilization—the
importance of the individual. Athenians founded
democracy, proclaiming the right of ordinary
individuals to govern themselves.
PA R T 1
Kelly Holmes celebrates
as she crosses the finish
line to win the Olympics
women’s 1500 metres,
2004. Mike Blake. Athens.
Teach
Vocabulary
Cultural and Literary Links
Greek mythology has provided a rich treasury
of narratives and characters for Western art and
literature. Even some scientific concepts, such
as the Oedipus complex and the Gaia hypothesis, are named after Greek myths.
Homer remains one of the most influential
authors in world literature. His epic poems
have inspired countless works, from the Aeneid
by the Roman poet Virgil to Omeros by the
Caribbean Nobel Prize laureate Derek Walcott.
In a.d. 393, the Romans banned the ancient
Olympic Games. In the summer of 1896,
however, the first modern Olympics took place
in Athens.
Literature Online
Unit Resources For additional skills practice, go to
glencoe.com and enter QuickPass code GLW6053u2.
Activities
1. Follow Up Go back to Looking Ahead on
page 179 and answer the questions.
2. Contrast Literary Periods Working with other
students, hold a panel discussion about how
one of this period’s Big Ideas still influences
American culture today. You can use examples
from literature, fine art, music, movies, or
other kinds of artistic expression.
3. Build Visual Literacy Create a display of
images of modern buildings that reflect the
influence of Greek architecture.
4. Take Notes You might try using this graphic
organizer to keep track of the three Big Ideas
in this part.
THREE-POCKET BOOK
a
a
a
Ide
Ide
Ide
Big 2
Big 1
Big 3
189
Advanced Learners/Pre-AP
DI F F ER ENTIATED I N STR U CTION
0176-0189_U2UO_845605.indd 189
The Greek Legacy Have students write
a brief essay supporting the following
thesis: “The ancient Greeks laid the intellectual and cultural foundations of Western
civilization.” In defending this thesis, suggest that they use the Big Ideas presented
in the introduction—the Heroic Ideal, the
Good Life, and the Tragic Vision—to help
organize their essay.
Word Origins Point out that
many English words have their origins in Greek tradition. Offer these
examples:
• draconian, which means
“severe” or “cruel,” refers to the
harsh measures enacted by the
Athenian lawgiver Draco;
• laconic, which means “using few
words” or “terse,” refers to Laconia, the region around Sparta,
and to the fact that Spartans
were encouraged to use short,
direct statements rather than to
study oratory as in other Greek
city-states.
Assess
Use what you have learned about the
period to do one of these activities.
I NTROD UC TI ON
3
4/15/08 7:00:07 PM
Activities
1. Follow Up Students should
support their answers with
details from this introduction.
2. Contrast Literary Periods You
might divide the class into three
groups and have each group
explore the relevance of one
of the Big Ideas in the United
States today.
3. Build Visual Literary Students
may choose to annotate their
images or create captions.
4. Take Notes After students finish each selection, have them
list details in the graphic organizer that relate the selection to
one of the Big Ideas.
Learning Objectives
Analyzing cause-and-effect
relationships. (SE)
Connecting to personal experience. (TE)
Making generalizations. (TE)
Activating prior knowledge. (TE)
189
Before You Read
Before You Read
Focus
Pericles’ Funeral Oration
Bellringer Options
Meet Thucydides
Ancient Greece
(c. 460–c. 404 ..)
Daily Language Practice
Transparency 30
Or ask: What do you think is
a fitting tribute to those who
have died in service of their
country? Find out if students
think national monuments,
days of observance, speeches,
or other tributes are suitable
remembrances.
O
ne of the greatest historians of the
Western world was also one of the
first—Thucydides (thō̄ ̄ō sidə dēź).
Little is known about his life; even the dates of
his birth and death must be inferred from references in his writing. He was likely born in or
near Athens to a wealthy, upper-class family. In
424 b.c., Thucydides was elected one of the ten
strategoi, or high-ranking military leaders,
of the year. He was put in command of the
Athenian fleet based in the northern Aegean
Sea. His responsibility was to defend the city of
Amphipolis. When the Spartans captured the
city, Thucydides was sent into exile. He
returned to Athens after the war ended and is
believed to have died shortly thereafter.
Language History
Strategy Tell students that the
English word “strategy” has its
origin in the Greek term strategos
(the singular of strategoi). In
ancient Greece, a strategos was
the elected leader of a military
regiment. Nowadays, the word
“strategy” refers to skillful, warlike
planning used to obtain a goal. Ask
students what the term strategoi,
as described in the text, has in
common with the previously
mentioned definition of the word
“strategy.” (Both are related to
warfare.)
“I shall be content if [the History
of the Peloponnesian War] is
judged useful by those inquirers who
desire an exact knowledge of the
past as an aid to the interpretation
of the future . . .”
—Thucydides from Book I,
History of the Peloponnesian War
His Life’s Work Thucydides’ History of the
Peloponnesian War, his life’s work, narrates the
conflict between Athens and Sparta in the fifth
century b.c. At that time Greece was a collection of city-states, each with its own government and sphere of influence. The struggle
320 U N IT 2
ended with the defeat of Athens in 404 b.c. and
the eclipse of Athenian civilization.
Thucydides, who began this work just before
431 b.c., told his readers he believed the war
would be “more worthy of relation than any
that had preceded it.” In his attempt to present
an accurate account, he interviewed participants and eyewitnesses from both sides, sifted
through statements others had made, and
presented his results in concise, chronological
order. He often reported the exact words of
significant political speeches, including Pericles’
funeral oration. Thucydides is celebrated as the
first historian to apply truly rigorous standards
of accuracy to his work.
Thucydides never completed the History: his
account stops abruptly more than six years
before the war ended. This abruptness has led to
speculation that he may have died suddenly—
and perhaps violently—a victim of social
upheaval after the war.
Literature Online
Author Search For more about Thucydides, go to
glencoe.com and enter QuickPass code GLW6053u2.
ANC I E NT GRE E C E
Erich Lessing/Art Resource, NY
Selection Skills
0320-0321_U2P1_845605.indd 320
Literary Elements
• Argument (SE pp. 321, 324–326, 329–331)
• Tone (SE p. 331)
Reading Skills
• Analyze Rhetorical Devices (SE pp. 321, 324,
327, 329, 332)
• Compare and Contrast Speeches (TE p. 324)
• Connect (TE p. 330)
320
12/4/07 11:16:00 AM
Pericles’ Funeral
Oration
Vocabulary Skills
• Analogies (SE pp. 332)
• Word Origins (TE p. 321)
Speaking /Listening/Viewing Skills
• Deliver a Speech (SE p. 332)
• Analyze Art (SE p. 327)
Writing Skills/Grammar
• Historical Analysis (TE p. 326)
Before You Read
Learning Objectives
Literature and Reading Preview
For pages 320–332
Connect to the Speech
Why do some speeches continue to inspire people through
the ages? Write a journal entry in which you describe the
qualities of a memorable speech you have heard or read.
The most powerful city-state in Greece in the fifth century ..
was Athens. The enduring achievements of Athens owe much
to the leadership of Pericles, who was elected more than
fifteen times to the office of general. Shortly after the outbreak
of the war with Sparta in 431 .., Pericles delivered this
eulogy to honor those slain in battle.
Set Purposes for Reading
The Heroic Ideal
Argument
Argument is a type of persuasive writing or speaking in which
reason is used to influence ideas or actions. Pericles includes
several arguments in his eulogy to the Athenian war dead. As
you read, ask yourself, What is his purpose for including them?
Reading Strategy
Analyze Rhetorical Devices
Rhetoric is the art of using language to present facts and
ideas to persuade an audience. Rhetorical devices are
techniques speakers and authors use to evoke an emotional
response in the audience. Rhetorical devices include the use of
repetition, connotative words, parallelism, and emotional appeals.
Tip: Take Notes In a chart like the one below, identify
examples of rhetorical devices as you read the eulogy.
Example
the words “honor,”
“courage,” and
“valiant/valiantly”
Rhetorical Devices
Connotative words
and repetition
Literary Study: Analyzing
argument.
Summary
In this selection, Thucydides, a
Greek historian and general, is
reporting the speech the great
Greek statesman and general,
Pericles gave at the annual public
funeral held in 431 .. Pericles
lauds the greatness of Athens,
praises the honor and bravery
of the dead soldiers, and offers
comfort to the bereaved and
advice to his listeners on ways to
maintain Athens’s greatness.
Listening and Speaking:
Delivering a speech.
Vocabulary
As you read, notice how Pericles’ eulogy reflects the heroic
ideal of the ancient Greeks. Ask yourself, What qualities does
Pericles consider heroic?
Literary Element
Focus
Reading: Analyzing rhetorical
devices.
Build Background
Big Idea
In studying this text, you will
focus on the following
objectives:
incredulous (in krejə ləs) adj.
doubting; skeptical; p. 323 The
incredulous crowd doubted the
speaker’s foolish claims.
versatility (vuŕsə tilə tē) n.
ability to do many things well;
p. 326 The athlete showed versatility
by excelling in several sports.
For summaries in languages other
than English, see Unit 2 Teaching
Resource Book, pp. 110–115.
tangible (tanjə bəl) adj. real;
actual; definite; p. 326 The guard
saw tangible evidence of damage.
consummation (końsə mā
shən) n. end; completion; p. 327
The author’s consummation of his
life’s work was a trilogy of novels.
Vocabulary
SMALL GROUP
commiserate (kə mizə rāt́) v.
sympathize with; pity; p. 329 I
can commiserate with you during
this difficult time.
Purpose
To reinforce the idea
of Athenian nobility
and the justness of
its cause
THUCYDIDES
321
English Learners
DI F F ER ENTIATED I N STR UCTION
0320-0321_U2P1_845605.indd 321
Advanced Students learning English
might find this selection’s vocabulary words
intimidating or difficult to remember.
Have them look up the vocabulary words
in a thesaurus and write down several
synonyms for each word, perhaps choosing
shorter or more common words with which
they feel more comfortable.
Instruct them to choose one synonym of
each vocabulary word and then use the
11/17/07 11:00:11 AM
synonym in a sentence. Then pair students
together and instruct them to read their
sentences aloud to one another. When
they feel comfortable with these synonyms,
have them insert the selection’s vocabulary
words into the sentences in place of
their synonyms, making any adjustments
necessary to make them fit. Then have
students read the sentences with the
vocabulary words aloud to one another.
Word Origins
Divide students into
groups of five, with each student
responsible for one vocabulary
word. Instruct students to research
their word’s etymology, or origins.
Have each student write down
three statements about the origin
of his or her word; one of the
statements should be the real one,
and the other two should be
invented. Then have each student
share his or her statements within
the small group, with the other
students in the group writing down
guesses as to which statement
contains the word’s true origins.
When all the other group members
have recorded their guesses, have
the student who wrote the three
statements reveal which is correct.
For additional vocabulary practice,
see Unit 2 Teaching Resource
Book, p. 118.
321
Teach
Reading Strategy
1
Question Thucydides states
that the bones of the dead soldiers
from each tribe were buried in one
coffin. Do you think this practice
honors the dead more than having
an individual burial would?
ADVANCED Ask advanced learners
what this practice tells them
about ancient Athenian values.
(Athenians value good citizenship
and membership to the tribe more
than they value individuality.)
Interactive Read and Write
Other options for teaching this
selection can be found in
Interactive Read and Write for
On-Level Learners.
Combat scene, 560-550 BC. Cleimachos. Black-figured hydria. Louvre, Paris.
Pericles’
FUNERAL ORATION
Readability Scores
Dale-Chall: 8
DRP: 59
Lexile: 1240
from History of the Peloponnesian War
Thucydides
Translated by Rex Warner
Erich Lessing/Art Resource, NY
Speaking Practice
0322-0330_U2P1_SEL_845605.indd 322
Deliver a Speech In this selection,
Pericles delivers a speech honoring
those slain in battle. Have students
prepare and deliver their own short (one
to two minute) orations. In this case,
however, have the students choose
subjects which would not normally be
honored publicly. Perhaps they might
choose to praise Bobby “Boris” Pickett,
singer of the song “Monster Mash”; exalt
the city of Cork, Ireland, and its world
322
record for the largest Irish dance; or
laud London’s Ken Edwards, who ate
36 cockroaches in one minute in 2001.
Tell students to try to persuade their
audience of their subject’s greatness by
citing specific examples, using rhetorical
devices, and employing heightened
language. They can also incorporate
multimedia, such as photographs,
in-class demonstrations, or audio and
video aids. Be sure to tell them to use
12/5/07 11:11:49 AM
appropriate eye contact, body language,
and vocal inflections when giving their
speeches.
I
1
n the same winter the Athenians,
following their annual custom, gave a
public funeral for those who had been
the first to die in the war. These funerals are
held in the following way: two days before
the ceremony the bones of the fallen are
brought and put in a tent which has been
erected, and people make whatever offerings
they wish to their own dead. Then there is
a funeral procession in which coffins of
cypress wood are carried on wagons. There
is one coffin for each tribe, which contains
the bones of members of that tribe. One
empty bier 1 is decorated and carried in the
procession: this is for the missing, whose
bodies could not be recovered. Everyone
who wishes to, both citizens and foreigners,
can join in the procession, and the women
who are related to the dead are there to
make their laments at the tomb. The bones
are laid in the public burial-place, which is
in the most beautiful quarter outside the
city walls. Here the Athenians always bury
those who have fallen in war. The only
exception is those who died at Marathon, 2
who, because their achievement was
considered absolutely outstanding, were
buried on the battlefield itself.
When the bones have been laid in the
earth, a man chosen by the city for his
intellectual gifts and for his general reputation makes an appropriate speech in praise
of the dead, and after the speech all depart.
This is the procedure at these burials, and
all through the war, when the time came to
do so, the Athenians followed this ancient
custom. Now, at the burial of those who
1. Here, bier means “coffin.”
2. Marathon was the site of the Greek victory over the
Persians in 490 .., after which a Greek runner ran from
the battlefield to Athens (about 26 miles) to bring news
of the victory.
2
The Heroic Ideal How do Athenian burial customs
reflect the heroic ideal?
Big Idea
2
The Heroic Ideal
Answer: The ancient Greeks
believed their fallen heroes
possessed the attributes of the
heroic ideal. The elaborate funeral
rites served as a tribute to their
everlasting glory.
ENGLISH LEAR N ERS Ask English
learners if the cultures they come
from have any particular practices
to honor heroes who have died.
Have students tell the class about
their cultures’ practices regarding
honoring heroes.
For an audio recording of this
selection, use Listening Library
Audio CD-ROM.
3. Xanthippus (zan thi pēs) was a Greek statesman from an
established Athenian family.
Learning Objectives
Deliver a speech. (TE)
Question. (TE)
Vocabulary
incredulous (in krej ə ləs) adj. doubting; skeptical
323
THUCYDIDES
English Learners
Advanced Learners/Pre-AP
DI F F ER ENTIATED I N STR U CTION
DI F F ER ENTIATED I N ST R U CTION
Advanced Some students may have
difficulties delivering a speech in English.
If students find this challenging, pair them
up with more advanced English learners
or native English speakers and have
them work one-on-one to become more
comfortable giving their speeches. You can
have the more advanced students take
notes on pronunciation while their partners
rehearse.
Give a Historical Speech Advanced
learners might want to select historical
subjects for their speeches. Have them
research and perform speeches about
figures and moments in history which are
not ordinarily viewed as worthy of praise,
such as astronomer James Challis, who
0322-0330_U2P1_SEL_845605.indd 323
Teach
were the first to fall in the war Pericles, the
son of Xanthippus, 3 was chosen to make
the speech. When the moment arrived, he
came forward from the tomb and, standing
on a high platform, so that he might be
heard by as many people as possible in the
crowd, he spoke as follows:
“Many of those who have spoken here
in the past have praised the institution of
this speech at the close of our ceremony.
It seemed to them a mark of honor to our
soldiers who have fallen in war that a
speech should be made over them. I do not
agree. These men have shown themselves
valiant in action, and it would be enough,
I think, for their glories to be proclaimed in
action, as you have just seen it done at this
funeral organized by the state. Our belief
in the courage and manliness of so many
should not be hazarded on the goodness
or badness of one man’s speech. Then it is
not easy to speak with a proper sense of
balance, when a man’s listeners find it
difficult to believe in the truth of what one
is saying. The man who knows the facts
and loves the dead may well think that an
oration tells less than what he knows and
what he would like to hear: others who do
not know so much may feel envy for the
dead, and think the orator over-praises
them, when he speaks of exploits that are
beyond their own capacities. Praise of other
people is tolerable only up to a certain
point, the point where one still believes
that one could do oneself some of the
things one is hearing about. Once you
get beyond this point, you will find
people becoming jealous and incredulous.
4/15/08 7:17:58 PM
is famous because he failed to discover
Neptune due to laziness, or the Ford Edsel,
a famous automotive failure. They might
want to interview someone of another
generation to generate ideas for topics.
Advise them to employ irony in the praise
of their subjects.
323
Teach
Literary Element
Our constitution is called a democracy because power is in the hands
not of a minority but of the whole people.
1
Argument Answer:
He
would prefer that actions, not
words, pay tribute to the courage
of the heroic warriors.
Reading Strategy
However, the fact is that this institution
was set up and approved by our forefathers,
and it is my duty to follow the tradition
and do my best to meet the wishes and the
expectations of every one of you.
‘I shall begin by speaking about our
ancestors, since it is only right and proper
on such an occasion to pay them the honor
of recalling what they did. In this land of
ours there have always been the same people living from generation to generation up
till now, and they, by their courage and their
virtues, have handed it on to us, a free
country. They certainly deserve our praise.
Even more so do our fathers deserve it. For
to the inheritance they had received they
added all the empire we have now, and it
was not without blood and toil that they
handed it down to us of the present generation. And then we ourselves, assembled here
today, who are mostly in the prime of life,
have, in most directions, added to the power
of our empire and have organized our State
in such a way that it is perfectly well able
to look after itself both in peace and in war.
‘I have no wish to make a long speech on
subjects familiar to you all: so I shall say
nothing about the warlike deeds by which
we acquired our power or the battles in
which we or our fathers gallantly 4 resisted
2
Analyze Rhetorical
Devices Answer: He
compliments them for their
courage and virtues, which have
kept Athens free.
Literary Element
3
Argument Answer:
Power
is in the hands of all the people,
not just a privileged minority. All
citizens are equal under the law
and free to hold office regardless
of social class.
AP P ROACH I NG For approaching
level students, ask how the political
structure of Athens, as Pericles
describes it, is similar to that of the
United States.
4. Gallantly means “nobly or bravely.”
1
2
Argument Why is Pericles reluctant to deliver the funeral
our enemies, Greek or foreign. What I
want to do is, in the first place, to discuss
the spirit in which we faced our trials and
also our constitution and the way of life
which has made us great. After that I shall
speak in praise of the dead, believing that
this kind of speech is not inappropriate to
the present occasion, and that this whole
assembly, of citizens and foreigners, may
listen to it with advantage.
‘Let me say that our system of government does not copy the institutions of our
neighbors. It is more the case of our being a
model to others, than of our imitating anyone else. Our constitution is called a
democracy because power is in the hands
not of a minority but of the whole people.
When it is a question of settling private
disputes, everyone is equal before the law;
when it is a question of putting one person
before another in positions of public
responsibility, what counts is not membership of a particular class, but the actual
ability which the man possesses. No one, so
long as he has it in him to be of service to
the state, is kept in political obscurity
because of poverty. And, just as our political life is free and open, so is our day-to-day
life in our relations with each other. We do
not get into a state with our next-door
neighbor if he enjoys himself in his own
way, nor do we give him the kind of black
looks which, though they do no real harm,
still do hurt people’s feelings. We are free
oration?
Analyze Rhetorical Devices How does Pericles appeal
to his audience in this passage?
324 U N IT 2
Argument What reasons support the claim that the
Athenian government is a model to others?
3
ANC I E NT GRE E C E
Reading Practice
0322-0330_U2P1_SEL_845605.indd 324
Compare and Contrast Speeches
Have students find the text of another
historical eulogy. Instruct them to read
the speech they have chosen and make
a two-column chart comparing and
contrasting it to “Pericles’ Funeral Oration,”
shown here. They should use the chart
below as a model. Tell them to look with
care at the rhetorical devices, diction, and
tone the speakers use.
324
11/17/07 12:34:07 PM
Similarities to Pericles’
Funeral Oration
Differences from Pericles’
Funeral Oration
and tolerant in our private lives; but in
public affairs we keep to the law. This is
because it commands our deep respect.
‘We give our obedience to those whom
we put in positions of authority, and we
obey the laws themselves, especially those
which are for the protection of the
oppressed, and those unwritten laws which
it is an acknowledged shame to break.
‘And here is another point. When our
work is over, we are in a position to enjoy
all kinds of recreation for our spirits. There
are various kinds of contests and sacrifices
regularly throughout the year; in our own
homes we find a beauty and a good taste
which delight us every day and which drive
away our cares. Then the greatness of our
city brings it about that all the good things
from all over the world flow in to us, so
that to us it seems just as natural to enjoy
foreign goods as our own local products.
‘Then there is a great difference between
us and our opponents, in our attitude
towards military security. Here are some
examples: Our city is open to the world,
and we have no periodical deportations in
order to prevent people observing or finding out secrets which might be of military
advantage to the enemy. This is because we
rely, not on secret weapons, but on our own
real courage and loyalty. There is a difference, too, in our educational systems. The
Spartans, from their earliest boyhood, are
submitted to the most laborious training in
courage; we pass our lives without all these
restrictions, and yet are just as ready to face
the same dangers as they are. Here is a
proof of this: When the Spartans invade
our land, they do not come by themselves,
but bring all their allies with them; whereas
we, when we launch an attack abroad, do
the job by ourselves, and, though fighting
on foreign soil, do not often fail to defeat
opponents who are fighting for their own
Argument Reread this paragraph. Why does Pericles
Literary Element
4
Argument Answer:
No one
can be deported from Athens
lest he reveal military secrets.
Athenians value courage more
than secret weapons. Their
courage is natural rather than
induced by rigorous training.
Cultural History
Athena Athens is named after
Athena, Greek goddess of reason
and war. In contrast to the brutal
Ares, the other Greek god of war,
Athena was representative of
intellectual, civilized, skillful warfare.
In peacetime, she was thought
of as a goddess of skilled crafts,
such as weaving and spinning. Ask
students if this portrait of the city’s
patron goddess fits or does not
fit with the portrait of Athens that
Pericles paints in his speech.
Learning Objectives
Analyzing argument. (SE)
Comparing and contrast speeches.
(TE)
4
consider Athens better militarily than other city-states?
THUCYDIDES
325
Approaching Level
Advanced Learners/Pre-AP
DI F F ER ENTIATED I N STR U CTION
DI F F ER ENTIATED I N ST R U CTION
Clarify Meaning Some students might
have difficulties following the meaning of
Pericles’ speech. If so, instruct them to
reread the speech aloud slowly. Each time
they identify a point, they should write it
down in their own words as an item in a
bulleted list. When finished, they can look
back at the list they have made and review
the main points of Pericles’ speech to
clarify its meaning.
Present an Oral Report Have
advanced students research the
background of the Peloponnesian War.
They may use the Internet but should
also go to a library to find information
about the conflict. You can also assign
them more specific topics within the
larger subject of the war if you wish. Then
have students present an oral report to
the class about their findings. Urge them
0322-0330_U2P1_SEL_845605.indd 325
Teach
hearths and homes. As a matter of fact none
of our enemies has ever yet been confronted
with our total strength, because we have to
divide our attention between our navy and
the many missions on which our troops are
sent on land. Yet, if our enemies engage a
detachment of our forces and defeat it, they
give themselves credit for having thrown
back our entire army; or, if they lose, they
claim that they were beaten by us in full
strength. There are certain advantages, I
think, in our way of meeting danger voluntarily, with an easy mind, instead of with a
laborious training, with natural rather than
with state-induced courage. We do not have
to spend our time practicing to meet sufferings which are still in the future; and when
they are actually upon us we show ourselves
just as brave as these others who are always
in strict training. This is one point in
which, I think, our city deserves to be
admired. There are also others:
‘Our love of what is beautiful does not
lead to extravagance; our love of the things
of the mind does not make us soft. We
regard wealth as something to be properly
used, rather than as something to boast
about. As for poverty, no one need be
ashamed to admit it: the real shame is in
not taking practical measures to escape
from it. Here each individual is interested
not only in his own affairs but in the affairs
of the state as well: even those who are
mostly occupied with their own business
are extremely well-informed on general politics—this is a peculiarity of ours: we do not
say that a man who takes no interest in politics is a man who minds his own business;
we say that he has no business here at all.
We Athenians, in our own persons, take our
decisions on policy or submit them to proper
11/17/07 12:34:13 PM
to use appropriate body language, eye
contact, and tone of voice, as well as to
include visual aids in their presentations.
Knowing more about the historical context
surrounding Pericles’ oration will give the
entire class a greater understanding of the
selection.
325
Teach
Big Idea
discussions: for we do not think that there is
an incompatibility between words and
deeds; the worst thing is to rush into action
before the consequences have been properly
debated. And this is another point where we
differ from other people. We are capable at
the same time of taking risks and of estimating them beforehand. Others are brave out
of ignorance; and, when they stop to think,
they begin to fear. But the man who can
most truly be accounted brave is he who
best knows the meaning of what is sweet in
life and of what is terrible, and then goes
out undeterred to meet what is to come.
‘Again, in questions of general good feeling there is a great contrast between us and
most other people. We make friends by
doing good to others, not by receiving good
from them. This makes our friendship all
the more reliable, since we want to keep
alive the gratitude of those who are in our
debt by showing continued goodwill to
them: whereas the feelings of one who owes
us something lack the same enthusiasm,
since he knows that, when he repays our
kindness, it will be more like paying back a
debt than giving something spontaneously.
We are unique in this. When we do kindnesses to others, we do not do them out of
any calculations of profit or loss: we do
them without afterthought, relying on our
free liberality. Taking everything together
then, I declare that our city is an education
to Greece, and I declare that in my opinion
each single one of our citizens, in all the
manifold 5 aspects of life, is able to show
himself the rightful lord and owner of his
1
The Heroic Ideal
Answer: True heroism is the
courage to take risks while fully
aware of the danger involved.
ADVANCED Ask advanced
students to cite examples they
have previously encountered—
from history, literature, or
contemporary culture—of this kind
of courage.
Literary Element
2
Argument Answer:
Athens is
the only city that does good deeds
to other cities and nations without
expecting anything in return.
Literary Element
3
Argument Answer:
Pericles
implies Athenians owe it to the
memory of those who have
courageously fought to protect
the city.
own person, and do this, moreover, with
exceptional grace and exceptional versatility. And to show that this is no empty
boasting for the present occasion, but real
tangible fact, you have only to consider the
power which our city possesses and which
has been won by those very qualities which
I have mentioned. Athens, alone of the
states we know, comes to her testing time
in a greatness that surpasses what was imagined of her. In her case, and in her case
alone, no invading enemy is ashamed at
being defeated, and no subject can complain of being governed by people unfit for
their responsibilities. Mighty indeed are the
marks and monuments of our empire which
we have left. Future ages will wonder at us,
as the present age wonders at us now. We
do not need the praises of a Homer, or of
anyone else whose words may delight us for
the moment, but whose estimation of facts
will fall short of what is really true. For our
adventurous spirit has forced an entry into
every sea and into every land; and everywhere we have left behind us everlasting
memorials of good done to our friends or
suffering inflicted on our enemies.
‘This, then, is the kind of city for which
these men, who could not bear the thought
of losing her, nobly fought and nobly died.
It is only natural that every one of us who
survive them should be willing to undergo
hardships in her service. And it was for this
reason that I have spoken at such length
about our city, because I wanted to make it
clear that for us there is more at stake than
Argument Why should Athenians be willing to sacrifice
5. Manifold means “of many kinds or parts; many
and various.”
for Athens?
1
The Heroic Ideal What does Pericles consider
Vocabulary
2
Argument According to Pericles, why is Athens “an
true heroism?
education to Greece”?
326 U N IT 2
3
versatility (vuŕ sə til ə tē) n. ability to do many
things well
tangible (tan jə bəl) adj. real; actual; definite
ANC I E NT GRE E C E
Writing Practice
0322-0330_U2P1_SEL_845605.indd 326
Historical Analysis Explain that
literature has much to teach readers about
not only human nature but also history.
Analyzing the historical underpinnings of a
work can enhance readers’ understanding
of both the work and the culture from
which it sprang.
326
Ask students to write expository essays
in which they explain what the selection
teaches about Athenian values and
leadership. Encourage students to further
discuss the positives and negatives they
see in ancient Athenian culture.
4/15/08 7:18:17 PM
Teach
Reading Strategy
4
Analyze Rhetorical
Devices Answer: Pericles
echoes the idea that speaking
about the courage of the fallen
warriors is not sufficient. This
repetition reinforces an important
theme of his eulogy: Athenians
must support the war against
Sparta through action, not just
words.
ADVANCED Ask advanced
students how they react to Pericles’
using his speech to make the point
that words are ineffectual. (The
students will probably find the
statement ironic.)
Combat scene, 5th century BC. Marble relief. British Museum, London.
Why do you think the soldiers in this relief are taking the man on the horse away? How does their action reflect
Pericles’ view on Athenians?
there is for others who lack our advantages;
also I wanted my words of praise for the
dead to be set in the bright light of evidence. And now the most important of
these words has been spoken. I have sung
the praises of our city; but it was the courage and gallantry of these men, and of
people like them, which made her splendid.
Nor would you find it true in the case of
many of the Greeks, as it is true of them,
that no words can do more than justice to
their deeds.
4
Analyze Rhetorical Devices What idea, introduced at
the beginning of the speech, does Pericles echo here?
What purpose might this repetition serve?
‘To me it seems that the consummation
which has overtaken these men shows us
the meaning of manliness in its first revelation and in its final proof. Some of them, no
doubt, had their faults; but what we ought
to remember first is their gallant conduct
against the enemy in defence of their native
land. They have blotted out evil with good,
and done more service to the commonwealth than they ever did harm in their private lives. No one of these men weakened
because he wanted to go on enjoying his
wealth: no one put off the awful day in the
Vocabulary
consummation (końsə māshən) n. end; completion
THUCYDIDES
English Learners
DI F F ER ENTIATED I N STR U CTION
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Advanced In his speech, Pericles speaks
persuasively to the Romans about their
responsibilities as citizens. Have students
learning English write a paragraph-long
journal entry about the responsibilities that
come with one of the roles they take on
in life. For example, they might write about
their responsibilities as a student, friend, or
family member. They should write several
sentences about the duties and obligations
Answer: The soldier on the horse
is probably dead. Pericles touts the
honor of the Athenians; carrying
away a dead soldier in battle is an
honorable action.
Learning Objectives
Analyzing argument. (SE)
Analyzing rhetorical devices. (SE)
Analyzing art. (SE)
Writing an elegy. (TE)
327
INTERFOTO Pressebildagentur/Alamy Images
12/4/07 11:17:07 AM
that come with that role. Write this sentence
frame on the board and tell students they
can start their entries with it:
As a
, I have many
responsibilities.
327
Teach
Literary Element
1
Personification
Ask: What
literary technique does Pericles
use here in his representation of
Athens? (Personification)
ENGLISH LEAR N ERS Ask English
learners to point out which words
in this statement show that Pericles
is referring to Athens as a woman.
(“she,” “her”)
This helmet was made in the
ancient region of Thrace, which
existed in the modern area of the
southeastern Balkans. Thracians
were known as excellent warriors,
but frequent political problems
stopped them from becoming a
powerful region. Ask: Why might
a helmet have engraved figures
and designs on it? (Students
might say that the designs and
figures represent things that were
important to the culture.)
Helmet, 4th century BC. Greek school. Silver with repousse, chased and engraved decoration. The Detroit Institute of Arts, MI.
328 U N IT 2
ANC I E NT GRE E C E
The Detroit Institute of Arts, Founders Society Purchase/Bridgeman Art Library
Viewing Practice
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Analyze Persuasive Techniques
Point out to students that many
television shows and radio programs
feature examples of speakers employing
arguments. Examples of such shows
include courtroom dramas, talk shows,
political debates, and news programs. In
these shows, a speaker or group tries to
persuade the audience of their proposition
or point of view.
328
Have students watch and analyze a
discussion on a television news show
in which panelists try to persuade their
audience of something. Tell students to
take notes on the persuasive techniques,
reasoning, and proof that the panelists
use to argue their viewpoints. Then invite
students to share their observations and
analyses of the discussion with the class.
12/4/07 11:17:37 AM
hope that he might live to escape his poverty and grow rich. More to be desired than
such things, they chose to check the
enemy’s pride. This, to them, was a risk
most glorious, and they accepted it, willing
to strike down the enemy and relinquish
everything else. As for success or failure,
they left that in the doubtful hands of Hope,
and when the reality of battle was before
their faces, they put their trust in their own
selves. In the fighting, they thought it more
honorable to stand their ground and suffer
death than to give in and save their lives.
So they fled from the reproaches of men,
abiding with life and limb the brunt of battle; and, in a small moment of time, the
climax of their lives, a culmination of glory,
not of fear, were swept away from us.
‘So and such they were, these men—
worthy of their city. We who remain behind
may hope to be spared their fate, but must
resolve to keep the same daring spirit against
the foe. It is not simply a question of estimating the advantages in theory. I could tell
you a long story (and you know it as well as
I do) about what is to be gained by beating
the enemy back. What I would prefer is that
you should fix your eyes every day on the
greatness of Athens as she really is, and
should fall in love with her. When you realize her greatness, then reflect that what
made her great was men with a spirit of
adventure, men who knew their duty, men
who were ashamed to fall below a certain
standard. If they ever failed in an enterprise,
they made up their minds that at any rate
the city should not find their courage lacking to her, and they gave to her the best
contribution that they could. They gave her
their lives, to her and to all of us, and for
Argument What reason does Pericles give for insisting
the Athenians continue to be courageous in the war?
2
Analyze Rhetorical Devices In this passage, Pericles
uses connotation as a rhetorical device. What does the
phrase “culmination of glory” suggest to you?
DI F F ER ENTIATED I N STR U CTION
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Write an Interior Monologue Instruct
advanced learners to reread the speech,
imagining themselves to be someone
attending the funeral, listening to the
speech at the time it was originally given.
This character should be personally
connected to the events of the day;
perhaps the character might be the parent,
spouse, or child of one of the soldiers
Pericles honors in his eulogy. Then have
Reading Strategy
2
Analyze Rhetorical
Devices Answer: The phrase
“culmination of glory” suggests the
pinnacle of honor.
Literary Element
3
Argument Answer:
He says
it would be humiliating not to
be courageous, an indication of
cowardice and lack of patriotism.
3
Vocabulary
commiserate (kə miz ə rāt́) v. sympathize with; pity
THUCYDIDES
Advanced Learners/Pre-AP
Teach
their own selves
missing Image
they won praises
U02-313P-845605
that never grow old,
the most splendid of
sepulchres—not the
sepulchre in which
their bodies are laid,
but where their
Visual Vocabulary
glory remains eterA sepulchre (also spelled
nal in men’s minds,
sepulcher) is a structure that
holds human remains or
always there on the
right occasion to stir sacred relics. The word also
means “tomb” or “grave.”
others to speech or
to action. For
famous men have the whole earth as their
memorial: it is not only the inscriptions on
their graves in their own country that mark
them out; no, in foreign lands also, not in
any visible form but in people’s hearts, their
memory abides and grows. It is for you to try
to be like them. Make up your minds that
happiness depends on being free, and freedom depends on being courageous. Let there
be no relaxation in face of the perils of the
war. The people who have most excuse for
despising death are not the wretched and
unfortunate, who have no hope of doing
well for themselves, but those who run the
risk of a complete reversal in their lives, and
who would feel the difference most
intensely, if things went wrong for them.
Any intelligent man would find a humiliation caused by his own slackness more painful to bear than death, when death comes to
him unperceived, in battle, and in the confidence of his patriotism.
‘For these reasons I shall not commiserate with those parents of the dead, who are
Learning Objectives
Analyzing rhetorical devices. (SE)
Analyzing argument. (SE)
Analyzing personification. (TE)
Analyzing persuasive techniques. (TE)
329
Vanni/Art Resource, NY
12/4/07 11:17:51 AM
students write a paragraph or two depicting
their character’s interior monologue while
listening to the speech. Are they inspired
by it? Appalled? Grief-stricken? Make
sure students include their characters’
emotional states in the monologue as well
as direct references to Pericles’ speech.
329
Teach
Reading Strategy
When one is alive, one is always liable to the jealousy of one’s competitors,
but when one is out of the way, the honor one receives is
sincere and unchallenged.
1
Respond to Argument
Ask students how they feel about
Pericles’ argument here. Do they
think a politician would make a
statement like this in a public
speech today?
ADVANCED Ask advanced
students what this statement
shows them about gender roles
in ancient Greece. (Women were
thought of as being inferior to men.)
Literary Element
present here. Instead I shall try to comfort
them. They are well aware that they have
grown up in a world where there are many
changes and chances. But this is good fortune—for men to end their lives with
honor, as these have done, and for you honorably to lament them: their life was set to
a measure where death and happiness went
hand in hand. I know that it is difficult to
convince you of this. When you see other
people happy you will often be reminded of
what used to make you happy too. One does
not feel sad at not having some good thing
which is outside one’s experience: real grief
is felt at the loss of something which one is
used to. All the same, those of you who are
of the right age must bear up and take comfort in the thought of having more children.
In your own homes these new children will
prevent you from brooding over those who
are no more, and they will be a help to the
city, too, both in filling the empty places,
and in assuring her security. For it is impossible for a man to put forward fair and honest views about our affairs if he has not, like
everyone else, children whose lives may be
at stake. As for those of you who are now
too old to have children, I would ask you to
count as gain the greater part of your life, in
which you have been happy, and remember
that what remains is not long, and let your
hearts be lifted up at the thought of the fair
fame of the dead. One’s sense of honor is
the only thing that does not grow old, and
the last pleasure, when one is worn out with
age, is not, as the poet said, making money,
but having the respect of one’s fellow men.
2
Argument Answer:
Pericles’
argument is convincing. He argues
that the sons and brothers of
the fallen warriors will always be
considered less heroic because
the dead invariably receive more
honor than do the living. He
uses a general truth to explain a
specific circumstance.
330 U N IT 2
‘As for those of you here who are sons or
brothers of the dead, I can see a hard struggle in front of you. Everyone always speaks
well of the dead, and, even if you rise to
the greatest heights of heroism, it will be a
hard thing for you to get the reputation of
having come near, let alone equalled, their
standard. When one is alive, one is always
liable 6 to the jealousy of one’s competitors,
but when one is out of the way, the honor
one receives is sincere and unchallenged.
‘Perhaps I should say a word or two on
the duties of women to those among you
who are now widowed. I can say all I have
to say in a short word of advice. Your great
glory is not to be inferior to what God has
made you, and the greatest glory of a
woman is to be least talked about by men,
whether they are praising you or criticizing 1
you. I have now, as the law demanded, said
what I had to say. For the time being our
offerings to the dead have been made, and
for the future their children will be supported at the public expense by the city,
until they come of age. This is the crown
and prize which she offers, both to the dead
and to their children, for the ordeals which
they have faced. Where the rewards of valor
are the greatest, there you will find also the
best and bravest spirits among the people.
And now, when you have mourned for your
dear ones, you must depart.’ m
6. Liable means “subject to the possibility; susceptible.”
Argument Is Pericles’ argument here convincing? Explain.
2
ANC I E NT GRE E C E
Reading Practice
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Connect Connecting personally to the
selection will help students become more
involved in the reading of it. Ask students
to close their eyes and imagine that they
are in the crowd listening to Pericles’
eulogy. Read Tacitus’ introduction to the
330
speech aloud so that they can visualize
the setting. Then ask them how they
would feel hearing this speech if they
were a family member of the departed.
Would Pericles’ words comfort or anger
them?
11/17/07 12:35:00 PM
After You Read
After You Read
Assess
Respond and Think Critically
by Pericles, how might the Athenian lifestyle
be regarded as an example of this ideal? Cite
several examples from the speech.
Respond and Interpret
1. What passages in this speech impressed you
most, and why?
2. (a)Why does Pericles disapprove of the custom
of giving a solemn public speech to honor the
Athenian war dead? (b)According to Pericles,
why do these dead possess the grandest of
all sepulchres?
3. (a)How do the Athenians and Spartans differ in
their military training? (b)Why do you think
Pericles emphasizes these differences?
4. (a)What is the Athenian attitude toward
wealth and poverty? (b)Toward participation in
public life?
Analyze and Evaluate
5. Ancient Greek culture often promoted the ideal
of the “golden mean,” referring to moderation
and balance in all aspects of life. As described
Literary Element
Argument
SAT Skills Practice
According to Pericles, which of the following elements make Athenian society and culture superior?
(A) Athenian government, lifestyle, education, lack
of militarism, and philosophy
(B) Athenian government, lifestyle, education, and
lack of militarism
(C) Athenian government, lifestyle, education, and
architecture
(D) Athenian lifestyle, education, and lack of
militarism
(E)
6. What do Pericles’ comments on the women
and children in the audience suggest about
family life in ancient Athens?
7. Why does Pericles devote so much space in his
speech to describing the virtues of Athenians
and their city? Explain.
Connect
8.
Big Idea The Heroic Ideal How does
Pericles’ description of courage and honor
illustrate the ancient Greek concept of the
heroic ideal?
9. Connect to Today How would you
compare Pericles’ description of Athenian
democracy with American democratic
government today? Explain.
Can students analyze
argument?
5. He points out that Athenians
balance work with play, love
beauty without extravagance,
and cultivate both the mind and
the body.
6. Families mourned the loss
of loved ones, but it was the
city-state that took financial
responsibility for the children of
the fallen soldiers.
7. Pericles wants to inspire pride,
patriotism, and self-sacrifice in
the audience.
8. The ancient Greeks believed
courage and honor went hand
in hand and that courage
entailed standing one’s ground
regardless of the consequences.
These are the qualities that
Pericles extols in the fallen
warriors.
9. Answers will vary. Students may
say interest in public affairs was
greater in ancient Athens than it
is in modern America.
If No ➔ See Unit 2 Teaching
Resources Book, p. 116.
Literary Element
Review: Tone
As you learned on page 25, tone is a reflection
of an author’s attitude toward his or her subject.
Tone may reflect a variety of attitudes, such as
sympathy, objectivity, seriousness, bitterness, or
humor. Several elements—including diction,
imagery, and figures of speech—help convey tone.
Partner Activity Meet with a partner to determine
Pericles’ tone toward Athens in his funeral oration.
Use a web like the one below to identify the
elements that help convey the tone.
Imagery
Diction
Athenian lifestyle, education, and athletics
Tone
Figures of Speech
THUCYDIDES
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Review: Tone
Pericles’ tone is one of love and respect.
Examples: “it is only right and proper on
such an occasion to pay them the honor”;
“the most splendid of sepulchres”; “bear
up and take comfort”
1. Answers will vary.
2. (a) The merit of the dead
should not depend on a
speech. (b) They live in people’s
minds everywhere.
3. (a) The Spartans toil in pursuit
of courage; the Athenians face
danger when it arises. (b) He
wants to belittle the enemy and
bolster Athenian confidence.
4. (a) Wealth is an opportunity
for achievement; poverty is not
degradation if there is an effort
to overcome it. (b) Participation
in public affairs is a duty for all
citizens.
331
11/17/07 12:53:41 PM
Progress Check
(B) is the correct answer. All the
others omit key factors and/or
include factors Pericles does not
mention.
331
After You Read
Assess
Reading Strategy
1. (a) valiant, gallant, gallantly (b)
honor, virtue, worthy, heroism,
glory, manliness, tolerant,
greatness
2. Key repeated words include
courage, honor, gallant, valiant,
heroism, and glory. A repeated
idea that is courage involves
standing one’s ground, or
pressing on, in the face of peril.
3. His references to the greatness
of Athenian ancestry, the
greatness of the city, and the
moral superiority of Athenians
appeal to the patriotism of his
audience, reinforcing his position
that Athenians have a duty to
support the war against Sparta.
Progress Check
Can students analyze
rhetorical devices?
If No ➔ See Unit 2 Teaching
Resources Book, p. 117.
Reading Strategy
Analyze Rhetorical
Devices
Rhetorical devices are techniques authors use to
manipulate language for effect or to evoke an
emotional response in the reader. Review the chart
you made on page 321 and then answer the
following questions.
1. (a)What synonyms for courage can you identify
in the oration? (b)What other words with highly
positive connotations does Pericles use to
describe Athenian character traits?
2. What examples of repetition (either of words or
ideas) can you find?
3. What emotional appeals does Pericles make?
Vocabulary Practice
Practice with Analogies Choose the word
that best completes each analogy. Use a
dictionary if you need help.
1. incredulous : trusting :: loyal :
a. faithful b. treacherous c. honorable
2. versatility : adaptability :: courage :
a. dependability b. ability
c. bravery
3. tangible : definite :: vague :
a. exact b. unclear c. solid
4. consummation : achievement ::
breakdown :
a. failure b. fulfillment c. completion
5. commiserate : ignore :: applaud :
a. acclaim b. question c. criticize
Academic Vocabulary
Pericles speaks of the intrinsic worth of Athens
in his funeral oration.
Intrinsic is an academic word. If people are
naturally gifted, their talents are said to be
intrinsic to their nature. Name a quality that is
intrinsic to all mammals.
For more on academic vocabulary, see pages
36–37 and R83–R85.
332 U N IT 2
Listening and Speaking
Speech
Assignment Pericles identifies Athenian values he
believes are worth fighting for—and, if necessary,
dying for. Write and deliver a speech on the values
you believe are important to our society.
Prepare Before drafting your speech, review the
chart you filled out on page 321 to identify the
rhetorical devices used in “Pericles’ Funeral
Oration.” Consider which devices you might use in
your speech. For example, you might decide to use
parallelism—a series of words, phrases, or
sentences that have similar grammatical form—
to link key ideas and make them memorable for
your audience.
Formulate a clear thesis with credible, valid, and
relevant evidence to support it. Develop an engaging introduction, convincing body paragraphs, and
an effective conclusion. Use transitions to weave
your ideas together. You may find it helpful to use
sentence frames as you draft your speech. For
example, your thesis might be stated as follows:
Though I agree that ____, I still maintain that ____.
Your body paragraphs may contain statements to
address counterarguments, such as the following:
While it is true that ____, that does not necessarily
mean that _____.
Create note cards and visual aids as needed to
support your presentation.
Deliver Make eye contact with your audience
when you give your speech. Speak loudly and
clearly so everyone can hear you. Maintain good
posture to reflect confidence and use gestures as
appropriate, such as when emphasizing a point.
Evaluate Write a paragraph evaluating your
speech. Refer to page 843 for a rubric to help with
your evaluation.
Literature Online
Selection Resources For Selection Quizzes, eFlashcards, and Reading-Writing Connection activities, go to
glencoe.com and enter QuickPass code GLW6053u2.
ANC I E NT GRE E C E
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11/17/07 12:53:48 PM
Vocabulary
Academic Vocabulary
Listening and Speaking
1. b 2. c 3. b 4. a 5. c
Answers will vary. Sample answer:
All mammals have hair or fur.
Students’ speeches should
• include a clear thesis supported by
evidence
• use rhetorical devices effectively
• address potential counterarguments
For additional selection assessment, see
Assessment Resources, pp. 79–80.
For grammar practice, see Unit 2 Teaching
Resources Book, p. 120.
332
Vocabulary Workshop
Dictionary Use
Learning Objectives
Vocabulary Workshop
In this workshop, you will
focus on the following
objective:
Dictionary Use
Vocabulary: Understanding
how to use a dictionary.
Focus
Literature Connection Sometimes you can skim over an unfamiliar
word as you read and still understand it. But at other times, the meaning of a passage hinges on the definition of a word. The sentence below
concludes a long paragraph in “Pericles’ Funeral Oration” by Thucydides.
“But the man who can most truly be accounted brave is he who
best knows the meaning of what is sweet in life and of what is
terrible, and then goes out undeterred to meet what is to come.”
Etymology
This sentence is clearly about bravery. But what does undeterred mean?
This is where readers reach for a dictionary.
Looking for a Word Looking up a word sometimes involves a little
detective work. For example, you will not find undeterred in the average
dictionary. But notice that undeterred begins with un-, meaning not, one
of the most common prefixes in English. Take away the prefix and the
-ed suffix and you are left with deter. Paring down the word led you to
its dictionary entry.
The Main Entry A main entry tells you far more about a word than its
definition. Here is what one dictionary says about deter.
entry word
broken into
syllables
part of speech
pronunciation
other tenses
definition
de·ter (di tur) –terred, –ter·ring. v.t. to discourage
or restrain from acting or proceeding, esp. by arousing
fear or doubt: The huge waves deterred him from going
swimming. [Latin dēterrēre to frighten from.]
example
–de·terment, n.
Etymology is the history and
origin of a word. Not all
print dictionaries contain
etymologies, but they are
often available in online
dictionaries.
Test-Taking Tip
Homographs are words that
are spelled the same but
have different etymologies
and meanings (e.g. sole,
meaning “alone,” and sole,
“a flat fish”). Homographs
have separate entries in a
dictionary and are marked
by small raised numbers
immediately before or after
the entry word.
sentence
inflected form
etymology
Practice Use the dictionary entry shown above to answer the
following questions.
3. What aspect of the definition does the example sentence
emphasize?
4. What word could you use in place of undeterred in the sentence
from “Pericles’ Funeral Oration” at the top of the page?
Literature Online
Vocabulary For more vocabulary practice, go to glencoe.com
and enter QuickPass code
GLW6053u2.
333
VO C ABUL ARY WO RKS HOP
English Learners
Advanced Learners/Pre-AP
DI F F ER ENTIATED I N STR U CTION
DI F F ER ENTIATED I N ST R U CTION
Intermediate It may be helpful for
English learners to further break down the
word undeterred. Point out that the word
deter is formed by combining the prefix
de- with the Latin root terre, which means
“frighten.” Ask students if they can think of
another English word that contains the root
terre and means “frightened” or “fright.”
(Terrified, terror)
Misleading Roots Caution students
that two words may appear to have similar
roots, but might in fact be very different
in meaning. For example, the Latin root
terre (“frighten”) looks quite similar to the
Latin root terr (“land” or “earth”), which is
found in words such as terrestrial. Have
advanced students use dictionaries to
come up with lists of other words that
have misleadingly similar roots.
0333_U2VW_845605.indd 333
Teach
Multiple-Meaning Words
Remind students that, unlike
homographs, multiple-meaning
words are words that have several
related definitions listed within a
single dictionary entry. For example,
the word cry can be a verb meaning “to weep,” or a noun meaning
“a loud scream.”
Assess
1. What two pieces of information does the pronunciation provide?
2. Why is it useful to see how the past and present participles of
deter are spelled?
Write on the board: In what
situations have you used a dictionary in the past? Students will
probably respond that they have
used a dictionary to find the definitions and spellings of new words.
Remind them that a dictionary also
provides information on how to
pronounce a word and add suffixes
to it correctly. In addition, most
dictionaries give information on a
word’s origin and history.
11/19/07 3:10:10 PM
Dictionary Use
1. It shows how to sound the
letters and how to accent the
syllables.
2. In both cases the letter r is
doubled.
3. The “huge waves” suggest the
element of fear and doubt in
deter.
4. Possible answers: undiscouraged,
resolute
333
Lesson Plan
Glencoe Literature Essential Course of Study
Pericles’ Funeral Oration (pp. 320–332); Vocabulary
Workshop (p. 333)
Lesson Plan and Resource Manager
U N I T T WO
Ancient Greece and Rome, Part 1: Ancient Greece
Learning Objectives Literary Study: Analyzing argument
Reading: Analyzing rhetorical devices
Listening and Speaking: Delivering a speech
Vocabulary: Understanding how to use a dictionary
Lesson Summary
On pages 320–333 of the Student Edition, students will be introduced to the following:
• Big Idea: The Heroic Ideal
• Literary Element: Argument
• Reading Strategy: Analyze Rhetorical Devices
• Vocabulary Activities: Practice with Analogies; Academic
Vocabulary; Dictionary Use
• Listening and Speaking Activity: Deliver a Speech
Lesson
Duration/Length
Two to six 45–50 minute sessions
Copyright © by The McGraw-Hill Companies, Inc.
Readability Scores Dale-Chall: 8
DRP: 59
Lexile: 1240
Focus
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Daily Language Practice Transparencies 30
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Unit 2 Teaching Resources, Literary Element, p. 116
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Unit 2 Teaching Resources, Vocabulary Practice, p. 118
Unit 2 Teaching Resources, Grammar Practice, p. 120
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Assess
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Learning Objectives
For pages 79–100, 346–347
In studying this text, you
will focus on the following
objectives:
Literary Study: Analyzing
argument.
Reading: Analyzing rhetorical
devices.
Vocabulary: Understanding
analogies.
ANCIENT GREECE
Pericles’
Funeral
Oration
from History of the Peloponnesian War
by Thucydides
Translated by Rex Warner
Pericles’ Funeral Oration
79
Before You Read
Pericles’ Funeral Oration
Connect to the Speech
The Peloponnesian War was fought between the rival Greek city-states of Athens and
Sparta between 431 and 404 .. The war included long stretches of battle and brief,
uneasy periods of peace. Many soldiers lost their lives. In answering the following
questions, imagine that you are a citizen of Athens during the Peloponnesian War.
What is your everyday life like? __________________________________________________________________________
____________________________________________________________________________________________________
Where would you look for comfort? ______________________________________________________________________
____________________________________________________________________________________________________
What sort of political leader would you want? ______________________________________________________________
____________________________________________________________________________________________________
What messages would you want to hear from that leader? ___________________________________________________
____________________________________________________________________________________________________
Build Background
As you read the facts, underline words and ideas that you think are important.
•
Thucydides was a Greek historian and military leader from Athens. He lived from
about 460 .. to about 404 ..
•
Thucydides is best known for writing the History of the Peloponnesian War, which
narrates the years of conflict between Athens and Sparta. The History includes
many firsthand accounts and speeches.
•
This selection from the History is a speech that was given by Pericles, a powerful
Athenian general.
•
Pericles gave this speech at a public funeral in 431 .. These ceremonies were
held each year to honor soldiers who had died in the ongoing battle.
Set Purposes for Reading
Read to learn about the lifestyle, values, and government of ancient Athens. Think
about these questions as you read: Was heroism viewed the same way in Athens
as it is today? How was Athenian society like or unlike modern democracies?
80
Literary Element Argument
An argument is a type of writing that uses logic to support an idea or opinion. In an
argument, a speaker presents an opinion, gives a logical reason why it is true, and
then gives specific evidence to support that reason. For each statement below, write
(O) for opinion, (R) for reason, or (E) for evidence.
________ McCormick High is one of the best schools in the district.
________ Other schools have used McCormick High’s policies as a model for their own.
________ Harwood High adopted the trimester system one year after McCormick High did.
Reading Strategy Analyze Rhetorical Devices
Rhetorical devices are techniques speakers use to rouse an audience’s feelings in
order to convince them of something. Common rhetorical devices include:
•
Repetition—using the same word or phrase several times
•
Parallelism—using the same pattern or arrangement of words several times
•
Connotative words—using words that suggest strong ideas and feelings beyond their literal meanings
•
Emotional appeals—making statements that appeal to feelings such as pride, love, or fear
Read the quotations below. Write the rhetorical device(s) that are used in each quotation.
“It came as a joyous daybreak to end the long night of their captivity.”
—Martin Luther King, Jr.
Rhetorical devices: ____________________________________________________________________________________
“We shall fight on the beaches, we shall fight on the landing grounds,
we shall fight in the fields and in the streets . . .”
—Winston Churchill
Rhetorical devices: ____________________________________________________________________________________
Note Taking
This selection will guide you to take notes, which will help you to understand and
remember what you read. You will practice rereading, recording, recapping, and
summarizing as you take notes during this selection.
Vocabulary
Vocabulary Analogies
An analogy is a comparison based on a relationship between
words. For example: soldier : army :: cell : organism
The analogy is read: “soldier is to army as cell is to organism.”
Analogies express relationships, such as synonyms, antonyms,
objects and their characteristics, parts and wholes, and objects and
their uses. What relationship is expressed by the analogy above?
_________________________________________________________
incredulous (in krejʼʼ ə ləs) adj. doubting; showing
disbelief
versatility (vurʼ sə tilʼʼ ə tē) n. ability to do many
things well
tangible (tanʼʼ jə bəl) adj. real; actual; definite
consummation (konʼ sə māʼ shən) n. end; completion
commiserate (kə mizʼʼ ə rātʼ) v. sympathize with; pity
Pericles’ Funeral Oration
81
Pericles’ Funeral Oration
Vocabulary Skill
Analogies Read the footnote for
the word bier. Then complete the
analogy:
bier : coffin :: ceremony :
a. ritual
b. tomb
c. offering
What is the relationship expressed in
this analogy?
______________________________
______________________________
In the same winter the Athenians, following their annual
custom, gave a public funeral for those who had been the first
to die in the war. These funerals are held in the following way:
two days before the ceremony the bones of the fallen are brought
and put in a tent which has been erected, and people make
whatever offerings they wish to their own dead. Then there is a
funeral procession in which coffins of cypress wood are carried
on wagons. There is one coffin for each tribe, which contains the
bones of members of that tribe. One empty bier1 is decorated and
carried in the procession: this is for the missing, whose bodies
could not be recovered. Everyone who wishes to, both citizens
and foreigners, can join in the procession, and the women who
are related to the dead are there to make their laments at the
tomb. The bones are laid in the public burial-place, which is
in the most beautiful quarter outside the city walls. Here the
Athenians always bury those who have fallen in war. The only
exception is those who died at Marathon,2 who, because their
achievement was considered absolutely outstanding, were buried
on the battlefield itself.
When the bones have been laid in the earth, a man chosen
by the city for his intellectual gifts and for his general reputation
makes an appropriate speech in praise of the dead, and after the
speech all depart. This is the procedure at these burials, and all
through the war, when the time came to do so, the Athenians
followed this ancient custom. Now, at the burial of those who
were the first to fall in the war Pericles, the son of Xanthippus,3
was chosen to make the speech. When the moment arrived, he
came forward from the tomb and, standing on a high platform,
so that he might be heard by as many people as possible in the
crowd, he spoke as follows:
1. Here, bier means “coffin.”
2. Marathon was the site of the Greek victory over the Persians in 490 .. A Greek
runner ran from the battlefield to Athens (about 26 miles) to bring news of a victory.
Today, the word marathon refers to a roughly 26-mile race.
3. Xanthippus (zan thiʼʼ pēs) was a Greek statesman from an established Athenian
family.
82
Pericles’ Funeral Oration
Note Taking
Reread the text on the left. Then record your answers to the items below.
1. The soldiers who died at the battle of Marathon were buried ______________________________________ ,
because _____________________________________________________________________________________ .
2. One word on this page that I didn’t know is _____________________________________________________ .
It means ____________________________________________________________________________________ .
3. One thing on this page that I found especially interesting is _______________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________ .
4. Use the web below to recap the details you learned on this page about Athenian public funerals. One
piece of information has been filled in for you.
remains of the fallen are
placed in a public tent
Athenian
Public Funerals
5. Use the sentence frame to summarize what you learned from this page about how the Athenians
believed the dead should be honored. The Athenians believed the dead should be honored __________
_____________________________________________________________________________________________ .
Pericles’ Funeral Oration
83
Pericles’ Funeral Oration
Literary Element
Argument One way a speaker
can set up an argument is by
presenting the opposing side and
then explaining the reasons why
he or she disagrees with it. Pericles
begins his speech by stating an
idea he disagrees with. Underline
this idea in the text.
Vocabulary
incredulous (in krejʼʼ ə ləs) adj.
doubting; showing disbelief
Reading Strategy
Analyze Rhetorical Devices
Speakers use emotional appeals to
try to connect with an audience’s
feelings. Underline an emotional
appeal in the last paragraph of this
page. What feeling is Pericles trying
to appeal to here?
_______________________________
_______________________________
_______________________________
84
‘Many of those who have spoken here in the past have
praised the institution of this speech at the close of our
ceremony. It seemed to them a mark of honor to our soldiers
who have fallen in war that a speech should be made over them.
I do not agree. These men have shown themselves valiant in
action, and it would be enough, I think, for their glories to be
proclaimed in action, as you have just seen it done at this funeral
organized by the state. Our belief in the courage and manliness
of so many should not be hazarded on the goodness or badness
of one man’s speech. Then it is not easy to speak with a proper
sense of balance, when a man’s listeners find it difficult to believe
in the truth of what one is saying. The man who knows the facts
and loves the dead may well think that an oration tells less than
what he knows and what he would like to hear: others who do
not know so much may feel envy for the dead, and think the
orator over-praises them, when he speaks of exploits that are
beyond their own capacities. Praise of other people is tolerable
only up to a certain point, the point where one still believes that
one could do oneself some of the things one is hearing about.
Once you get beyond this point, you will find people becoming
jealous and incredulous. However, the fact is that this institution
was set up and approved by our forefathers, and it is my duty to
follow the tradition and do my best to meet the wishes and the
expectations of every one of you.
‘I shall begin by speaking about our ancestors, since it is only
right and proper on such an occasion to pay them the honor of
recalling what they did. In this land of ours there have always
been the same people living from generation to generation up till
now, and they, by their courage and their virtues, have handed
it on to us, a free country. They certainly deserve our praise.
Even more so do our fathers deserve it. For to the inheritance
they had received they added all the empire we have now, and
it was not without blood and toil that they handed it down to
us of the present generation. And then we ourselves, assembled
here today, who are mostly in the prime of life, have, in most
directions, added to the power of our empire and have organized
our State in such a way that it is perfectly well able to look after
itself both in peace and in war.
Pericles’ Funeral Oration
Note Taking
Reread the text on the left. Then record your answers to the items below.
1. Pericles is reluctant to speak because he says that those who know the dead may ___________________
____________________________________________ , while those who do not may _____________________
_____________________________________________________________________________________________ .
2. Pericles thinks that people like to hear praise of others only until ___________________________________
_____________________________________________________________________________________________ ,
at which point they become ___________________________________________________________________ .
3. Use the diagram below to recap the reasons why Pericles is reluctant to speak at the funeral.
Pericles’ reluctance to speak
Reason:
Reason:
Reason:
4. What two groups of people does Pericles praise in the last paragraph on the opposite page?
_____________________________________________________________________________________________
and _________________________________________________________________________________________
5. One thing that Pericles says on this page that I agree with is _______________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________ .
Pericles’ Funeral Oration
85
Pericles’ Funeral Oration
Literary Element
Argument Effective arguments
must be backed up with evidence.
Reread the second paragraph on
this page. Underline the sentence
toward the beginning that states
Pericles’ main point. Then double
underline one sentence that gives
evidence to support the point.
Reading Strategy
Analyze Rhetorical Devices
Pericles repeats the first-person
plural pronouns “we” and “our”
several times on this page. Circle
these pronouns where they appear
in the second paragraph. What
effect do you think their repetition
has on the audience?
_______________________________
_______________________________
_______________________________
_______________________________
Reading Strategy
Analyze Rhetorical Devices
Speakers often use words
and phrases with very positive
connotations to sway their
audiences. Underline examples of
words and phrases with positive
connotations in the last paragraph
on this page.
86
‘I have no wish to make a long speech on subjects familiar to
you all: so I shall say nothing about the warlike deeds by which
we acquired our power or the battles in which we or our fathers
gallantly4 resisted our enemies, Greek or foreign. What I want
to do is, in the first place, to discuss the spirit in which we faced
our trials and also our constitution and the way of life which
has made us great. After that I shall speak in praise of the dead,
believing that this kind of speech is not inappropriate to the
present occasion, and that this whole assembly, of citizens and
foreigners, may listen to it with advantage.
‘Let me say that our system of government does not copy
the institutions of our neighbors. It is more the case of our
being a model to others, than of our imitating anyone else. Our
constitution is called a democracy because power is in the hands
not of a minority but of the whole people. When it is a question
of settling private disputes, everyone is equal before the law;
when it is a question of putting one person before another in
positions of public responsibility, what counts is not membership
of a particular class, but the actual ability which the man
possesses. No one, so long as he has it in him to be of service to
the state, is kept in political obscurity because of poverty. And,
just as our political life is free and open, so is our day-to-day life
in our relations with each other. We do not get into a state with
our next-door neighbor if he enjoys himself in his own way, nor
do we give him the kind of black looks which, though they do no
real harm, still do hurt people’s feelings. We are free and tolerant
in our private lives; but in public affairs we keep to the law. This
is because it commands our deep respect.
‘We give our obedience to those whom we put in positions
of authority, and we obey the laws themselves, especially
those which are for the protection of the oppressed, and those
unwritten laws which it is an acknowledged shame to break.
‘And here is another point. When our work is over, we are
in a position to enjoy all kinds of recreation for our spirits. There
are various kinds of contests and sacrifices regularly throughout
the year; in our own homes we find a beauty and a good taste
which delight us every day and which drive away our cares. Then
the greatness of our city brings it about that all the good things
from all over the world flow in to us, so that to us it seems just as
natural to enjoy foreign goods as our own local products.
4. Gallantly means “nobly or bravely.”
Pericles’ Funeral Oration
Note Taking
Reread the text on the left. Then record your answers to the items below.
1. Good public speakers often outline their arguments so the audience knows what to expect. In
the first paragraph on this page, Pericles lists the two main topics he will cover in his speech:
_________________________________________________________________________________________ and
_____________________________________________________________________________________________ .
2. One thing about Athenian society that Pericles mentions on the opposite page that reminds me of
modern American society is ___________________________________________________________________
_____________________________________________________________________________________________ .
3. One thing about Athenian society that Pericles mentions on this page that sounds different from modern
American society is ___________________________________________________________________________
_____________________________________________________________________________________________ .
4. Making an outline is a helpful way to understand the structure of an argument. Use the space below
to outline the point that Pericles makes in the second paragraph. One line has been filled out for you.
Argument: _________________________________________________________________________________ .
I. First main reason: Power is in everyone’s hands.
A. Evidence: _________________________________________________________________________ .
B. Evidence: _________________________________________________________________________ .
II. Second main reason: ___________________________________________________________________ .
A. Evidence: _________________________________________________________________________ .
B. Evidence: _________________________________________________________________________ .
5. Use the sentence frames below to summarize, in your own words, what Pericles says about political and
private life in Athens.
In their political lives, people __________________________________________________________________ .
In their private lives, people ___________________________________________________________________ .
Pericles’ Funeral Oration
87
Pericles’ Funeral Oration
Literary Element
Argument Good arguments
are well structured, with signal
words and phrases that guide an
audience from idea to idea. Look
at the highlighted phrases on this
page. How do they help you follow
Pericles’ argument?
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Literary Element
Argument Pericles argues that
Athenian soldiers are better than
other soldiers because they meet
challenges “with natural rather
than with state-induced courage.”
On the lines below, paraphrase his
meaning in your own words.
_______________________________
‘Then there is a great difference between us and our
opponents, in our attitude towards military security. Here are
some examples: Our city is open to the world, and we have no
periodical deportations in order to prevent people observing or
finding out secrets which might be of military advantage to the
enemy. This is because we rely, not on secret weapons, but on our
own real courage and loyalty. There is a difference, too, in our
educational systems. The Spartans, from their earliest boyhood,
are submitted to the most laborious training in courage; we pass
our lives without all these restrictions, and yet are just as ready to
face the same dangers as they are. Here is a proof of this: When
the Spartans invade our land, they do not come by themselves,
but bring all their allies with them; whereas we, when we launch
an attack abroad, do the job by ourselves, and, though fighting
on foreign soil, do not often fail to defeat opponents who are
fighting for their own hearths and homes. As a matter of fact
none of our enemies has ever yet been confronted with our total
strength, because we have to divide our attention between our
navy and the many missions on which our troops are sent on
land. Yet, if our enemies engage a detachment of our forces and
defeat it, they give themselves credit for having thrown back our
entire army; or, if they lose, they claim that they were beaten by
us in full strength. There are certain advantages, I think, in our
way of meeting danger voluntarily, with an easy mind, instead
of with a laborious training, with natural rather than with stateinduced courage. We do not have to spend our time practicing to
meet sufferings which are still in the future; and when they are
actually upon us we show ourselves just as brave as these others
who are always in strict training. This is one point in which, I
think, our city deserves to be admired. There are also others:
MY NOTES
_______________________________
______________________________________________________
_______________________________
______________________________________________________
_______________________________
______________________________________________________
_______________________________
______________________________________________________
_______________________________
______________________________________________________
______________________________________________________
______________________________________________________
88
Pericles’ Funeral Oration
Note Taking
Reread the text on the left. Then record your answers to the items below.
1. The Athenians do not attack any one enemy with their full strength because ________________________
_____________________________________________________________________________________________ .
2. According to Pericles, the advantages to meeting danger “voluntarily” are ___________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________ .
3. Fill out the chart below to recap the ways in which Pericles says Athens is different from Sparta.
Athens
Sparta
Attitude toward
military security
Educational system
4. Fill out the sentence frame: Pericles’ argument about why Athens is better militarily than other city-states
does / does not (circle one) make sense to me because __________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________ .
Pericles’ Funeral Oration
89
Pericles’ Funeral Oration
Reading Strategy
Analyze Rhetorical Devices
In the first paragraph on this
page, Pericles uses repetition to
emphasize contrasts between
ideas. Underline words and
phrases that repeat or are very
similar within the sentences in
this paragraph.
Literary Element
Argument In the second
paragraph, Pericles makes the
argument that a friendship based
on doing good for others is
stronger than a friendship based
on feeling gratitude to others. Do
you agree with this argument?
Explain your opinion on the
lines below.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
90
‘Our love of what is beautiful does not lead to extravagance;
our love of the things of the mind does not make us soft. We
regard wealth as something to be properly used, rather than
as something to boast about. As for poverty, no one need be
ashamed to admit it: the real shame is in not taking practical
measures to escape from it. Here each individual is interested
not only in his own affairs but in the affairs of the state as well:
even those who are mostly occupied with their own business are
extremely well-informed on general politics—this is a peculiarity
of ours: we do not say that a man who takes no interest in
politics is a man who minds his own business; we say that he has
no business here at all. We Athenians, in our own persons, take
our decisions on policy or submit them to proper discussions:
for we do not think that there is an incompatibility between
words and deeds; the worst thing is to rush into action before the
consequences have been properly debated. And this is another
point where we differ from other people. We are capable at the
same time of taking risks and of estimating them beforehand.
Others are brave out of ignorance; and, when they stop to think,
they begin to fear. But the man who can most truly be accounted
brave is he who best knows the meaning of what is sweet in life
and of what is terrible, and then goes out undeterred to meet
what is to come.
‘Again, in questions of general good feeling there is a great
contrast between us and most other people. We make friends
by doing good to others, not by receiving good from them.
This makes our friendship all the more reliable, since we want
to keep alive the gratitude of those who are in our debt by
showing continued goodwill to them: whereas the feelings of
one who owes us something lack the same enthusiasm, since
he knows that, when he repays our kindness, it will be more
like paying back a debt than giving something spontaneously.
We are unique in this. When we do kindnesses to others, we
do not do them out of any calculations of profit or loss: we
do them without afterthought, relying on our free liberality.
Pericles’ Funeral Oration
Note Taking
Reread the text on the left. Then record your answers to the items below.
1. In the first paragraph on the opposite page, Pericles lists many ways in which Athenians are different
from other people. Use the chart below to record the differences.
Athenians
Some Other People
2. After filling out the chart above, choose three adjectives to summarize the character of the Athenians.
Fill out the sentence frame: Possible answers:
The Athenians are ____________________ , ____________________ , and ____________________ .
3. According to Pericles, a truly brave man is one who ______________________________________________
_____________________________________________________________________________________________ .
4. Use the sentence frames below to summarize the causes and effects Pericles describes in his discussion
of friendship.
Doing good to others causes ________________ feelings of friendship because _______________________
_____________________________________________________________________________________________ .
Receiving good from others causes ________________ feelings of friendship because _________________
_____________________________________________________________________________________________ .
Pericles’ Funeral Oration
91
Pericles’ Funeral Oration
Vocabulary
versatility (vurʼ sə tilʼʼ ə tē) n.
ability to do many things well
tangible (tanʼʼ jə bəl) adj. real;
actual; definite
Vocabulary Skill
Analogies Pericles says that the
citizens of Athens excel in “all the
manifold aspects of life,” and do
so “with exceptional grace and
exceptional versatility.” Review the
footnote on this page, and think
about the relationship between
the word manifold and the word
versatility. Then choose the word
below that completes the analogy.
Use a dictionary if you need help.
manifold : versatility :: ________ :
specialization
a. difficult
b. diverse
c. restricted
Literary Element
Argument In the middle of this
page, Pericles brings the topic of
his speech back to the soldiers
who have died. Why do you think
he makes such a lengthy argument
about the greatness of Athens first?
Complete the sentence frame: He
makes the argument to prove that
_______________________________
_______________________________
_______________________________
Taking everything together then, I declare that our city is an
education to Greece, and I declare that in my opinion each
single one of our citizens, in all the manifold5 aspects of life,
is able to show himself the rightful lord and owner of his own
person, and do this, moreover, with exceptional grace and
exceptional versatility. And to show that this is no empty
boasting for the present occasion, but real tangible fact, you have
only to consider the power which our city possesses and which
has been won by those very qualities which I have mentioned.
Athens, alone of the states we know, comes to her testing time
in a greatness that surpasses what was imagined of her. In her
case, and in her case alone, no invading enemy is ashamed at
being defeated, and no subject can complain of being governed
by people unfit for their responsibilities. Mighty indeed are the
marks and monuments of our empire which we have left. Future
ages will wonder at us, as the present age wonders at us now. We
do not need the praises of a Homer, or of anyone else whose words
may delight us for the moment, but whose estimation of facts
will fall short of what is really true. For our adventurous spirit has
forced an entry into every sea and into every land; and everywhere
we have left behind us everlasting memorials of good done to our
friends or suffering inflicted on our enemies.
‘This, then, is the kind of city for which these men, who
could not bear the thought of losing her, nobly fought and nobly
died. It is only natural that every one of us who survive them
should be willing to undergo hardships in her service. And it
was for this reason that I have spoken at such length about our
city, because I wanted to make it clear that for us there is more
at stake than there is for others who lack our advantages; also
I wanted my words of praise for the dead to be set in the bright
light of evidence. And now the most important of these words
has been spoken. I have sung the praises of our city; but it was
the courage and gallantry of these men, and of people like them,
which made her splendid. Nor would you find it true in the case
of many of the Greeks, as it is true of them, that no words can do
more than justice to their deeds.
‘To me it seems that the consummation which has overtaken
these men shows us the meaning of manliness in its first
revelation and in its final proof. Some of them, no doubt, had
their faults; but what we ought to remember first is their gallant
conduct against the enemy in defence of their native land. They
have blotted out evil with good, and done more service to the
commonwealth than they ever did harm in their private lives.
Vocabulary
consummation (konʼ sə māʼ shən)
n. end; completion
5. Manifold means “of many kinds or parts.”
92
Pericles’ Funeral Oration
Note Taking
Reread the text on the left. Then record your answers to the items below.
1. One word on this page that I did not know is ________________ . It means “__________________________
____________________________________________________________________________________________ .”
2. Pericles says the Athenians do not need people to write about them because _______________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________ .
3. In the paragraph beginning “This, then, is the kind of city . . . ,” Pericles gives two reasons why he has
spoken at length about Athens:
a. __________________________________________________________________________________________
__________________________________________________________________________________________
b. __________________________________________________________________________________________
4. In the bottom half of this page, Pericles gives reasons why the fallen soldiers were heroic. Fill out the
diagram below, summarizing the qualities that Pericles finds heroic. One has been filled out for you.
gallant conduct that
outweighs personal faults
Heroic Qualities
Pericles’ Funeral Oration
93
Pericles’ Funeral Oration
Reading Strategy
Analyze Rhetorical Devices
Toward the end of the first
paragraph, Pericles uses
connotation as a rhetorical device.
What does the phrase “culmination
of glory” suggest to you? Write
your answer on the lines below.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
94
No one of these men weakened because he wanted to go on
enjoying his wealth: no one put off the awful day in the hope
that he might live to escape his poverty and grow rich. More to
be desired than such things, they chose to check the enemy’s
pride. This, to them, was a risk most glorious, and they accepted
it, willing to strike down the enemy and relinquish everything
else. As for success or failure, they left that in the doubtful
hands of Hope, and when the reality of battle was before their
faces, they put their trust in their own selves. In the fighting,
they thought it more honorable to stand their ground and suffer
death than to give in and save their lives. So they fled from the
reproaches of men, abiding with life and limb the brunt of battle;
and, in a small moment of time, the climax of their lives, a
culmination of glory, not of fear, were swept away from us.
‘So and such they were, these men— worthy of their city.
We who remain behind may hope to be spared their fate, but
must resolve to keep the same daring spirit against the foe. It is
not simply a question of estimating the advantages in theory. I
could tell you a long story (and you know it as well as I do) about
what is to be gained by beating the enemy back. What I would
prefer is that you should fix your eyes every day on the greatness
of Athens as she really is, and should fall in love with her. When
you realize her greatness, then reflect that what made her great
was men with a spirit of adventure, men who knew their duty,
men who were ashamed to fall below a certain standard. If they
ever failed in an enterprise, they made up their minds that at
any rate the city should not find their courage lacking to her,
and they gave to her the best contribution that they could.
They gave her their lives, to her and to all of
us, and for their own selves they won praises
that never grow old, the most splendid of
sepulchres—not the sepulchre in which their
bodies are laid, but where their glory remains
eternal in men’s minds, always there on the
sepulchre
right occasion to stir others to speech or to
action. For famous men have the whole earth
as their memorial: it is not only the inscriptions on their graves
in their own country that mark them out; no, in foreign lands
also, not in any visible form but in people’s hearts, their memory
abides and grows. It is for you to try to be like them. Make up
your minds that happiness depends on being free, and freedom
depends on being courageous. Let there be no relaxation in
face of the perils of the war. The people who have most excuse
for despising death are not the wretched and unfortunate, who
have no hope of doing well for themselves, but those who run
the risk of a complete reversal in their lives, and who would feel
the difference most intensely, if things went wrong for them.
Pericles’ Funeral Oration
Note Taking
Reread the text on the left. Then record your answers to the items below.
1. Pericles says that the soldiers put their trust in ___________________________________________________
_____________________________________________________________________________________________ .
2. What does Pericles say his audience should focus on if they want to become heroic? _________________
_____________________________________________________________________________________________ .
3. In your own words, recap Pericles’ description of the soldiers’ death. _______________________________
_____________________________________________________________________________________________
4. Use the diagram below to map the relationship that Pericles describes between freedom, happiness, and
courage. The diagram has been started for you. On the line below the diagram, write what the arrows in
the diagram represent.
courage
Relationship: ________________________________________________________________________________ .
5. In your own words, summarize what Pericles says on this page of text.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Pericles’ Funeral Oration
95
Pericles’ Funeral Oration
Reading Strategy
Analyze Rhetorical Devices
Reread the highlighted passage.
Why do you think Pericles chose
to use the phrase “any intelligent
man” here? What does it accomplish?
_______________________________
_______________________________
_______________________________
_______________________________
Vocabulary
commiserate (kə mizʼʼ ə rātʼ) v.
sympathize with; pity
Vocabulary Skill
Analogies Reread the definition of
commiserate. Then write a word to
complete this analogy:
commiserate : sympathize ::
comfort : _____________________
What relationship is expressed?
______________________________
Literary Element
Argument In the middle
paragraph above, Pericles argues
that those who have lost children
in battle should have more
children. What reasons does he
give in support?
Any intelligent man would find a humiliation caused by his own
slackness more painful to bear than death, when death comes
to him unperceived, in battle, and in the confidence of his
patriotism.
‘For these reasons I shall not commiserate with those parents
of the dead, who are present here. Instead I shall try to comfort
them. They are well aware that they have grown up in a world
where there are many changes and chances. But this is good
fortune— for men to end their lives with honor, as these have
done, and for you honorably to lament them: their life was set to
a measure where death and happiness went hand in hand. I know
that it is difficult to convince you of this. When you see other
people happy you will often be reminded of what used to make you
happy too. One does not feel sad at not having some good thing
which is outside one’s experience: real grief is felt at the loss of
something which one is used to. All the same, those of you who
are of the right age must bear up and take comfort in the thought
of having more children. In your own homes these new children
will prevent you from brooding over those who are no more, and
they will be a help to the city, too, both in filling the empty places,
and in assuring her security. For it is impossible for a man to put
forward fair and honest views about our affairs if he has not, like
everyone else, children whose lives may be at stake.
As for those of you who are now too old to have children,
I would ask you to count as gain the greater part of your life, in
which you have been happy, and remember that what remains
is not long, and let your hearts be lifted up at the thought of
the fair fame of the dead.
MY NOTES
______________________________________________________
______________________________________________________
______________________________________________________
_______________________________
______________________________________________________
_______________________________
______________________________________________________
_______________________________
______________________________________________________
_______________________________
______________________________________________________
_______________________________
96
Pericles’ Funeral Oration
Note Taking
Reread the text on the left. Then record your answers to the items below.
1. To whom does Pericles offer advice on this page? ________________________________________________
_____________________________________________________________________________________________
2. The most memorable sentence on this page is “ __________________________________________________
_____________________________________________________________________________________________
____________________________________________________________________________________________ .”
I find it memorable because ___________________________________________________________________
_____________________________________________________________________________________________ .
3. One thing Pericles says on this page that I agree with is ___________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________ .
4. One thing Pericles says on this page that I disagree with is ________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________ .
5. In your own words, summarize the advice that Pericles gives on this page. __________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Pericles’ Funeral Oration
97
Pericles’ Funeral Oration
Literary Element
Argument Read the highlighted
passage. Pericles says that the
dead are given more honor
than the living. Is this argument
convincing to you?
Fill out the sentence frame:
The argument is / is not
(circle one) convincing because
_______________________________
_______________________________
_______________________________
_______________________________
One’s sense of honor is the only thing that does not grow old,
and the last pleasure, when one is worn out with age, is not, as
the poet said, making money, but having the respect of one’s
fellow men. ‘As for those of you here who are sons or brothers
of the dead, I can see a hard struggle in front of you. Everyone
always speaks well of the dead, and, even if you rise to the
greatest heights of heroism, it will be a hard thing for you to get
the reputation of having come near, let alone equalled, their
standard. When one is alive, one is always liable6 to the jealousy
of one’s competitors, but when one is out of the way, the honor
one receives is sincere and unchallenged.
‘Perhaps I should say a word or two on the duties of women
to those among you who are now widowed. I can say all I have to
say in a short word of advice. Your great glory is not to be inferior
to what God has made you, and the greatest glory of a woman is
to be least talked about by men, whether they are praising you
or criticizing you. I have now, as the law demanded, said what
I had to say. For the time being our offerings to the dead have
been made, and for the future their children will be supported
at the public expense by the city, until they come of age. This
is the crown and prize which she offers, both to the dead and to
their children, for the ordeals which they have faced. Where the
rewards of valor are the greatest, there you will find also the best
and bravest spirits among the people. And now, when you have
mourned for your dear ones, you must depart.’
Literary Element
Argument Pericles mentions
that the city will take financial
responsibility for the children of
the fallen soldiers. Why do you
think he mentions this? How
does it support the argument he
has been making throughout the
speech? Check all that apply.
■
■
■
■
98
He says it to comfort the
families.
He says it to reproach the
families for grieving.
He says it to reinforce his
argument that Athenians are
braver than other people.
He says it to reinforce his
argument that Athens is an
exceptional city-state that cares
for all its citizens.
6. Liable means “subject to” or “susceptible to.”
MY NOTES
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Pericles’ Funeral Oration
Note Taking
Reread the text on the left. Then record your answers to the items below.
1. Pericles says that the greatest glory for women is ________________________________________________
_____________________________________________________________________________________________ .
2. My reaction to Pericles’ comments to the women was ____________________________________________
_____________________________________________________________________________________________ .
I reacted this way because ____________________________________________________________________
_____________________________________________________________________________________________ .
3. Pericles says, “Where the rewards of valor are the greatest, there you will find also the best and bravest
spirits among the people.” Paraphrase this sentence in your own words.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. Look back at the notes you have taken throughout the selection. Use your notes to write
a brief, one-sentence summary of Pericles’ speech.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Pericles’ Funeral Oration
99
After You Read
Pericles’ Funeral Oration
Connect to the Speech
Look back at the Connect activity on page 80. Think about how you would
have responded to Pericles’ speech if you were a citizen of Athens during the
Peloponnesian War. What did he say that you think would have been particularly
inspiring or comforting? How are the ideas in his speech still relevant today? Does
his speech remind you of other speeches? Discuss these questions with a partner.
Literary Element Argument
The diagram below shows Pericles’ central argument and the three main reasons
he gives in support. Fill out the diagram with at least two pieces of evidence he
uses to support each reason.
Central Argument:
Main Reasons:
Evidence:
Superior
government
Athens is great
and a model to
other city-states.
Superior
lifestyle
Lack of
militarism
Reading Strategy Analyze Rhetorical Devices
Fill out the chart below with an example of each rhetorical device and a
description of its purpose in the speech.
Rhetorical Device
Repetition
Connotative words
Parallelism
Emotional appeals
100
Example from Text
Purpose
Name
Class
Date
Literary Element (page 320)
Argument
Pericles’ Funeral Oration from History of the Peloponnesian War
THUCYDIDES
When composing an argument, authors use logical reasoning to persuade readers
to think or act a specific way. The author makes a claim and then provides reasons,
facts, statistics, and anecdotes to support that claim. A weak argument will fail to
convince the audience, while one that is too strongly worded may alienate the
audience.
ACT IV IT Y
Directions Complete the graphic organizer below as instructed, and then answer the
question on the lines provided.
1. Pericles makes the statement below in his funeral oration. Complete the graphic
organizer by paraphrasing three points he makes to support his claim.
Copyright© by The McGraw-Hill Companies, Inc.
“Then there is a great difference between us
and our opponents, in our attitude towards
military security.”
2. Do you think that Pericles made a convincing argument? Explain.
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World Literature, Unit 2
Unit Resources
Name
Class
Date
Reading Strategy (page 320)
Analyze Rhetorical Devices
Pericles’ Funeral Oration from History of the Peloponnesian War
THUCYDIDES
Rhetorical devices are techniques writers use to persuade the audience to accept
an argument. They may appeal to logic by using reasoning or facts. They may
make claims based on authority, ethics, or credibility. They may also appeal emotionally to the audience. Other devices include the use of repetition, connotative
words, and parallelism.
ACTIV ITY
Directions Read each example that shows a rhetorical device or devices from “Pericles’
Funeral Oration.” Complete the chart by identifying the rhetorical devices and briefly explaining
their purpose.
Example
Rhetorical Device(s)
Purpose
Copyright© by The McGraw-Hill Companies, Inc.
1. “I shall begin by speaking
about our ancestors, since it
is only right and proper on
such an occasion to pay
them the honor of recalling
what they did.” (p. 324)
2. “Our constitution is called
a democracy because power
is in the hands not of a
minority but of the whole
people.” (p. 324)
3. “Our love of what is beautiful does not lead to extravagance; our love of the
things of the mind does not
make us soft.” (p. 325)
4. “This, to them, was a risk
most glorious, and they
accepted it, willing to strike
down the enemy and
relinquish everything else.”
(p. 329)
Unit Resources
World Literature, Unit 2
117
Name
Class
Date
Selection Vocabulary Practice (page 320)
Pericles’ Funeral Oration from History of the Peloponnesian War
THUCYDIDES
Vocabulary
incredulous adj. doubting; skeptical
versatility n. ability to do many things well
tangible adj. real; actual; definite
consummation n. end; completion
commiserate v. sympathize with; pity
E X E R C I S E A Practice with Word Origins
After each sentence, write the vocabulary word that shares a root with the boldface word. Use a
thesaurus or dictionary if necessary.
1. Some people feel miserable if they have to give a speech.
2. Here are some ideas to help them become better speakers and, hopefully, reverse
their opinions about speeches.
3. Support each claim with facts from credible resources.
4. In closing the speech, summarize the important points.
E X E R C I S E B Applying Meanings
1. The students were
Copyright© by The McGraw-Hill Companies, Inc.
Fill in the blanks below, using vocabulary words from the list.
when they got the difficult assignment.
2. There was little time to feel upset and
with each other over
their fate.
3. The students researched
facts that would back up the statements
in their speeches.
4. The teacher was proud of the students’
in handling the
multiple tasks.
E X E R C I S E C Responding to the Selection
What is your opinion of the funeral ceremony that is described at the beginning of the
selection? Use at least three vocabulary words in your response.
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World Literature, Unit 2
Unit Resources
Name
Class
Date
Vocabulary Strategy (page 320)
Connotation and Denotation
Pericles’ Funeral Oration from History of the Peloponnesian War
THUCYDIDES
“The Spartans, from their earliest boyhood, are submitted
to the most laborious training in courage; we pass our
lives without all these restrictions, and yet are just as ready
to face the same dangers as they are.”
—Thucydides, “Pericles’ Funeral Oration”
from History of the Peloponnesian War
Connecting to Literature Many words have two types of meaning—denotative
and connotative. The denotation is the literal, or dictionary, meaning. The connotation is the implied meaning. A connotation can give a positive or negative feeling
to a word. In his speech, Pericles uses the words submitted, laborious, and restrictions in reference to the Spartans. These words have a strong negative connotation.
Because the Spartans were enemies of Athens, Pericles was manipulating the words
to bias the audience.
ACTIV ITY
Copyright© by The McGraw-Hill Companies, Inc.
Directions List four sentences from “Pericles’ Funeral Oration” that contain words used by
Pericles to manipulate the reaction of the audience. Underline the word or words in each
sentence that Pericles uses for this purpose. Complete the chart to identify whether the
connotation is positive or negative and to then explain the reaction Pericles desired by choosing
these words.
Sentence
Unit Resources
Connotation
Purpose
World Literature, Unit 2
119
Name
Class
Date
Grammar Practice (page 320)
Complements: Direct and Indirect Objects
Pericles’ Funeral Oration from History of the Peloponnesian War
THUCYDIDES
A complement is a word or phrase that completes the meaning of a verb. A direct
object is one type of complement. It answer the question what? or whom? after an
action verb.
The Athenians attended a ceremony. (Ceremony answers the question what?)
An indirect object is also a complement. It answers the questions to whom? for
whom? to what? or for what? after an action verb. An indirect object always comes
before a direct object in a sentence.
The Athenians gave the dead soldiers a funeral. (Soldiers is the indirect object and
answers the question to whom? Funeral is the direct object and answers the question what?)
Keep in mind that neither a direct object nor an indirect object can be part of a
prepositional phrase.
ACT IV IT Y
Directions Draw one line under each verb. Circle each direct object. Draw two lines under
each indirect object. Not all sentences will have an indirect object.
1. Pericles gave a speech at the funeral.
Copyright© by The McGraw-Hill Companies, Inc.
2. He described the beauty of the city.
3. The constitution allowed the Athenians freedom.
4. The people discussed the laws.
5. Pericles criticized the Spartans.
6. The men of Athens joined the army during a war.
7. Athens showed many cities friendship.
8. At the end of the speech, Pericles gave the dead soldiers praise.
9. He offered the widowed women advice.
10. The speech gave the Athenians courage to continue the war.
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World Literature, Unit 2
Unit Resources
Name
Class
Date
Selection Quick Check (page 320)
Pericles’ Funeral Oration from History of the Peloponnesian War
THUCYDIDES
Use complete sentences to answer the following questions.
1. Why is Pericles giving a speech?
2. Why does Pericles say that the system of government in Athens is a model to others?
3. What are two ways that people in Athens serve their city?
Copyright© by The McGraw-Hill Companies, Inc.
4. How is the Athenian approach to friendship different from most other cities?
5. Why does Pericles say he will try to comfort the parents of the dead, but he will not sympathize
with them?
Unit Resources
World Literature, Unit 2
121
Name
Class
Date
Prueba Rápida (pág. 320)
Oración funeraria de Pericles de la Historia de la Guerra del Peloponeso
TUCÍDIDES
Contesta las siguientes preguntas con oraciones completas.
1. ¿Por qué está dando un discurso Pericles?
2. ¿Por qué dice Pericles que el sistema de gobierno de Atenas es un modelo para otros pueblos?
3. ¿Cuáles son las dos maneras en que los habitantes de Atenas sirven a su ciudad?
4. ¿En qué se diferencia el concepto de amistad de los atenienses del que se aplica en la mayoría de las
5. ¿Por qué Pericles dice que tratará de reconfortar a los padres de los muertos, pero que no va a
compadecerse de ellos?
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World Literature, Unit 2
Unit Resources
Copyright© by The McGraw-Hill Companies, Inc.
otras ciudades?
Daily Language Practice Transparency 30
Each of the following sentences contains one or more errors.
Find the errors and correct the sentences.
1. Adjectives and adverbs which are words that modify other
words are important in descriptive writing.
2. Using verbs, that communicate specific, lively actions, can
help to create a picture in a reader’s mind.
Daily Language Practice Transparencies, World Literature
Copyright © by The McGraw-Hill Companies, Inc.
Name ________________________________________ Date ___________________ Class __________
Selection Test
Score
Pericles’ Funeral Oration (page 320)
Recall and Interpret (25 points total; 5 points each)
Write the letter of the best answer.
1. How does Pericles use language to persuade his audience that
the soldiers have died honorably?
a. He relays an ancient myth about military heroes.
b. He constructs a logical argument using rhetorical devices.
c. He relates detailed facts about the soldiers’ actions in battle.
d. He praises the dead in song and poetry
2. Which of the following was not a custom in the Athenian
funeral for the war dead?
a. The dead were honored with an elaborate mass funeral.
b. The bones of the warriors were buried in a sacred public tomb.
c. Women and foreigners were banned from attending the funeral.
d. After the burial, a respected citizen delivered a eulogy.
Copyright © by The McGraw-Hill Companies, Inc.
3. The speech praises the Athenian’s ancestors because they had
a. united Greece under one government.
b. paid off Athens’s debt.
c. provided for the care of war widows.
d. built Athens into a great empire.
4. According to Pericles, which of the following in not an
example of Athenian greatness?
a. Athens is a free and just democracy.
b. Athens is cautious about being friendly with other states.
c. Its citizens voluntarily face danger with courage and gallantry.
d. The Athenian spirit appreciates beauty, adventure, and politics.
5. Pericles ends his eulogy by asking the audience to honor the
dead by
a. never ceasing to mourn for them.
b. building shrines to honor loved ones who died in battle.
c. working toward peace by negotiating truces with neighboring city-states.
d. living up to their standards of bravery by being prepared to suffer and die
for the state.
Formative Assessment, World Literature
Unit Two
79
Name ________________________________________ Date ___________________ Class __________
Selection Test
(continued)
Vocabulary Practice (25 points total; 5 points each)
Write the letter of the best answer.
6. Someone who is incredulous is likely to be
a. reliable in an emergency.
b. difficult to convince.
c. admired by others.
7. What is the meaning of versatility?
a. able to do many things well
b. having flexible joints
c. being able to write poetry
8. A word that means the opposite of consummation is
a. ending
b. beginning
c. realization
9. What is another word for tangible?
a. connected
b. loose
10. Which is a synonym for commiserate?
a. sympathize
b. educate
c. concrete
c. condemn
Analyze and Evaluate (30 points total; 10 points each)
Pericles gradually builds an argument that Athenians should be prepared to sacrifice
individuality and happiness for the good of Athens. Note evidence from the speech that supports
each step of his argument. Then explain what you think Pericles’ purpose is for including each
part of his argument.
These men are glorious
because they died for
Athens.
Therefore, Athenians today,
to be among the glorious,
must resolve to sacrifice for
Athens too.
11a. Evidence:
12a. Evidence:
13a. Evidence:
11b. Purpose:
12b. Purpose:
13b. Purpose:
BIG IDEA Connect (20 points)
Use a separate sheet of paper to answer the following essay question.
14. On the basis of his speech, do you think that Pericles himself
strived to attain the Greek heroic ideal? Use evidence from the
speech to support your answer.
80 Unit Two
Formative Assessment, World Literature
Copyright © by The McGraw-Hill Companies, Inc.
Athens is a glorious
city-state.