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Objective

Provided student texts, the film The Clash of the Titans, and Internet
access, SWBAT identify and describe important gods and
goddesses, which shaped Greek life and culture by constructing an
Greek mask containing information about a god, goddess or Greek
epic hero of their choice.
Standards
 NJCCCS:
 6.2.8.D.3.f
 6.2 World History/Global Studies All students will
acquire the knowledge and skills to think analytically and
systematically about how past interactions of people,
cultures, and the environment affect issues across time
and cultures. Such knowledge and skills enable students
to make informed decisions as socially and ethically
responsible world citizens in the 21st century.

D. History, Culture, and Perspectives
Determine the extent to which religions, mythologies, and other
belief systems shaped the values of classical societies.
YouTube
The Jersey Devil
Do Now



Please in your journal answer the following question:
Legends and myths have been used for centuries.
Some are state wide, city wide, or may have even
been told by you by your parents. We use myths and
legends in our daily lives in the modern world, such as
the Jersey Devil, or the legend of St. Nick who brings
presents to good children on Christmas.
Usually a myth serves a purpose. Please think of one
myth or legend you have been told in your life and
write a brief summary. What do you believe the
purpose of that myth is? Why would someone make a
story about that topic? What makes people believe it?
Cultures of the Mountains and the Sea
Geography Shapes Greek Life
Ancient Greece
• Collection of separate lands where Greek-speaking people live
• Includes mainland and about 2,000 islands
The Sea
• The sea shapes Greek civilization
• Proximity to sea, lack of resources encourage sea travel and trade
The Land
• Mountains slow travel, divide land into regions
• Lack of fertile land leads to small populations, need for colonies, or city
states.
The Climate
• Moderate climate promotes outdoor life
• Greek men, especially, spend much of their time outside
Map of Greece in Europe
World Map
Mycenaean Civilization Develops
Origins
• Mycenaeans—Indo-Europeans who
settled on Greek mainland in 2000
B.C.
• Took their name from their leading
city, Mycenae Mycenaean warriorkings dominate Greece from 1600–
1100 B.C.
Contact with Minoans
• After 1500 B.C., Mycenaeans adopt
Minoan sea trade and culture
The Trojan War
• Trojan War —fought by Mycenaeans
against city of Troy in 1200s B.C.
• Once thought to be fictional,
archaeological evidence has been
found
Trojan War
 10 Year war fought between the Mycenaean's and the Trojans.
 According to the legend:
Paris chooses Athena - Athena gives him the most beautiful
woman.
 The war is fought to get Helen back, who is inside the city of
Troy, whose walls have never been penetrated.
 Odysseus, a Greek solider devises a plan to get in, they will
fashion a large wooden horse in which his army will sit.
 The Trojans falsely believe that the Greeks have retreated and
left a symbol of defeat.
 The horse is brought into the city of Troy.
 The Greeks reclaim Helen.

Greek Culture Declines Under the Dorians
Dorians Replace Mycenaeans
• Mycenaean civilization collapses around 1200 B.C.
• Dorians—possibly relatives of Bronze Age Greeks—move into Greece
• Less advanced than Mycenaeans, Dorians leave no written records
• Becomes the dark age of Greece.
Epics of Homer
• Oral tradition grows, especially epics of Homer—a blind storyteller
• Epic—a narrative poem about heroic deeds
• Homer’s epic the Iliad, about Trojan War, shows Greek heroic ideal
Greeks Create Myths
• Greeks develop their own myths—traditional stories about gods
• Greeks seek to understand mysteries of life through myths
• Greeks attribute human qualities—love, hate, jealousy—to their gods
• Zeus, ruler of Gods, lives on Mount Olympus with his wife, Hera
• Zeus’s daughter Athena is goddess of wisdom and guardian of cities
Greek Theatre
Two types of Greek theatre
 Tragedy: serious drama about common themes such as love, hate, war,
or betray.
 Great Tragedy playwrights: Sophocles - wrote 123 plays & Euripides wrote 95 plays.
 Comedy: contained plays with humor.
 Great comedy playwright: Aristophanes.
 The concept of using masks in theater was born from worship of
Dionysus, the Greek god of fertility and wine.
 One of the main reasons for the wearing of Greek masks in theater was
that there were female roles but women were forbidden from performing
on stage.
 The use of masks was also helpful when an actor had to play more than
one role.
Masks
Greek Mask Project
 Greek Mask Project
 Please research on Greek god, goddess, or hero.
 You may also research some Greek Myths.
 After you have done some research, choose a god, goddess or
hero which interests you.
 Please create a Greek Theatre mask of your chosen god,
goddess, or hero on construction paper. Decorate it according to
the traits or characteristics of your chosen character.
 On a separate sheet of paper, please write at least a 3
paragraph description about you god, goddess, or hero.
 Use the links below to help you:
 http://www.gods-heros-myth.com/
 http://www.mythweb.com/
Standards
 NJCCCS:
 6.2.8.D.3.f
 6.2 World History/Global Studies All students will
acquire the knowledge and skills to think analytically and
systematically about how past interactions of people,
cultures, and the environment affect issues across time
and cultures. Such knowledge and skills enable students
to make informed decisions as socially and ethically
responsible world citizens in the 21st century.

D. History, Culture, and Perspectives

Determine the extent to which religions, mythologies, and other
belief systems shaped the values of classical societies.
Do Now
 Please in your journal answer the following question:
 During the last 2 classes, we have discussed some myths
and heroes. Today we will be continuing to research some
gods & goddesses.
 Today you are working on a mask that represents your
chosen god.
 In what ways has your god shaped Greek life?
 How is the god you chose important to the Greeks well being,
what purpose do they serve in everyday Greek life?
Greek Mythology
 Greek mythology consists of narratives that explain
the origins of the world and detail the lives and
adventures of a wide variety of gods, goddesses,
heroes, and heroines.
 Greeks developed a rich set of myths to understand
the mysteries of nature and human emotion.
 Greek gods held various powers and oversaw
different aspects of life.



Aphrodite: goddess of love and beauty.
Apollo: god of music, medicine, & health.
Dionysus: god of wine, parties and festivals.
Greek Myths & Modern Uses
o
o
A book of maps gets its name
from Atlas, the Titan who
supported the heavens on his
shoulders.
A point of vulnerability is an
Achilles' heel, because the
mythological warrior Achilles had
been magically protected in all but
that part of his body.
o
When his mother dipped
him in the river Styx, a
boundary between earth and
the underworld, all that was
not touched by the water
was his heel. The rest of his
body invincible.
Greek Mask Project
 Today you will complete your Greek mask project
and present your god, goddess, or hero to the
class.
 On one side, decorate the mask to suit the god,
goddess, or hero of your choice, and on a separate
sheet of paper please write a brief biography.
 Suggested Sites:


http://www.gods-heros-myth.com/
http://www.mythweb.com/
Clash of the Titans
Do Now
 Please in your journal answer the following question:

In order to build our US military forces, President Obama
has now made it mandatory that all citizens from the age
of 7 be enrolled in military training until the age of 30. You
will be living in barracks, given few food rations, and
forced to go through the same military training mentioned
in the clip or die. How do you feel about the new law?
Will it benefit our forces? Please propose some other
way the US can build their military forces to suggest to
president Obama.
Objective

Provided student texts, the film The Clash of the Titans, and Internet
access, SWBAT identify and describe important gods and
goddesses, which shaped Greek life and culture by constructing an
Greek mask containing information about a god, goddess or Greek
epic hero of their choice.
Standard
 NJCCCS:
 6.2.8.A.3.d
 6.2 World History/Global Studies All students will acquire the knowledge and
skills to think analytically and systematically about how past interactions of
people, cultures, and the environment affect issues across time and cultures.
Such knowledge and skills enable students to make informed decisions as
socially and ethically responsible world citizens in the 21st century.
 A. Civics, Government, and Human Rights
Compare and contrast the roles and responsibilities of citizens in Athens and
Sparta to those of United States citizens today, and evaluate how citizens
perceived the principles of liberty and equality then and now.
 Common Core:
 RH.9-10.4. Determine the meaning of words and phrases as they are used in a
text, including vocabulary describing political, social, or economic aspects of
history/social science
Warring City-States
Rule and Order in Greek City-States
 The City-State
•
•
•
•
By 750 B.C. the Greek city-state, or polis, is the formal government
A polis is a city and its surrounding villages; 50 to 500 square miles
Population of a city-state is often less than 10,000
Citizens gather in the marketplace and acropolis—a fortified hilltop
 Greek Political Structures
•
•
•
City-states have different forms of government
Monarchy—rule by a king; aristocracy—rule by nobility
Oligarchy—rule by small group of powerful merchants and artisans
 Tyrants Seize Power
•
•
•
Rulers and common people clash in many city-states
Tyrants—nobles and wealthy citizens win support of common people
They seize control and rule in the interests of ordinary people
Athens Builds a Limited Democracy
 Building Democracy
•
•
•
About 621 B.C., democracy—
rule by the people—develops in
Athens
Nobleman, Draco, develops
legal code based on equality of
citizens
Ruler Solon abolishes debt
slavery; Cleisthenes, propertyowning males are citizens
 Athenian Education
•
•
Schooling only for sons of
wealthy families
Girls learn from mothers and
other female members of
household
Sparta Builds A Military State
 A Unique City-State
•
Sparta, isolated from much of Greece, builds military state

Sparta Dominates Messenians
•
Around 725 B.C., Sparta conquers Messenia
•
Messenians become helots—peasants forced to farm the land
•
Harsh rule leads to Messenian revolt; Spartans build stronger state.

Sparta’s Government and Society
•
Sparta government has four branches; citizens elect officials
•
Three social classes: citizens, free noncitizens, helots—slaves

Spartan Daily Life
•
Spartan values: duty, strength, individuality, discipline over freedom
•
Sparta has the most powerful army in Greece
•
Males move into barracks at age 7, train until 30, serve until 60
•
Girls receive some military training and live hardy lives
•
Girls also taught to value service to Sparta above all else
The Persian Wars
 A New Kind of Army Emerges
•
Cheaper iron replaces bronze, making arms and armor cheaper
•
Leads to new kind of army; includes soldiers from all classes
•
Phalanx—feared by all, formation of soldiers with spears, shields

Battle at Marathon
•
Persian Wars—between Greece and Persian Empire—begin in Ionia
•
Persian army attacks Athens, is defeated at Marathon in 490 B.C.

Pheidippides Brings News
•
Runner Pheidippides races to Athens to announce Greek victory

Thermopylae and Salamis
•
In 480 B.C., Persians launch new invasion of Greece
•
Greeks are divided; many stay neutral or side with Persians
•
Greek forces hold Thermopylae for three days before retreating
•
Athenians defeat Persians at sea, near island of Salamis
•
Victories at Salamis and Plataea force Persian retreat
•
Many city-states form Delian League and continue to fight Persians
Consequences- The Persian Wars
 Consequences of the Persian Wars





•
•
•
•
•
New self-confidence in Greece due to victory
Athens emerges as leader of Delian League
Athens controls the league by using force against opponents
League members essentially become provinces of Athenian empire
Stage is set for a dazzling burst of creativity in Athens
NEXT
Clash of the Titans
 Please use this time to finish you mask if you have
not done so, and enjoy the rest of the film!
Objective
 Provided use of the internet, and student notes,
SWBAT identify the important contributions and
accomplishments of statesman and general Pericles,
and philosophers, Socrates, Plato and Aristotle by
creating a song, skit, or Facebook Profile with 90%
accuracy based on rubric
Standards
 NJCCCS:

6.2.8.D.3.f
 6.2 World History/Global Studies All students will acquire the
knowledge and skills to think analytically and systematically about how
past interactions of people, cultures, and the environment affect issues
across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world
citizens in the 21st century.

D. History, Culture, and Perspectives
 Determine the extent to which religions, mythologies, and other
belief systems shaped the values of classical societies.
Do Now
 Our modern culture is very much influenced by ancient
Greek history. Even some of the movies we have seen are
a direct result of Greek history including Troy with Brad Pitt,
and the movie 300.
 In the clip you just viewed there is a very famous quote:
“ The only true wisdom, is in knowing, that you know
nothing”.
 Another famous Socrates quotes is: “There is only one
good, knowledge, and one evil, ignorance.”
 Please analyze the quote. What do you think it means?
How do you practice this everyday?
Democracy and Greece’s Golden Age
Pericles’ Plan for Athens
Pericles as Leader


•
•
Skillful politician, inspiring speaker, respected general
Dominates life in Athens from 461 to 429 B.C.
Stronger Democracy
•
•
Pericles hires more public officials; creates direct democracy
Direct democracy—citizens rule directly, not through representatives
Athenian Empire
•
•
Takes over Delian League; uses money to strengthen Athenian fleet
Sparta and other cities resent Athenian power
Glorifying Athens
•
Pericles buys gold, ivory, marble; hires artisans to beautify Athens
Glorious Art & Architecture
 Architecture and Sculpture




•
•
•
•
Pericles builds the Parthenon—a large temple to honor goddess Athena
Within temple, sculptor Phidias crafts 30-foot statue of Athena
Sculptors create graceful, strong, perfectly formed figures
Classical art—values harmony, order, balance, proportion, beauty
 Tragedy and Comedy
•
•
•
•
•
Greeks invent drama as an art form; includes chorus, dance, poetry
Two forms of drama: tragedy and comedy
Tragedy—tells story of heroes’ downfall; themes of love, hate, war
Comedy—makes fun of politics and respected people; slapstick humor
Greek dramatists include Aeschylus, Euripides, Aristophanes
 History
•
Historians Herodotus and Thucydides record and study past events
NEXT
Athenians & Spartans Go To War
 War Begins

•
431 B.C. city-states Sparta and Athens at war — Peloponnesian War
 Peloponnesian War
•
•
•
Sparta has better army, Athens has better navy
Plague strikes Athens in 430 B.C., kills many— including Pericles
Sparta and Athens sign truce in 421 B.C.
 Sparta Gains Victory
•
•
415 B.C. Athens renews war, attacks Syracuse; is defeated in 413 B.C.
Athens and allies surrender to Sparta in 404 B.C.
NEXT
Philosophers Search for Truth
 Rise of Great Philosophers
 •
After the war, rise of philosophers—thinkers, "lovers of wisdom"
 •
Believe universe is subject to absolute and unchanging laws
 •
People could understand these laws through logic, reason
 •
Sophist philosopher Protagoras questions the existence of Greek gods

Socrates
•
Socrates—believes in questioning, self-examination of values, actions
•
Convicted of corrupting young people; sentenced to death in 399 B.C.

Plato
•
Plato—student of Socrates; writes The Republic—an ideal society
•
In 387 B.C., establishes Athens school, the Academy; lasts 900 years
•
His writings dominate European philosophy for 1,500 years

Aristotle
•
Aristotle—student of Plato; uses rules of logic for argument
•
His work provides the basis for scientific method, still used today
•
Tutors 13-year-old prince who becomes Alexander the Great
Philosophers Project
 Today we have gone over people who have contributed
greatly to Greek history & culture, and for the rest of the class
we will explore their lives.
 You and your partner/group will explore the Internet, use
notes, or the text, and choose one of the following people to
complete the project on:





Pericles
Socrates
Plato
Aristotle
Alexander the Great
 After you and your partner have chosen the person you would
like to learn more about, please choose which type of project
you would like to complete:



A song – (to be performed in class-can have 2-4 people)
A skit - (to be performed in class-can have 2-4 people)
A Facebook Page – To be printed and handed in.(Only 2 people)
Do Now
 Please take a laptop from the cart, or sit at a desktop
and log on.
 If you have chosen a laptop, after it is logged on
please turn the laptop so I may see the screen.
 Sit next to your partner you are completing the
assignment with.
Philosophers Project
 This is day 2 of the project, It must be completed by
today!
 You and your partner/group will explore the Internet, use
notes, or the text, and choose one of the following
people to complete the project on:





Pericles
Socrates
Plato
Aristotle
Alexander the Great
 After you and your partner have chosen the person you
would like to learn more about, please choose which type
of project you would like to complete:



A song – (to be performed in class-can have 2-4 people)
A skit - (to be performed in class-can have 2-4 people)
A Facebook Page – To be printed and handed in.(Only 2 people)
Do Now
 Please get your portfolio out of the filing Cabinet.
 Today I will be giving back all work for you to file.
Objective
 Provided the student text, use of the Internet, and
teacher generated questions, SWBAT explore key
events, terms, and people of Ancient Greece in
preparation for the chapter test by utilizing the
materials to answer questions at each destination in
cooperative groups with 100% participation.
Standards
 NJCCCS:
 6.2.8.D.3.f , 6.2.8.A.3.d
 6.2 World History/Global Studies
 All students will acquire the knowledge and skills to
think analytically and systematically about how past
interactions of people, cultures, and the environment
affect issues across time and cultures. Such
knowledge and skills enable students to make
informed decisions as socially and ethically
responsible world citizens in the 21st century.
Alexander’s Empire
Philip Builds Macedonian Power
Macedonia



•
•
•
Macedonia—kingdom of mountain villages north of Greece
King Philip II—ruler, brilliant general; dreams of controlling Greece
Macedonians call themselves Greek; rest of Greece does not
Philip’s Army
•
Philip creates well-trained professional army; plans to invade Greece
Conquest of Greece
•
•
338 B.C. Macedonians defeat Greece; 336 B.C. King Philip murdered
His son named king of Macedonia—becomes Alexander the Great
Alexander’s Other Conquests
 Alexander in India
•
•
Alexander fights his way across the deserts
of Central Asia to India
Alexander conquers Indus Valley area in
326 B.C. Reluctantly returns to Babylon,
dies in 323 B.C.
 Alexander’s Legacy
•
•
Alexander melds Greek and Persian
cultures; wife is Persian
Empire becomes three kingdoms:
1. Macedonia, Greek city-states;
2. Egypt;
3. old Persia, also known as Seleucid
kingdom
NEXT
Alexander Defeats Persia
 Alexander’s Early Life


•
•
Tutored by Aristotle; inspired by the Iliad; has military training
Becomes king when 20 years old; destroys Thebes to curb rebellion
 Invasion of Persia
•
•
•
334 B.C. Alexander invades Persia; quick victory at Granicus River
Darius III—king of Persia, assembles army of 50,000–75,000 men
Alexander defeats Persians again, forces King of
Persia to flee
 Conquering the Persian Empire
•
•
•
•
•
Alexander marches into Egypt, crowned pharaoh in 332 B.C.
At Gaugamela in Mesopotamia, Alexander defeats Persians again
Alexander captures cities of Babylon, Susa, and Persepolis
Persepolis, the Persian capital, burned to the ground
Ashes of Persepolis signal total destruction of Persian Empire
The Spread of the Hellenistic Culture
 Hellenistic Culture in Alexandria


•
•
Result of Alexander’s policies—a new vibrant culture
Hellenistic culture—Greek blended with Egyptian, Persian, Indian
 Trade and Cultural Diversity
•
Alexandria—Egyptian city becomes center of Hellenistic civilization
 Alexandria’s Attractions
•
•
•
Lighthouse, called the Pharos, stands over 350 feet tall
Museum contains art galleries, a zoo, botanical gardens, dining hall
Library holds masterpieces of ancient literature; supports scholars
 Alexandria’s Scholars
•
Scholars preserve Greek and Egyptian learning in the sciences
Science and Technology
 Astronomy
•
•
•
Astronomer Aristarchus proves sun is larger than Earth
Proposes planets revolve around sun; not accepted for 14 centuries
Eratosthenes uses geometry to calculate Earth’s circumference
 Mathematics and Physics
•
•
Euclid—mathematician; Elements the basis for courses in geometry
Archimedes—scientist; ideas help build force pump and steam engine
 Stoicism and Epicureanism
•
•
Zeno founds Stoic school; promoted virtuous, simple lives
Epicurus believes people should focus on what senses perceive
 Realism in Sculpture
•
•
Colossus of Rhodes—Hellenistic bronze sculpture over 100 feet tall
Sculptors move to non-classical, natural forms; real people
Presentations
 Philosopher's Projects Presentations.
Test Review
 You have been given a test review.
 Please complete the review with a partner for the
remainder of the period.
 You test will be on all of Chapter 5.
 You will also be tested on the map of Asia which you
were asked to hold onto.

You will need to know countries 1-24.