Download Greece Power Point

Geography

The Land
 Mountainous regions led to the
development of hundreds of local,
independent communities
 Rough terrain made land travel
difficult and time consuming.
 Land not suitable for an
agricultural economy (did grow
barley, olive trees)
 Desire and need to support a
large population forced Greeks to
seek new land and colonize other
parts of the Mediterranean

The Sea:
 The sea acted as Greek
highways as they were
surrounded by waterways
Mediterranean, Aegean,
Ionian, and Black Sea)
 Stimulates a trade
economy for needed
natural resources.
 Creates a skilled sailing
culture
Ancient/Early Greek Civilizations

Mycenaeans 1600 – 1100 BCE (Monarchies)
 Ruled by a class of warrior-kings
 Contact with the Minoans stimulates sea trade throughout
the Mediterranean
○ Minoan influences – adapted the Minoan writing system to the Greek
language, blend of cultures creates a core religious system, styles of
art, and literature.

Dorians 1150-750 BCE: “Dark Age” (Monarchies)
 War between the Mycenaean Greeks and the Trojans allows
Mycenaen civilization to be easily conquered by a new group
of Greeks called the Dorians. This is the time of the Illiad and
Odyssey and the Trojan War.
 Far less advanced
 No written language
 Learned through spoken word (Iliad and Odyssey)
Ancient Troy
Development of City-States: The
“Middle Greeks” Period (750 B.C.E)

Polis (city-state): this became the
fundamental political unit in Greece.
 As the Dark Age came to an end local
communities developed a strong sense of
loyalty to their village area and formal
governments began to form
 Polis consisted of an urban center, with an
acropolis (hilltop) and an agora (marketplace)
and the surrounding countryside
 These city-states were highly independent often
leading them to war
The Acropolis
The Agora
Government Structures

Four Main Political Structures: See Greek Govt Chart





Monarchy:
Oligarchy:
Tyranny:
Democracy:
Steps Toward Democracy in Athens:
 Draco: 621 BCE – developed a strict code of laws that
harshly punished criminals but also based on the idea that
all Athenian were equal under the law
 Solon 594 BCE: Outlawed debt slavery, reorganized
Athenian society based on class where only members of the
top 3 could hold political office, but all citizens could
participate in the Assembly.
 Cleisthenese 500 BCE: extended political power to all
citizens through the Council of 500, created the first
constitution.
Athens vs. Sparta
With your table partner you will read about either
Athens or Sparta more in depth and answer a series
of questions in your notes.
 Then you both will be paired with the opposite citystate to compare and discuss finding similarities and
differences.
 Your final product will be the creation of a detailed
Venn Diagram showcasing the similarities and
differences between Sparta and Athens.

 The diagram should address these basic elements: government
structure, culture/values, slavery, military, education, women. You
may also need to use your textbook for some of these!
 The diagram must be neat organized and color-coded to show
common themes (ie. Info about anything military will be blue, culture
red, art yellow etc… you can use whatever colors you want!)


https://www.youtube.com/watch?v=jEItBM1dc9o&list=PL81F6B724AB8DF90
Dhttp://www.youtube.com/watch?v=cJDp6APdwYA
The Persian Wars


Persian Empire – vast and
powerful Empire spanning
from southeastern Europe to
the Middle East and Asia.
Why war broke out:
 Greek colonies rebel against the
expanding Persian Empire in what is
called the Ionian Revolt assisted by
the Athenians and other Greek citystates.
 Persian King vows revenge against
Greece for the uprising.
Persian Wars in a Nutshell
To punish the
Athenians and
discourage future
interference, Darius
attacked Athens in 490
 Persians lose their
fleet at Sea
 The Athenians repelled
the invasion

 Marathon
Battle of Marathon: Details

The Persians landed at
the Plains of Marathon on
September 9, 490 BCE

For eight days, the two
armies faced each other

On the ninth day, the
Persians started to
advance, forcing
Miltiades, the commander
in chief of the Athenian
army, to deploy his entire
army of 10,000 Athenians
and 1,000 Plataeans for
battle
Battle of Marathon




The Athenians
surrounded the
Persians in a double
envelopment
 Although the
Athenians were
outnumbered, their
spears were
superior to the
Persians’ bows and
short lances
The Persians fled to
their ships
Persians lost 6,400
men and seven ships
Athenians lost 192
Battle of Marathon
However, Miltiades realized that the
Persian fleet could sail and attack
the undefended city of Athens
 According to legend, he called upon
Phidippides to run to Athens to tell
them of the victory and warn them of
the approaching Persian ships
 Phidippides ran the 26 miles from
Marathon to Athens in about three
hours, successfully warning the
Athenians who repelled the Persian
invasion
 Phidippides was exhausted from the
fight at Marathon and the 26 mile
run and died upon announcing the
warning

Miltiades
Olympic Marathons



The marathon was part of
the 1896 Olympics
 The course was from
Marathon to Athens
(24.85 miles or 40 km)
At the London Olympics in
1908, the Olympic
marathon course was set
at 26 miles, 385 yards
(42.195 km) to
accommodate the Royal
Family’s viewing
In 1921 the International
Amateur Athletic
Foundation made 42.195
km the official distance of a
marathon
Xerxes

Darius’
successor
Xerxes tried to
avenge the
Persian losses
by launching
another attack
in 480
 Thermopylae
Thermopylae



The Greeks sent an allied
army under the Spartan
king Leonidas to
Thermopylae, a narrow
mountain pass in
northeastern Greece
The point was to stall the
Persians long enough
that the city states could
prepare for later major
battles after the Persians
broke through
http://www.youtube.com/
watch?v=MEJayUynde4
Persians attempting to force
the pass at Thermopylae
Thermopylae
Twice the Greeks repelled the Persians
 Then Ephialtes, a local farmer, traitorously
led a force of Persian infantry through a
mountain passage and the next morning
they appeared behind the Greek lines
 Leonidas ordered the rest of the army to
withdraw and held the passage with just
300 Spartans
 As true Spartans, they chose death over
retreat
 All died but they did hold off the Persians
long enough to ensure the safe
withdrawal of the rest of the Greek army.
 http://www.youtube.com/watch?v=Pnxlhaj
Oolw&feature=related

Leonidas
Thermopylae

“Stranger, go tell
the Spartans
that we lie here
in obedience to
their laws.”
(Inscription
carved on the
tomb of
Leonidas’ Three
Hundred)
Leonidas at
Thermopylae by David
Battle of Salamis
The Persians
captured and
burned Athens but
were defeated by
the Athenian navy
at Salamis and
forced back to
Anatolia
 http://www.youtub
e.com/watch?v=IV
mYxlxaZAM&featu
re=related

Consequences of the Persian Wars
After the Persian threat subsided, the
Greek city-states had conflicts among
themselves
 The Athenians formed an alliance called
the Delian League

 Athens supplied most of the military force,
mostly naval, and the other city-states provided
financial support
 In the absence of the Persian threat, eventually
the other city-states came to resent financing
Athens’ bureaucracy and construction projects

The resulting tensions led to the
Peloponnesian War (431-404 BCE) in
which the poleis divided up into two sides
led by Athens and Sparta
Pericles

After the Persian Wars Athens became
the greatest city-state in all of Greece
 Led by a skillful politician and general
named Pericles.
 Pericles had 3 goals for Athens:
○ 1. Strengthen democracy - create more paid
public offices to allow even poor citizens to serve
in the governing of the city-state
○ 2. Build an Athenian Empire – built the largest
and most powerful navy to increase trade and
sea domination throughout the Mediterranean
Sea
○ 3. Glorify /Beautify Athens – used money from the
Delian League to rebuild Athens (paid artisits,
sculptues, architects, purchase ivory, marble,
gold, etc…)
The Peloponnesian War (431-404 B.C.)

War between Sparta and Athens.
 Sparta challenged Athens status as
leaders of the Delian League and the
exploitation of the treasury

The war went back and forth for 3
decades until 404 BCE when the
Spartans and their Greek allies
forced Athens to surrender
 Sparta finally defeated Athens at their
own game – the navy! Financed by
the Persians.

Conflicts continued however for
another 150 years and the world
of the poleis steadily lost power
 Alexander the Great is going to
step into this power vacuum
The Golden Age of Greece
480 BCE – 323 BCE
The conclusion of the Persian Wars
brought about what is known as the
Golden Age - an era of Greek history
that is marked by leaps in art,
architecture, literature, math and
philosophy.
 Let’s investigate!

Legacy of Greece’s Golden Age DBQ
In the Notes section of your Notebook
answer ONLY the question(s) for each of
the DBQ document questions.
 As you answer the questions find the
page number in your text that contains
historical information that corresponds to
the document in the packet and write it
down after you finish answering the
question.

 As we present/discuss the documents
you will be asked to give background
details on 1 document so you gotta know
your stuff!!!!!
Legacy of Greece’s Golden Age DBQ

Ok – now that we have the basics, let’s take it a
step further!
 For each document decide if it is a primary or
secondary source and write a P/S next to the
document in your NOTES.

Now lets talk develop a thesis statement to
answer the Essay question with the documents
and prior knowledge in mind.
 Create a thesis statement with your table that
everyone can agree with and write it down.
DBQ Thesis
 Thesis 1: Ancient Greeks had many contributions to Western Civilization such as

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
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
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
art, architecture, philosophy, theater and democracy.
Thesis 2: The modern day Western Civilization has taken many aspects from
ancient Greece.
Thesis 3: Some of the contributions to Western Civilization from ancient Greeks
were math, architecture, physics, art and drama.
Thesis 4: Ancient Greece contribute to Western Civilization because of its
influences in their values, beliefs, building features, etc….
Thesis 5: THe Ancient Greeks laid the foundation for modern math, science and
architecture.
Thesis 6: Ancient Greeks had many contributions to Western Civilization such as
art, theater and the Olympic Games.
Thesis 7: Ancient Greeks have made many contributions to modern civilization in
a plethora of ways.
Thesis 8: Most of todays thinking such as educational morals and socializing
revolved around the Ancient Greeks.
The contributions made to Western Civ by the ancient Greeks were art,
architecture, math, science and more.
Socrates

Born in Athens (469 - 399 B.C.)
 Ugly, yet mind was creative, clear, critical, and eager

Socrates was first interested in natural science,
including “whether the earth is flat or not’, but he
was not satisfied with the result of his research; so
he abandoned the study of natural science and
turned to the study of human life.

Socrates did not use “spoon-feeding” method of
teaching, but “dialogue -- questions and answers”
 Socrates liked using examples of daily affairs to enlighten
his students.
mission “was to expose the
ignorance of those who thought themselves
wise”
 Socrates’ divine
 To question the cultural values and allegiance to
ideas people blindly followed.
 his conversation aimed at discovering the truth,
at acquiring that knowledge and understanding
of life and its values that he thought was the very
basis of the good life
 “What
did Socrates really know?”
 Socrates did not claim to know anything
 Socrates did not think he knew a lot.
 Socrates knew that he was ignorant, but the
others did not know that they were ignorant.

In 399 B.C., 3 Athenian citizens accused
Socrates of (1) “heresy” (or “impiety”);
(2) did not believe or observe the gods of
the polis; and (3) “corrupted the minds of
the youth”!
Socrates Trial
Juries randomly selected from
volunteers who were paid.
 Each side allowed to defend their claim
or themselves.
 Each side gets to suggest a sentence
 How did Socrates defend himself? Let’s
find out! (Greece Video Part 3)

Plato’s Apology Questions

Read Plato’s Apology and answer the following
questions
 1. Who wrote this and when?
 2. According to Socrates, how has he been useful to Athens?





(Use paragraphs 2-4 to give 2 specific examples – quotes from
the text)
3. Using paragraph 5 describe why Socrates is not “ashamed” of
the charges brought against him.
4. Using paragraph 7, describe how Socrates equates himself to
a fly.
5. Using paragraphs 8-9 what does Socrates consider worse
than death? And what favor does he ask of his fellow Athenians
6. Which paragraph best illustrates his method of teaching? Give
an excerpt from the paragraph you chose as evidence.
7. What is ironic about the title of this speech? Why do you think
Plato named it the Apology?
True or False
Socrates was asking the jury to be
acquitted for fear of a hellish afterlife
 Socrates used metaphor as a tool to
point out his unrighteous behavior
 Socrates believed that a man without
virtue is no man at all
 Socrates spent his time showing that
braggarts are often the most ignorant.

“Apology” Multiple Choice

Which quote is the best evidence to
show Socrates values and beliefs about
what it means to live a good life?
 A. “God only is wise… the wisdom of men is
little or nothing”
 B. “either acquit me or not… but know I shall
never alter my ways.”
 C. “A man who is good for anything ought
not calculate the chance of living or dying”
 D. “that some inferior men were really wiser
and better.”
“Apology” Multiple Choice

Which quote is the best evidence to
show Socrates values and beliefs about
what it means to live a good life?
 A. “God only is wise… the wisdom of men is
little or nothing”
 B. “either acquit me or not… but know I shall
never alter my ways.”
 C. “A man who is good for anything ought
not calculate the chance of living or dying”
 D. “that some inferior men were really wiser
and better.”
“Apology” Multiple Choice

Choose a quote below that best supports this
statement: Socrates method of teaching relied on
discourse not direct instruction.
 A. “Socrates is an evil-doer, who searches into things
under the earth and in heaven”
 B. And so I go my way, obedient to God, and make
acquisition into the wisdom of anyone”
 C. “I interrogate and examine and cross examine him,
and if I think he has no virtue… I reproach him”
 D. “punish them… if they seem to care about riches, or
anything, more than about virtue”
Alexander the Great Video
https://www.youtube.com/watch?v=9Pud
-DwDLQw
 As you watch take notes in the Notes
section of your notebook to assist you in
a project to follow. Possible note topics:

 Early life, becoming King, desires/goals,
successes/failures, major battles, concerns,
quotes from or about Alexander, death,
legacy.
Alexander the Great Poster Assignment


Task: your task is to create a double-sided poster about
the life, accomplishments and legacy of Alexander the
Great.
Your poster must have a map and a timeline – see below
for specific requirements.
 Map: draw a map of the Mediterranean World at the time of
Alexander and shade in the territory his army controlled at its
height. Geographic features must include (Persian Empire,
Med Sea. Ionian Sea, Italy, Greece, North Africa, India,
Europe, Black Sea, Persian Gulf). Pinpoint at least 3 key
battles and highlight these with a symbol and a brief
description of “who, what, and outcome”. At the bottom of the
map write a “legacy” statement. What is the lasting and most
important legacy of Alexander the Great?
Poster Directions: Cont

Body Bio/Timeline: on the backside create
a Body Bio to show key characteristics of
Alexander and timeline of at least 10
important events in Alexander’s life (this
can include his childhood, leadership,
battles and even important events after his
death). Each one needs a detailed
explanation and symbol/image to represent
it.
 Body Bio: draw a large figure of
Alexander (see example) and label it with
information about him as directed.
Philip II
• Ruled Macedonia from 359336 B.C. and transformed it
into a powerful military
machine
• Moved into northern Greece
and met little resistance due
to residual effects of
Peloponnesian War
– By 338 he had Greece under
his control
Macedonia
Alexander the Great
Philip intended to use Greece as a
launching pad to invade Persia, but he was
assassinated before he could begin his
plan
 Instead the invasion of Persia would be left
for Philip’s son Alexander who was just 20
when Philip was assassinated

 “Alexander inherited from his father the
most perfectly organized, trained, and
equipped army of ancient times.”
○ J.F.C. Fuller, The Generalship of Alexander the Great
○ http://www.youtube.com/watch?v=9ykNUugV3vw
Conquests of Alexander
Ionia and Anatolia
333
 Syria, Palestine, Egypt 332
 Mesopotamia
331
 Persepolis
331
 King of Persia
330
 India
327
 Returns to Susa
324
 Dies (age 33)
323
 http://www.youtube.com/watc
h?v=xvRWUCfAPs0&feature
=relmfu

Warfare in the Age of Alexander

Phalanx: A formation of infantry carrying
overlapping shields and long spears, developed
by Philip II and used by Alexander the Great
Warfare in the Age of Alexander

Hoplite
 The main melee
warrior of the
Macedonian army.
 Worked mainly in the
tight phalanx
formation, creating
impregnable lines that
often left the enemy
demoralized.
Hoplites in Action
Warfare in the Age of Alexander

Companions
 Alexander’s elite cavalry,
the offensive arm of his
army, and his elite guard.
 They would be used in
conjunction with the
phalanx. The phalanx
would fix the enemy in
place and then the
companion cavalry would
attack on the flank.
 Alexander would lead the
charge with his cavalry,
normally in a wedge
formation.
 These troops would also
protect the flanks of the
Macedonian line during
battle.
Warfare in the Age of Alexander


Sieges involved the
surrounding and
blockading of a town or
fortress by an army
trying to capture it.
A variety of weapons
were built to hurl
projectiles over city
walls, scale or batter the
walls, and transport
soldiers over them.
The End of the Empire

Alexander
 Married Roxanna and has his men also
intermarry
 Adopted Eastern dress and habits
 Publicly insisted upon his descent from
the gods
 Began giving key positions to Persians


The Macedonians were tired of
campaigning and resented the
changes in Alexander’s behavior
and become mutinous
Alexander died in June 323 BCE,
perhaps as a result of poisoning
"The Marriage of
Alexander the Great
and Roxanna" by
Ishmail Parbury
After Alexander


After Alexander died, his
generals jockeyed for power
and by 275 BCE they had
divided up his kingdom into
three large states
 Antigonus took Greece and
Macedon
 Ptolemy took Egypt
 Seleuces took the former
Persian empire
The period of Alexander and
his successors is called the
Hellenistic period to reflect the
broad influence of Greek
culture beyond Greece’s
borders.
 Hellenistic Culture is the
intermingling of Greek
culture with the cultures of
the peoples conquered by
Alexander, called Cultural
Diffusion