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Ch. 5: CLASSICAL GREECE Today’s Musical Selection: “Troy” 2004 Movie Soundtrack AKINS HIGH SCHOOL Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Identify the ways geography and climate shaped Greek life. • Explain the rise and development of Mycenaean civilization. • Describe how Homer and Greek myths contributed to early Greek culture. AGENDA: Please Begin your Warm-up Immediately ! • WARM-UP – Begin labeling your Map in packet, p. 16b • INTRODUCTION to UNIT and Project I assignment • DISCUSSION of Section 1, Text p. 111 / Packet p. 4 • DAILY QUIZ NEXT ASSIGNMENT: • Read Chapter 5, Section 2 and complete p. 5 in packet • MANDATORY TEXTBOOK CHECK TOMORROW ! GREECE: Chapter 5, Section 1 “Labeling Map” Text p. 109; Packet p. 16b WARM-UP: Begin labeling your map of Greece ! Black Sea MACEDONIA Enjoy the traditional Greek music! • Troy Aegean Sea ASIA MINOR (Anatolia) MAINLAND IONIA Greek colonies Ionian Sea • Athens Mycenae . PELOPONNESUS CYCLADES • Sparta Mediterranean Sea CRETE PP Design of T. Loessin; Akins High School; Pre-A.P. World History The people of Greece do not call their country Greece ! nor do they call themselves Greeks ! In their language their land is called In their language they are the ‘ ‘ S (Hellas) OS (Hellenes) PP Design of T. Loessin; Akins High School; Pre-A.P. World History Discussing Current Events: The Greeks were in the news a lot this summer…..Why? Students… BRAINSTORM: What do you know about the History of the Olympics ? PP Design of T. Loessin; Akins High School; Pre-A.P. World History See Textbook, p. 126-7 Model of the sanctuary of Olympia. The Olympics began in 776 B.C. Originally part of a religious festival dedicated to the ancient Greek god Zeus. Wars between the city-states were suspended so that athletes could compete. The ancient Olympics were a total entertainment package for all who attended where five days of sometimes brutal sports competition mixed with wild partying. The ancient games ended in 394 A.D. The new Christian Roman emperor Theodosius banned all pagan festivals. Christians were oppossed to the Olympic Games – a celebration of the human body, men covered in olive oil running around naked, drinking, fornicating, the whole bit. The end came as an incredible shock to the psyche of the ancient Greeks. They had assumed quite logically that the games would go on forever – a time every four years when men put their differences aside and came together in the fraternity of athletic competition. The Discus Thrower was originally a bronze work by the Greek sculptor Myron. The famous great work of marble that we all recognize today is a Roman copy. Linking the past…. Little is ever mentioned about the many, many attempts of the Greeks to revive the Olympic Games, long before the birth of the Baron de Coubertin. Yet, it is Coubertin who is given credit. Coubertin was a French aristocrat who was only seven years old when France was overrun by the Germans during the Franco-Prussian War of 1870. Coubertin attributed the defeat of France not to its military skills but rather to the French soldiers lack of “vigor.” Coubertin decided it was exercise, more specifically sports, that made a well-rounded and vigorous person. And so he began his crusade to revive the games. Many people truly contributed to the realization of the new Olympic Games. Baron Pierre de Coubertin The 19th century structure of the worlds new national states was ideal now for the the man who inspired the gradual acceptance of the Olympic Idea - a new “national” framework would replace revival of the Olympic Games. the old Greek “city-state” competition. The Olympics are revived in 1896. Finally, in 1896, the 1st International Olympic Games took place in Athens. A wealthy Greek architect, Georgios Averoff, donated one million drachmas (over $100,000) to restore the Panathenaic Stadium, originally built in 330 BCE with white marble for the new 1896 Olympic Games. There were 14 nations, with the largest delegations coming from Greece, Germany, France and Great Britain. On 6 April 1896, the American James Connolly won the triple jump to become the first Olympic champion in more than 1,500 years! Commemorative medal of the 1896 Olympic Games Linking the past…. …to the present ! Fireworks illuminate a dramatic performance at the $27 billion dollar Sports Complex Olympic Stadium during the closing ceremony of the Athens 2004 Summer Olympic Games. KODAK Olympic Journal Summer Games in Athens 2004 – Medal count Athens 2004 Interactive Map History Timeline since 1896. The Greeks were thrilled to be able to host the Olympics once again this year in 2004. It gave them a chance to showcase Athens, their capital, and to teach the world history again. Throughout the games, television viewers all over the world were reminded of where not only the Olympics began but where … indeed …it was here our Western Civilization was born !!! Besides the Olympics, GREECE was the “starting line” for many cultural achievements found in our society today. Students… BRAINSTORM: What else do you recall as part of the historic Legacy of The Greeks ? Southwestern University students on a 1985 Study Abroad trip stand on the original starting line for the Olympic footrace. PP Design of T. Loessin; Akins High School; Pre-A.P. World History ARCHITECTURE SCULPTURE SCIENCES p PHILOSOPHY The Legacy of THE GREEKS U.S. Supreme Court Building PROJECT I is due to Western Civilization Tuesday Sept. 28 ! THEATER DEMOCRACY U.S. Constitution Please pull out your Project I assignment ! PROJECT I Tuesday, Sept. 28 ! “The Greeks” DATE DUE: _________________________ TASK OBJECTIVE: The student will design a creative presentation that highlights one individual or other subject chosen from the Ancient, Classical, or Hellenistic periods in Greek history. See back of handout for List of Suggested Subjects ! PRESENTATION Options*: § ART POSTER (Full-zize posterboard with 2-page, 10 pt. Font, typed paper attached or incorporated into the poster design. See Criteria List for information to include in your presentation. A list of Works Cited / Referenced in preparing your assignment should also be attached.) Students may suggest other means of presenting their subject – webpage design, miniature model of Greek temple or theater, plaster bust of a Greek figure, etc. Prior approval must be obtained from the instructor. PP Design of T. Loessin; Akins High School; Pre-A.P. World History § POWERPOINT (Saved to 3.5 floppy or CD-Rom, the presentation must include sufficient slides with appropriate graphics and associated text to address fully the Criteria List. A list of Works Cited / Referenced in preparing your assignment should also be attached.) Please pull out your Project I assignment ! Tuesday, Sept. 28 ! DATE DUE: _________________________ TASK OBJECTIVE: The student will design a creative presentation that highlights one individual or other subject chosen from the Ancient, Classical, or Hellenistic periods in Greek history. See back of handout for List of Suggested Subjects ! RESOURCES PROJECT I For both your textual information as well as pictures / graphics you should consider the following : “The Greeks” Student Textbook Computer Internet research School and public libraries (Akins Library will hold reserve cart of books on Greek subjects) o Encyclopedias and other research programs available on library computers Student’s own creativity (a student-drawn map, color drawing or painting of Greek subject, computer-generated graphics, etc.) * Having difficulty finding information on your selected topic? Please see instructor. CRITERIA LIST q q q q q q Project coherently responds to the questions Who?, When?, Where?, Did What? Project conveys appreciation for the specific Achievement of the Greek subject chosen and explains the Significance of the achievement either historically or upon our culture today. Project demonstrates that sufficient amount of time and effort was employed in order to confirm high-level interest on the part of student. Textual information is articulate and presented in paragraphs that are well-organized by topic and appropriately indented; spelling is grammatically accurate. Pictures, graphics, and/or other illustrations are clear and appropriate to topic. Works Cited page is attached to typed paper (if paper has been incorporated into poster design, the Works Cited page should be attached to back of Poster) or, if choosing PowerPoint design, Works Cited page should be final slide. PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Chapter 5, Section 1 “Cultures of the Mountains & the Sea” Text p. 111; Packet p. 4 Let’s begin our first Objective by examining the effect geography had on the development of ancient Greece. Black Sea MACEDONIA • Troy Pull out your homework, Aegean Sea ASIA MINOR (Anatolia) MAINLAND Ionian Sea Packet p. 4 Marathon . IONIA Greek colonies • Athens Mycenae . PELOPONNESUS CYCLADES • Sparta Mediterranean Sea CRETE PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Chapter 5, Section 1 “Cultures of the Mountains & the Sea” Text p. 111; Packet p. 4 CAUSE 1. A. How did each of the following effect the Greek civilization’s History and Culture Location “around a sea” EFFECT Provided transportation links for the various regions of Greece. Connected Greece to other societies / civilizations through trade. See textbook map, p. 112 Please have your homework, Packet p. 4 Out on your desk during our class discussions so that I can “eye” it! Cruising around the coastlines of Greece today. PP Design of T. Loessin; Akins High School; Pre-A.P. World History Greek fishermen. GREECE: Chapter 5, Section 1 “Cultures of the Mountains & the Sea” Text p. 111; Packet p. 4 CAUSE 1. 2. A. How did each of the following effect the Greek civilization’s History and Culture EFFECT Location “around a sea” Provided transportation links for the various regions of Greece. Connected Greece to other societies / civilizations through trade. Rugged mountains Made unification of Greek city-states difficult. Therefore, Greek city-states would be proudly independent, competitive, isolated societies. Made land transportation difficult. The ruins of the Temple of Apollo at Delphi Greece. GREECE: Chapter 5, Section 1 “Cultures of the Mountains & the Sea” Text p. 111; Packet p. 4 CAUSE A. How did each of the following effect the Greek civilization’s History and Culture EFFECT Location “around a sea” Provided transportation links for the various regions of Greece. Connected Greece to other societies / civilizations through trade. 2. Rugged mountains Made unification of Greek city-states difficult. Therefore, Greek city-states would be proudly independent, competitive, isolated societies. Made land transportation difficult. 3. Little fertile farmland 1. Only 20% was arable (suitable for farming). Resulted in small population whose diet was mainly grains, grapes, olives. Also, led to the need for colonies. Picking and Pressing Olives GREECE: Chapter 5, Section 1 “Cultures of the Mountains & the Sea” Text p. 111; Packet p. 4 3. Little fertile farmland… …led the Greeks to send their people out to colonize elsewhere. Black Sea MACEDONIA • Troy Aegean Sea ASIA MINOR (Anatolia) MAINLAND IONIA Greek colonies Ionian Sea • Athens Mycenae . PELOPONNESUS CYCLADES • Sparta Mediterranean Sea CRETE PP Design of T. Loessin; Akins High School; Pre-A.P. World History PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Chapter 5, Section 1 “Cultures of the Mountains & the Sea” Text p. 112; Packet p. 4 CAUSE 1. A. How did each of the following effect the Greek civilization’s History and Culture Location “around a sea” 2. Rugged mountains 3. Little fertile farmland 4. Moderate climate EFFECT Provided transportation links for the various regions of Greece. Connected Greece to other societies / civilizations through trade. Made unification of Greek city-states difficult. Therefore, Greek city-states would be proudly independent, competitive, isolated societies. Made land transportation difficult. Only 20% was arable (suitable for farming). Resulted in small population whose diet based on grains, grapes, olives. Also, led to the need for colonies. Greek life was centered around the outdoors – taking part in an active civic life in city marketplaces, open-air Temples and gymnasiums. Greece has a beautiful, moderate climate. A constant 80 degrees Farenheit throughout the summer makes it a holiday destination for Europeans and international travelers < Greece: the Land even today! (Lands, Peoples & Cultures) available at Amazon.com and your library. Read Text p. 112; “Myceaean Civilization Develops” -The Mycenaeans were part of the Indo-European migrations - settled on Greek mainland ca. 2,000 B.C. - Their leading city, Mycenae. - Invaded Crete and finished off the Minoans. - From the Minoans they learned the importance of becoming sea-borne traders. - May have been the terrifying “sea peoples”? mentioned in Egyptian records. (recall CH 4.) - Preserved and assimilated elements of Minoan culture into their own. STOP! Check out your Timeline, Packet p. 1 “When did the Mycenaean Civilization flourish?” Mycenaean port GREECE: “Myceaean Civilization Develops” Text p. 113; Packet p. 4 CAUSE 5. A. How did each of the following effect the Greek civilization’s History and Culture Mycenaean invasions Mycenaeans adopted and spread Minoan culture through Greece, including legends that would form the core of Greek religion, politics, and literature / myths. CRITICAL THINKING: Can you describe another such instance of cultural diffusion we’ve already discussed … one in which the old religious ideas of one group were “assimilated” into the new religion. EFFECT The Minoans on Crete designed mosaics of seashells and painted beautiful frescoes on Theseus slaying the Minotaur the walls of their homes depicting their is an example of a Greek myth that daily life as well as myths about their gods. originated with the Minoans on Crete. The Mycenaeans invaded the Minoans and adopted their same religious myths ! PP Design of T. Loessin; Akins High School; Pre-A.P. World History Read about The Trojan War - Text p. 113 Was there really a Trojan War ? - For many years it was thought the legends found in Homer’s epic, the Illiad, were fictional. - In 1870, archaeologist Heinrich Schliemann believes he discovered the site. - Troy appears to have been destroyed around 1200 B.C. by a war the city lost. << Because Paris stole Helen? STOP! Reference your Timeline, Packet p. 1 “What is the date given for the Trojan War?” - It is believed today the war’s cause was: Troy and the Mycenaeans were competing for a crucial waterway connecting the Mediterranean to the Black Sea. The Trojan Horse story is still loved today and coined the familiar saying, “Beware of Greeks bearing gifts.” The hilltop excavation of Troy in today’s northwestern Turkey. GREECE: Chapter 5, Section 1 “The Trojan War” Text p. 113 Troy and the Mycenaeans were competing for a crucial waterway connecting the Mediterranean to the Black Sea. Black Sea MACEDONIA Dardanelles Strait • Troy Aegean Sea ASIA MINOR (Anatolia) MAINLAND IONIA Greek colonies Ionian Sea • Athens Myceneane . PELOPONNESUS CYCLADES • Sparta Mediterranean Sea CRETE PP Design of T. Loessin; Akins High School; Pre-A.P. World History For all practical purposes, Western literature begins with the Iliad. We still use expressions like “Achilles’ heel,” “Trojan horse,” or “the face that launched a thousand ships,” all with roots in the Iliad or the mythic cycle on which it is based, nearly 3,000 years after the poem was written. And, at least in terms of the number of copies to survive from antiquity, the poems of Homer are second only to the Bible in popularity. Appreciating Classic Literature “Rage! Goddess, sing the rage of Peleus’s son… Achilles” “Iliad” means “the story of Ilion,” the Greek name for Troy. The epic poem has much more to say about Achilles and Hector than it does about Troy. As the first word of the Greek text suggests (“Rage! Goddess, sing the rage of Peleus’s son Achilles”), this poem has a lot to do with anger that can consume and cripple an individual. Honor, glory, and fate are also themes of this great work of Western literature. PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: “Myceaean Civilization Develops” Text p. 113; Packet p. 4 CAUSE A. How did each of the following effect the Greek civilization’s History and Culture 5. Mycenaean invasions 6. The Trojan War EFFECT Mycenaeans adopted and spread Minoan culture through Greece, including legends that would form the core of Greek religion, politics, and literature / myths. The war’s story provided the basis for Greek legends and Homer’s epics (Illiad and the Odyssey). The war may have contributed to the collapse of Mycenaean civilization. GREECE: “Greek Culture Declines Under the Dorians” Text p. 113; Packet p. 4 CAUSE A. How did each of the following effect the Greek civilization’s History and Culture 5. Mycenaean invasions 6. The Trojan War 7. Collapse of Mycenaean civilization STOP! See Timeline, Packet p. 1 “Who invaded Mycenae Greece around 1200-1100 B.C.?” EFFECT Mycenaeans adopted and spread Minoan culture through Greece, including legends that would form the core of Greek religion, politics, and literature / myths. The war’s story provided the basis for Greek legends and Homer’s epics (Illiad and the Odyssey). The war may have contributed to the collapse of Mycenaean civilization. Led to Greece’s Dark Ages – a decline in economy, trade, and even writing. A period we know little about since no written records were kept. The Dorians - Distant relatives of the Bronze-Age Greeks - Were they taking revenge on the Indo-European Mycenaeans for invading their land centuries earlier? -Spoke a dialect of Greek, but were far less advanced than the Mycenaeans. -Greeks appear to forget the art of writing – This is the Greek Dark Ages – no written records for 400 years (1150-750 B.C.) PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: “Epics of Homer / Greeks Create Myths” Text p. 114; Packet p. 4 B. Explain the significance of the epics of Homer and myths in ancient Greek culture. • • • • • • During the Greek’s Dark Ages, the story of the Trojan War was passed on through the spoken word (oral tradition). According to Greek tradition, their greatest storyteller was a blind man named Homer. Homer’s two greatest epic poems are the Iliad and the Odyssey, both dealing with the Trojan War and are believed to have been written around 750-700 B.C. Epics are long, narrative poems that celebrate heroic deeds. The heroes of the Iliad are warriors: the fierce Greek, Achilles, and the courageous and noble Hector of Troy. The Iliad gives us a good example of the Greek idea of arête, meaning virtue and excellence. A Greek could display this ideal on the battlefield, in combat, in political life, or in athletic contest. The Odyssey concerns the adventures of Odysseus on his return home from defeating the Trojans. PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: “Epics of Homer / Greeks Create Myths” Text p. 114; Packet p. 4 B. Explain the significance of the epics of Homer and myths in ancient Greek culture. • The Greeks developed a rich set of myths ~ traditional stories of a particular culture passed on for many years. • The Greeks developed extensive myths about their gods. Like the religious myths found in most cultures, the Greeks sought to understand the mysteries of nature and the power of human passions. For example, myths explained the changing of the seasons, the cause of lightening, etc. • Human qualities such as love, hate, and jealousy were attributed to the Greek gods. Check it out… COOL WEBSITES http://www.mythweb.com/ also http://www.pantheon.org/areas/myt hology/europe/greek/articles.html Find other helpful websites that could help you with your PROJECT I on the inside front cover of your packet. The 40 ft. gold statue of Zeus in the Temple at Olympia was one of the Seven Wonders of the Ancient World. Artist conception of the 40 ft. statue of Athena that once stood in the Parthenon (the Temple to Athena) in Athens. A visit to the Greek isles is an unforgettable experience for all who get the chance. The British poet Lord Byron became such a “Romantic” for this birthplace of Western Civilization he joined the Greeks in their nationalist revolution against the Ottomans in the 19th c. “THE isles of Greece! the isles of Greece Where burning Sappho loved and sung, Where grew the arts of war and peace, Where Delos rose, and Phoebus sprung! Eternal summer gilds them yet, But all, except their sun, is set.” ~ Lord Byron, 19th c. PP Design of T. Loessin; Akins High School; World History Island of Santorini today Time for your Timed Daily Quiz … Please clear your Desk! TRIVIA TIME “Did you know…” The day your Project I is due, Tuesday, September 28th, all of Greece pauses to commemorate a rather unusual national holiday in their country – “Ochi! Day” What is Ochi Day? The anniversary of General Ioannis Metaxas' flat denial to the Italian dictator Mussolini’s request for free passage to invade Greece. In October, 1940, Italy, backed by Hitler, wanted to occupy Greece; Metaxas simply responded "Ochi!" - "No!" in Greek. It was a "No!" that brought Greece into the war on the Allied side; for a time, Greece was Britain's only ally against Hitler. Greece not only did not give Mussolini's forces free passage, they seized the offensive and drove them back through most of Albania. Had Metaxas not said "No!", World War II might well have lasted considerably longer. PP Design of T. Loessin; Akins High School; World History Ch. 5: CLASSICAL GREECE Today’s Musical Selection: “Troy” 2004 Movie Soundtrack WARNING! MANDATORY TEXTBOOK CHECK TOMORROW Eagles, Have a great Monday! Mr Loessin Tutorials, 8:20-8:50 TODAY’S OBJECTIVES: • Identify the ways geography and climate shaped Greek life. • Explain the rise and development of Mycenaean civilization. • Describe how Homer and Greek myths contributed to early Greek culture. AGENDA: • WARM-UP – Begin labeling your Map in packet, p. 16b • INTRODUCTION to UNIT and Project I assignment • DISCUSSION of Section 1, Text p. 111 / Packet p. 4 • DAILY QUIZ Today’s Lesson / PowerPoint is available for viewing in the Library! NEXT ASSIGNMENT: • Read Chapter 5, Section 2 and complete p. 5 in packet • MANDATORY TEXTBOOK CHECK TOMORROW ! PP Design of T. Loessin; Akins High School; Pre-A.P. World History Ch. 5: CLASSICAL GREECE Section 2: Warring City-States AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Identify the different political systems that developed in the Greek city-states. • Describe the military government of Sparta. • Explain how Athenian and Spartan societies differed. AGENDA: Please Begin your Warm-up Immediately ! • WARM-UP – Read “Setting the Stage,” Textbook p. 115 / Examine chart p. 117 • DEFINING IMPORTANT TERMS / Textbook Check • DISCUSSION of Section 2, Textbook p. 115-117; Packet Homework p. 5 • VIDEO CLIP, History Channel presents “The Spartans” NEXT ASSIGNMENT: • Finish p. 5 in your packet for homework ! Tomorrow we wrap up CH 5 Sec. 2 - examining the great story of The Persian Wars! • PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conqueror” due Mon.! WARM-UP Students, Please use your textbook, pages 115-116 to complete the handout: “Identifying Terms” When I come to your desk, please show me the white sticker on the back of your textbook. Be sure the textbook you are using is your own as its number will be recorded by your name and you will be held financially responsible for it. PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Text p. 115, “Rule and Order in Greek City States” / Handout, “Identifying Terms” • • After the fall of the Mycenaean and Minoan civilizations, Greek culture retrogressed for 300 years into a period of Dark Ages. The invading Dorians were illiterate. Cities were destroyed and plundered. • • • Eventually cities began to grow again. These cities were walled for protection. Each city-state was independent of each other. I. VOCABULARY A. polis – the Greek city-state It was a “political unit,” and included the central city and surrounding countryside (which could include numerous villages as well). PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Text p. 115, “Rule and Order in Greek City States” / Handout, “Identifying Terms” The city state, or polis, was the dominant governmental structure of Ancient Greece. Describe: 1. The polis was small in size. Athens was the largest, yet at its height had only 40,000 people. 2. Each polis had an acropolis – a high point, where the governmental and religious buildings were constructed. 3. The market-place, or agora, was the meeting-place for most of the people and was the economic center of the polis. 4. The surrounding farmland supported the large population inside the walled cities. I. Study the photo: What natural feature can you detect that made the old city-state of Athens easy to defend? An aerial view today of the acropolis in Athens, Greece. VOCABULARY A. polis – the Greek city-state B. acropolis – high point of It wasthe a “political unit,”a polis, usually and included central city fortifiedthe hilltop, where and civic buildings were surrounding located.countryside (which could include C. agora – the marketplace numerous villages as well). and economic center of the polis. PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Text p. 115, “Rule and Order in Greek City States” / Handout, “Identifying Terms” EARLY LACK OF UNITY AMONG THE GREEK CITY-STATES Explain why: • Separated by barriers of sea and mountains, • by local pride and jealousy, The independent city states never considered uniting their independent Greek-speaking city-states into one single political unit. They formed alliances only when some other powerful city-state embarked on conquest and attempted to dominate over the rest. LATER GREEKS WILL BECOME UNITED Explain what influences led to eventual unity: • a common language, • common religion, • common literature, • similar customs, • the religious festivals, • the Olympic Games But even in times of foreign invasion it was difficult to induce the cities to act together. As we will see tomorrow, the threat of the mighty Persian Empire would finally unite the Greeks together against a common enemy… but not without persistent inner-squabbling! I. VOCABULARY A. polis – the Greek city-state B. acropolis – high point of It wasthe a “political unit,”a polis, usually and included central city fortifiedthe hilltop, where and civic buildings were surrounding located.countryside (which could include C. agora – the marketplace numerous villages well). and economic as center of the polis. PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Text p. 117, “Greek Political Structures” / Handout, “Identifying Terms” Students, TYPES of GOVERNMENT MONARCHY • A state / nation ruled by a king or queen. • Rule is usually passed on in hereditary fashion. • Some rulers in early times claimed “Divine right” • Mycenae had a monarchy (ca. 1450 B.C.) All the Terms on today’s handout from CH 5, Sec. 2 will be on Friday’s MAJOR QUIZ ! ARISTOCRACY • State ruled by nobility (the land-owning families) • Rule is hereditary / based on land-ownership • Social status / wealth support ruler’s authority • Athens had an aristocracy in its early history (594 B.C.) OLIGARCHY • State ruled by a small group of elite citizens • Rule is based on wealth • The ruling elite group controls the military • Sparta had an oligarchy (800-600 B.C.) GREECE: See chart in Textbook p. 117 PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Text p. 115, “A New Kind of Army Emerges” / Handout, “Identifying Terms” THE IRON AGE BRINGS CHANGE Iron, harder than bronze, but more importantly, cheaper! This meant ordinary citizens could now arm themselves. Citizen-soldiers – composed of merchants, artisans, small landowners were now expected to defend the polis. Hoplites – foot soldiers stood side-by-side, holding a spear in one hand, shield in the other formed the Phalanx – a fearsome battlefield formation of hoplite soldiers, The most powerful fighting force in the Ancient World. The“… phalanx formation called for eachawful man toand trust terrifying his neighboring Itwere was aonly sight equally “If there some way of contriving infantryman, often times a relative, friend, or lover. With a shieldain his when they marched in stepon his fellow left handor andan a spear in his right, each man dependedand state army made up of lovers their with thecoverage. rhythm Battles of the were flute, hoplite's shield for full body won and lost depending onwithout thewould phalanx's ability hold formation. Lined shoulder loves, they thetoinvery at anybe gap theiritsbest line of- fighting battle, to shoulder with approximately sixty-five pounds of armor, limited each other's willing die for the andside, with no confusion inrequired their souls, vision and hearing, a hoplite's crucial to duties littlelove tacticalat skill, only to push forward and keepand the line together.moving Outstanding valor rose but calmly cheerfully their side, they would be the most fearsome from a man's ability to keep his nerve amidst such confusion and withand thesuch strains ofthe their hymn brutality. In outcome of to thetheir battle deadly restedworld.” onfight.” fellow army onea scene, that could overcome the soldiers’ love and trust for one another. ~PP Plato, Symposium ~ Plutarch, Lycurgus 22.2-3 Design of T.The Loessin; Akins High School; Pre-A.P. World History GREECE: Text p. 115, “Tyrants Seize Power” / Handout, “Identifying Terms” When no wars among city-states were being fought, the armed and powerful citizen-soldiers could become troublesome for city-state rulers. Unemployed farmers and debt-ridden artisans often joined in revolts against the nobility. In such times arose leaders called tyrants – powerful individuals who gained control by appealing to the poor and discontented for support. PP Design of T. Loessin; Akins High School; Pre-A.P. World History As we have seen, the Greek city-states had various types of government – monarchy, aristocracy, oligarchy, and even tyranny (rule by tyrants). But the two most powerful city-states would find completely new ways to govern themselves. Sparta would build a strict Military State and Athens would create the world’s first Limited Democracy! Ionian Sea IONIA Greek colonies MAINLAND • Athens PELOPONNESUS • Sparta Mediterranean Sea GREECE: Chapter 5, Section 2 “Sparta Builds a Military State” Text p. 116; Packet p. 5 A. Recognizing Facts and Details 725 B.C. Sparta conquers Messenia 1. How did the Spartans treat the Messenians? Made them helots – peasants forced to work the Spartan land – had to turn over ½ of all crops to the Spartans. The Peloponnesus region Please have your homework, Packet p. 5 Out on your desk during our class discussions so that I can.“eye” it! Messenia • Sparta When the SpartansStudents, realized they needed more arable land they looked to the southwest to the more fertile soil of Messenia. Think About It… Helots were Messenians who the Spartans “What is thereback in had conquered and risk brought to Sparta conquering an entire large to do their work, treated like slaves, forced to population be tied for generations toofa people, Spartan nobleman’s forcing them to leave their lands. land and work your lands instead?” They worked the land around Sparta in order for the Spartan males to focus on their superior military training. GREECE: Chapter 5, Section 2 “Sparta Builds a Military State” Text p. 116; Packet p. 5 A. Recognizing Facts and Details 725 B.C. Sparta conquers Messenia 1. How did the Spartans treat the Messenians? Made them helots – peasants forced to work the Spartan land – had to turn over ½ of all crops to the Spartans. 2. 600 B.C. Spartans put down a revolt by Messenians 3. What type of society did Sparta create in response to the revolt? Sparta creates a tough, militaristic state. Rigorous military training was the life of the Spartan male The Greek historian Herodotus Asked why itthe was An old man wandering around "Come back with your shield -reports or on it" from agedishonorable of 7 to 60. Video clip: the to Olympic Games looking for a seat that return without atoshield was supposed be The Messenian helots outnumbered was jeered at byof the crowd the Spartans just before the Battle of Thermoplyae, and not without a helmet, the parting cry mothers The History Channel At age 20 males8were allowed to marry to 1. until he reached the seats of the Spartans, a Spartan warrior named Dienekes was the Spartan king, Demaratos, presents toorder their sons. in to procreate, where every Spartan younger than him, told that the Persian archers could “The Spartans” is said to have replied: According to the writer Plutarch, Not surprisingly, they staged a revolt, but the menand continued to live their own barracks some that wereinolder, blank out theanother. sun "Because the latter they put on one which the Spartans were Mothers sons died in just battle with one stood upwhose and offered him their seat.barely The entire program able torejoiced, put with their full volley ofdown. arrows. for their own protection, but openly The crowd applauded and thethe old shield man isfor available He replied theto common of saying, all."hung mothers whose sons turned them withgood asurvived sigh, from your instructor "Good,"All then we shall have (Plutarch) Greeks know what our is their heads in shame. for 2-day checkout. At left: Illustration depicting the famous legend of the Spartan boy honorable and right, battle in the shade." who, being so disciplined, stood at attention before a superior while a but only the Spartans do it!" fox he had hid beneath his tunic chewed away at his stomach. GREECE: Chapter 5, Section 2 “Athens Builds a Limited Democracy” Text p. 117; Packet p. 5 A. Recognizing Facts and Details 621 B.C. Draco writes the first legal code. 2. What was the primary cause of conflict between rich and poor in Athens? The poor wanted more political rights / power. Debt slavery intensified the conflict. But don’t be fooled… Things were not always “the life of leisure” in the more highly cultured Athens! In contrast to Sparta, Read Textbook, top of p. 117 in Athens In Athens, and other “In both outlook and values, girls didn’tGreek attendcity-states school boysa attended school from Athens constrasted sharply with Sparta. but few fortunate ones about 7 – 14. did have private tutors. Boys learned arithmetic, An ambassador from the city-state of Corinth reading, writing, and In general, READ Textbook, p. 117: “Political and Economic Reforms” memorized the heroic epic once compared the Spartans to the Athenians women focused their attention poems of Homer. on child-rearing, in a speech to the Spartan assembly. Music, especially the lyre, When a group of peasants agreed to thwart the attempt of an Athenian nobleman weaving cloth wasshown also stressed. to establish a tyranny, (as here), Youngpreparing men mastered the art of He told the Spartans that they had the strongest meals, in return that the city’s aristocrats they demanded write a code of laws for all the people. Debating and,the tohousehold. prepare for army in Greece, but they were too cautious. and managing battle, took up wrestling or He also said that the Spartans other sports. They got more than they bargained for. lacked imagination and curiosity. Wealthy parents frequently made arrangements code was harsh and included the idea of “debt slavery.” to place theirDraco’s son Athenians, he said, were always eager to learn with an older male tutor new ideas because they had been educated to and these relationships Today, we still call harsh or unfair laws “draconian” in our English language. were often long-lasting. think and act as free people.” GREECE: Chapter 5, Section 2 “Athens Builds a Limited Democracy” Text p. 117; Packet p. 5 A. Recognizing Facts and Details 621 B.C. Draco writes first legal code 2. What was the primary cause of conflict between rich and poor in Athens? The poor wanted more political rights / power. Debt slavery intensified the conflict. 594 B.C. Solon chosen by aristocrats 4. What economic and political reforms did Solon initiate? He outlawed debt slavery, gave more power to to lead Athens. the people’s assembly, allowed all citizens to bring legal suits, encouraged profitable trade. for Athens. 546 B.C. Pisistratus the Tyrant, seizes power in Athens. 5. How did Pisistratus gain the support of the poor? He provided money to the poor to buy farm stuff, creating jobs by starting public building programs to put the poor back to work. 508 B.C. Cleisthenes introduces 6. What steps did Cleisthenes take to create a first political reforms in Athens. limited Democracy in Athens? Broke up the power of the nobility by reorganizing the law assembly, allowing all citizens to submit laws. He created the Council of 500. These reforms allowed all Athenian “citizens” to participate in a limited democracy, though only one-fifth of Athenian residents were classified as “citizens” (free, adult, males over 20.) PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: See chart in Textbook p. 117 / Handout, “Identifying Terms” TYPES of GOVERNMENT MONARCHY • A state / nation ruled by a king or queen. • Rule is usually passed on in hereditary fashion. • Some rulers in early times claimed “Divine right” • Mycenae had a monarchy (ca. 1450 B.C.) ARISTOCRACY • State ruled by nobility (the land-owning families) • Rule is hereditary / based on land-ownership • Social status / wealth support ruler’s authority • Athens had an aristocracy in its early history (594 B.C.) OLIGARCHY • State ruled by a small group of elite citizens • Rule is based on wealth • The ruling elite group controls the military • Sparta had an oligarchy (800-600 B.C.) Students, Linking the Past to the Present All these Terms on today’s handout from CH 5, The United States of America Sec. 2 in the 18th c. A.D. will be on Friday’s became the world’s MAJOR QUIZ ! first Democracy since the time of the 5th c. B.C. Athenians. However, the United States has what is known as a Representative Democracy since a direct democracy was not feasible. DIRECT DEMOCRACY PP Design of T. Loessin; Akins High School; Pre-A.P. World History • State ruled by its citizens • Rule is based on citizenship • “Majority rule” is method of decision-making • Athens had the first such Democracy (461 B.C.) Ch. 5: CLASSICAL GREECE Section 2: Warring City-States AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Identify the different political systems that developed in the Greek city-states. • Describe the military government of Sparta. • Explain how Athenian and Spartan societies differed. AGENDA: • WARM-UP – Read “Setting the Stage,” Textbook p. 115 • DEFINING IMPORTANT TERMS • DISCUSSION of Section 2, Textbook p. 115-117 •VIDEO CLIP, History Channel presents “The Spartans” Today’s Lesson / PowerPoint is available for viewing in the Library! NEXT ASSIGNMENT: • Finish p. 5 in your packet for homework ! Tomorrow we wrap up CH 5 Sec. 2 - examining the great story of The Persian Wars! • PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conqueror” due Mon.! Put your LIBRARY PROJECT PACKET in your notebook under your Test Divider….you’ll need it to study for the Final in December! Ch. 5: CLASSICAL GREECE Section 2: The Persian Wars AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Identify the causes of the Persian Wars and major battles in this historic conflict. • Describe the Greek military method (hoplite phalanx) • Describe the consequences of the Persian Wars on the Greek homeland. AGENDA: Please Begin your Warm-up Immediately ! • WARM-UP – Locate major battle sites in the Persian Wars, textbook map p. 119 • LECTURE / DISCUSSION; Packet p. 6-8 • VIDEO CLIPS from History Channel presents “The Spartans” NEXT ASSIGNMENT: • Read Textbook CH 5, Sec. 3 and complete pp. 12a-12b in your packet. • PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conqueror” due Mon.! GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 118; Packet p. 6 GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 118; Packet p. 6 I. CAUSES A. Greek colonies in Ionia (the coast of Asia Minor) are conquered by the Persians B. Athens responds by sending aid to the colonists – ships, soldiers, etc. – to help them rebel against Persia’s presence in the area. C. King Darius of Persia defeats the rebels and vows to destroy Athens in revenge. THE PERSIAN THREAT The Western World Feels The Heat!! MACEDONIA . Black Sea Byzantium Persian Empire >> Aegean Sea Ionian Sea IONIA Greek colonies • Athens • Sparta Mediterranean Sea Darius the Great of Persia GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 118; Packet p. 6 II. THE BATTLES A. The Persian army larger and superior on land, but the Greeks were masters of the Sea and had the fearsome hoplite phalanx. B. The Battle of Marathon (490 B.C.) • 25,000 Persians vs. 10,000 Athenians • The light-armored Persians not familiar with the hoplite style of warfare. • Persians lost 6,500; Athenians lost 192 • Athenian army fighting at Marathon realizes Persian ships are now heading toward Athens, which is defenseless in their absence. • Send Pheidippides, the “Marathon runner” (about 26 miles) to warn the people of Athens that although the Athenian army was victorious at Marathon, the Persian ships now heading to Athens. PP Design of T. Loessin; Akins High School; Pre-A.P. World History Greek Victory at Marathon Persian Navy The Olympic footrace is shown. Pheidippides had been the winner of this difficult Olympic event four times! He was the perfect choice to make the Marathon run to Athens, telling the Athenian people, “Rejoice, we conquer! But prepare yourselves Athens…for Persian ships now head your way.” Linking the Past to the Present: Read about the Marathon today, Textbook p. 118 GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 118; Packet p. 6 II. THE BATTLES A. The Persian army larger and superior on land, but the Greeks were masters of the Sea and had the fearsome hoplite phalanx. B. The Battle of Marathon (490 B.C.) • 25,000 Persians vs. 10,000 Athenians • The light-armored Persians not familiar with the hoplite style of warfare. • Persians lost 6,500; Athenians lost 192 • Athenian army fighting at Marathon realizes Persian ships are now heading toward Athens, which is defenseless in their absence. • Send Pheidippides, the “Marathon runner” (about 26 miles) to warn the people of Athens that although the Athenian army was victorious at Marathon, the Persian ships now heading to Athens. • Athenian Greeks arrive home to Athens before Persian ships pull into harbor. The Persians retreat! Show Video Clip Have you labeled “Marathon” on your Packet map, p. 16B? Greek Victory at Marathon Persian Navy GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 118; Packet p. 7 10 years after the amazing victory of the Athenians at Marathon, the Persians return ! II. THE BATTLES C. The Battle of Thermopylae (480 B.C.) • King Darius of Persia now dead, his son, Xerxes, attempts to crush the Greeks. See Textbook map, p. 119 Your Packet Map, p. 16b 10 years of planning an invasion of Greece that will avenge his father’s loss, Xerxes is certain his plan will work. It will involve the largest army AND the largest naval fleet ever assembled up to that day. The navy will sail along the coastline of the Aegean Sea supplying the land army on its long march. A huge bridge had to be constructed across the Hellespont …. PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Chapter 5, Section 2: “The Persian Wars” PERSIAN WARS in 480 B.C. Major Battle Locations MACEDONIA . . Black Sea Byzantium Hellespont crossing Persian Army Aegean Sea Thermopylae Ionian Sea . Marathon . ASIA MINOR (Anatolia) IONIA Greek colonies • Athens CYCLADES • Sparta Persian Navy Mediterranean Sea CRETE GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 118; Packet p. 7 10 years after the amazing victory of the Athenians at Marathon, the Persians return ! II. THE BATTLES C. The Battle of Thermopylae (480 B.C.) • King Darius of Persia now dead, his son, Xerxes, attempts to crush the Greeks. • • Greeks are divided – some want to stand against the enormous Persian army / fleet; others are bitter at Athens and think it is better to let Persia get it’s revenge on Athens and be done with the matter. Some Greeks even fought on the side of Persian army as it began marching down the eastern coast of Greece toward Athens. PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 118; Packet p. 7 10 years after the amazing victory of the Athenians at Marathon, the Persians return ! II. THE BATTLES C. The Battle of Thermopylae (480 B.C.) - Persian army comes to narrow mountain pass of Thermopylae and are met by 7,000 Greeks; including 300 Spartans blocking the pass. - 3-Day fight ends after a Greek traitor tells the Persians about a secret path around the cliffs. A “nightmare” for the Greeks! - The Spartan force alone held the pass, allowing their fellow Greek forces safe retreat. The Spartans’ sacrifice – all were killed – made a great impression on the Greeks. Video Clip GREECE: Chapter 5, Section 2: “The Persian Wars” PERSIAN WARS in 480 B.C. Major Battle Locations MACEDONIA . . Black Sea Byzantium Hellespont crossing Persian Army Aegean Sea Thermopylae . ASIA MINOR (Anatolia) IONIA Greek colonies Ionian Sea Salamis . • Athens CYCLADES • Sparta Mediterranean Sea Persian Victory Persian Navy CRETE GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 119; Packet p. 7 10 years after the amazing victory of the Athenians at Marathon, the Persians return ! II. THE BATTLES C. The Battle of Thermopylae (480 B.C.) D. The Battle of Salamis - Knowing the Persians are now on their way to Athens, the Athenians take action. - Themistocles convinces the Athenians to evacuate their city and fight at sea. - Greeks position themselves in a narrow channel near island of Salamis. - Angry at finding the city empty, Xerxes burns Athens ! - Xerxes orders his ships to block the channel but the large, bulky Persian ships get trapped and the Athenian navy moves in for the kill ! ______________________________ PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 119; Packet p. 8 10 years after the amazing victory of the Athenians at Marathon, the Persians return ! II. THE BATTLES C. The Battle of Thermopylae (480 B.C.) D. The Battle of Salamis - The Greeks steer their fast-moving triremes around the large Greek vessels driving their battering rams into the Persian ship’s hulls. Video Clip Xerxes loses 1/3 of his fleet and orders retreat. GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 119; Packet p. 8 10 years after the amazing victory of the Athenians at Marathon, the Persians return ! II. THE BATTLES C. The Battle of Thermopylae (480 B.C.) D. The Battle of Salamis - The Greeks steer their fast-moving triremes around the large Greek vessels driving their battering rams into the Persian ship’s hulls. Xerxes loses 1/3 of his fleet and orders retreat. - The Spartans continue the land battle in the north and defeat the rest of the Persian army at the Battle of Plataea. PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Chapter 5, Section 2: “The Persian Wars” PERSIAN WARS in 480 B.C. Major Battle Locations MACEDONIA . . Black Sea Byzantium Hellespont crossing Persian Army Aegean Sea Thermopylae Ionian Sea . ASIA MINOR (Anatolia) IONIA Greek colonies Plataea . Salamis . • Athens CYCLADES • Sparta Mediterranean Sea Greek Victories Persian Victory Persian Navy CRETE GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 119; Packet p. 8 III. THE CONSEQUENCES of the Persian Wars UNIFIED THE GREEKS for a short time! A. Greeks now feel a sense of confidence and pride B. Athens rises from the ashes to bask in glory of victory and rebuild its city in a glorious fashion. C. Athens will lead the formation of an Alliance of the Greek city-states called the Delian League 1. Athens collected dues from city-state members 2. Drove the Persians from remaining Greek areas and promised to end any future threats 3. Athens will build a powerful naval empire and now a 40-foot tall uses it to dominate over the other Greek city-states. gold & ivoryWas statue of Athena Athens uses the proceeds from the dues to create the really necessary, Athens? costly building projects on the Acropolis (the Parthenon, etc.) This led to resentment towards Athens among the other Greeks Ch. 5: CLASSICAL GREECE Section 2: The Persian Wars AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Identify the causes of the Persian Wars and major battles in this historic conflict. • Describe the Greek military method (hoplite phalanx) • Describe the consequences of the Persian Wars on the Greek homeland. AGENDA: •WARM-UP – Locate major battle sites in the Persian Wars • LECTURE / DISCUSSION; Packet p. 6-8 • VIDEO CLIPS from History Channel presents “The Spartans” NEXT ASSIGNMENT: • Read Textbook CH 5, Sec. 3 and complete pp. 12a-12b in your packet. • PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conqueror” due Mon.! Ch. 5: CLASSICAL GREECE Section 3: Greece’s Golden Age AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Identify the three goals of Pericles for Athens. • Describe Greek styles in the arts. • Explain the major conflicts in the Peloponnesian War. AGENDA: Please begin Warm-Up immediately. • WARM-UP – Examine Chart, Textbook p. 120 “Compare Athenian and United States forms of Democracy” • DISCUSSION of Section 3, Textbook p. 120-124 • LABELING features of Classical Architecture TOMORROW: Major Quiz !! • STUDY Textbook CH 5, Sections 1 – 3 and all Lecture notes! • PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conquerer” due Mon.! GREECE: Chapter 5, Section 3 “Greece’s Golden Age” Text p. 120; Packet p. 8 THE ANCIENT WORLD NEWS Winter, 480 B.C. NEWS FLASH: Sacrifice of Sparta & Athens Brings Victory for Greeks and New Unity Among Them Section 2 Recap: EXPLAIN THE MEANING OF THIS ANCIENT NEWSPAPER’S HEADLINE What was the sacrifice of Sparta? What was the sacrifice of Athens? How did each event help bring unity among the Greeks? Athens even led the formation of the first Greek-alliance. What was this organization’s name? What were it’s goals? How were the goals supposed to be financed? PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Chapter 5, Section 2 “The Persian Wars” Text p. 119; Packet p. 8 III. THE CONSEQUENCES of the Persian Wars UNIFIED THE GREEKS for a short time! A. Greeks now feel a sense of confidence and pride B. Athens rises from the ashes to bask in glory of victory and rebuild its city in a glorious fashion. C. Athens will lead the formation of an Alliance of the Greek city-states called the Delian League 1. Athens collected dues from 140 city-state members 2. PURPOSE: Drive the Persians from remaining Greek areas and promised to end any future threats 3. Athens will build a powerful naval empire and now a 40-foot tall uses it to dominate over the other Greek city-states. gold & ivoryWas statue of Athena Athens uses the proceeds from the dues to create the really necessary, Athens? costly building projects on the Acropolis (the Parthenon, etc.) This led to resentment towards Athens among the other Greeks 140 Greek city-states paid dues into the Delian League for promises from Athens to rebuild its navy, to drive remaining Persian troops from Greek Ionia and protect Greece from further Persian threat. Athens does indeed rebuild its navy… but now uses that mighty to dominate over the other Greek city-states. This led to resentment. Worse, Athens also uses the proceeds from the dues to rebuild their own burned city…. creating the costly building projects on the Acropolis (the Parthenon, etc.) As Athens constructs a Golden Age of building construction the other Greeks were stupefied and bitter! PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Chapter 5, Section 3 “Greece’s Golden Age” Text p. 120; Packet p. 8 IV. ATHENS GOLDEN AGE A. Achievements of Pericles 1. Strengthened the Athenian Democracy 2. Strengthened the Athenian Empire / Navy 3. Brought glory to Athens Textbook, p. 120: “In what Phidias, Designed, along with the great sculptor way did Pericles the Parthenon; temple to Athena in Athens strengthen Democracy?” The great Athenian leader Pericles who rebuilt Athens from ashes, a skilled politician, would hold on to popular support for 32 years. Read textbook, “History Makers” p. 121 What’s the story? Why does the Parthenon stand in ruin today? PP Design of T. Loessin; Akins High School; Pre-A.P. World History GREECE: Chapter 5, Section 3 “Greece’s Golden Age” Text p. 121-122; Packet p. 8 IV. ATHENS GOLDEN AGE B. GREEK ART 1. Classical Art – a style that values orderly arrangement of design, balance, exact proportions, as well as an emphasis on realism and the grace and beauty of the human body. http://www.crystalinks.com/greekart.html Sculptures of gods/goddesses or Greek athletes idealized the human form. Life-size marble statue of Apollo with his lyre. The Greeks employed what is known in Geometry as The Golden Mean in the construction of the Parthenon. Read more about it on p. 122 in your textbook – “History Through Art” PP Design of T. Loessin; Akins High School; Pre-A.P. World History The classical style is still popular today. Chapter 5, Section 3 “Greece’s Golden Age” Labeling Features of Classical Architecture Packet p. 16c PEDIMENT CORNICE TRIGLYPHS FREIZE METOPES ENTABLATURE CAPITAL SHAFT COLUMN BASE It is only because of Pausanias' description that we know the details of the central subject of the East Pediment, for much of this great sculpture was sadly destroyed in the process of making the Parthenon into a Christian church. But we can see the sun god leading his horse-drawn chariot out of Oceanos (the band of water that encloses the earth) into the sky across and over the group of gods witnessing Athena's birth: the dawning of a new day. PEDIMENT FREIZE METOPES Marble metope from the Parthenon freize “A fight between a human Lapith and a Centaur” The Acropolis, Athens, Greece, around 440 BC Visitors to the British museum in London today viewing the famous Elgin marbles taken from the Parthenon in Athens. Chapter 5, Section 3 “Greece’s Golden Age” Labeling Features of Classical Architecture Packet p. 16c Let’s Draw! DORIC Sketch these 3 types of Column Capitals in the white space on p. 16c in your packet. The oldest style. Sturdy with plain top. Used in mainland Greece and the colonies in southern Italy and Sicily. CORINTHIAN This later style was seldom used in the Greek world, but often seen on Roman temples. Its capital is very elaborate and decorated with acanthus leaves. IONIC This style is thinner and more elegant. Its capital is decorated with a scroll-like design. This style was found in eastern Greece and the islands. A very plain capital indicates this is an early Doric design. Corinthian The Erechtheum also sits on the Athenian Acropolis. These elaborate maidens used as column supports are called Caryatids. This style was quite rare. GREECE: Chapter 5, Section 3 “Greece’s Golden Age” Text p. 123; Packet p. 9 C. GREEK DRAMA 1. Greeks invented, built the first theaters Today we still enjoy the 2 TYPES of DRAMA first written by the Greeks: 2. TRAGEDY – a serious drama about themes like war, love, jealousy, betrayal, and untimely death. Notable Greek Tragedy Playwrights: Sophocles ~ Oedipus the King (Oedipus Rex); Antigone Euripides ~ Medea Aeschylus CHORUS SKENE Often in Tragedies, a hero is brought down to a tragic end / fall because of his excessive pride (such as thinking himself like a god / immortal, etc.) This type ofTHEATRON “pride / arrogance that led to a man’s downfall” is known as hubris. ORCHESTRA / STAGE GREECE: Chapter 5, Section 3 “Greece’s Golden Age” Text p. 123; Packet p. 9 C. GREEK DRAMA 1. Greeks invented, built the first theaters Today we still enjoy the 2 TYPES of DRAMA first written by the Greeks: 2. TRAGEDY – a serious drama about themes like war, love, jealousy, betrayal, and untimely death. 3. COMEDY – a type of dramatic production that contains humor. Notable Greek Comedy Playwright: Aristophanes ~ The Clouds; Lysistrata Some comedies are satire – humor that pokes fun at present-day subjects, political scandals, people’s customs, etc. GREECE: Chapter 5, Section 3 “The Peloponnesian War” Text p. 123; Packet p. 9 IV. THE PELOPONNESIAN WAR A. CAUSES • The power and glory of Athens (paid for by the Delian League dues the city-states were being forced to continue to pay to Athens, even though the Persian threat was now over) Athens’ arrogance led to much bitter resentment among the other Greeks. Men talk politics in new Athens, the glorious new buildings are seen on the Acropolis above them. GREECE: Chapter 5, Section 3 “The Peloponnesian War” Text p. 123; Packet p. 9 IV. THE PELOPONNESIAN WAR A. CAUSES • The power and glory of Athens led to much bitter resentment. • Sparta began assembling its own Peloponnesian League of City-States to counter-attack the Delian League. • Sparta declared war on Athens in 431 B.C. Spartans sweep into the Athenian countryside and burn the Athenian fields (food supply). Pericles orders the Athenians inside the city walls. Sparta even managed to gain the Macedonians as one of its allies in the Peloponnesian Leagues coalition against the Athenian League GREECE: Chapter 5, Section 3 “The Peloponnesian War” Text p. 123; Packet p. 9 IV. THE PELOPONNESIAN WAR A. THE BATTLE Sparta’s advantage on land; Athens on sea • Sparta begins terrorizing / burning Athenian countryside • Pericles orders all residents within the city walls • A horrible plague strikes Athens in the 2nd year of the war. • Almost 1/2 of Athenian population dies, including Pericles • Athenian fleet carrying 27,000 soldiers is shipwrecked in a storm while battling Syracuse (one of Sparta’s allies) NEWS FLASH !! READ ALL ABOUT IT Plague Strikes Athens p. 12b in your packet After 27 years of war fighting the other Greeks In the Peloponnesian War Athens loses its empire, power, and wealth. The HUBRIS (arrogant pride) of the Athenians would bring about their downfall… it was a real-life Tragedy! Worse, confidence in their Democratic government began to falter… After Pericles, leaders who followed were weak or corrupt. In this time of questioning, uncertainty, and searching several great thinkers appeared hoping to provide understanding or Truth that would help the Athenians make sense of their Tragedy… …these were the Philosophers. Tomorrow we finish Section 3 and you take your MAJOR QUIZ Ch. 5: CLASSICAL GREECE Section 3: Greece’s Golden Age AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Identify the three goals of Pericles for Athens. • Describe Greek styles in the arts. • Explain the major conflicts in the Peloponnesian War. AGENDA: • WARM-UP – Examine Chart, Textbook p. 120 “Compare Athenian and United States forms of Democracy” • DISCUSSION of Section 3, Textbook p. 120-124 • LABELING features of Classical Architecture TOMORROW: Major Quiz !! • STUDY Textbook CH 5, Sections 1 – 3 and all Lecture notes! • PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conquerer” due Mon.! Ch. 5: CLASSICAL GREECE AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Identify “philosophers” and the role they played in Greek culture. • Identify the contributions of Socrates, Plato, and Aristotle. AGENDA: Please begin Warm-up Immediately. • WARM-UP – Review your CH 5 notes and Textbook for the major quiz today ! • FINISH DISCUSSION of Section 3, “The Philosophers” • MAJOR QUIZ over CH 5, Sections 1, 2, and 3! NEXT ASSIGNMENT: • Read Chapter 5, Section 4 and do p. 14 in packet. • PROJECT I is due next Tuesday ! • Pre-A.P. Library reserve article “Alexander the Conquerer” due Mon.! “The Death of Socrates” by Jacques-Louis David 1787 Oil on canvas 51 x 77 1/4 in. (129.5 x 196.2 cm) The Metropolitan Museum of Art, New York Ch. 5: GREECE Sec. 4: Alexander Builds An Empire AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Describe Philip II of Macedonia’s conquest of Greece. • Summarize Alexander’s character and the role it played in his conquests. • Summarize the impact Alexander’s conquests had on future cultures. Film Opens Nov. 5 ! AGENDA: Please Begin your Warm-up Immediately ! • WARM-UP – Read “History Makers,” in Textbook p. 129 “Who was Bucephalus?” • INTRODUCTORY CLIP: Trailer for the new “Alexander” movie • DISCUSSION of Section 4, Text p. 129 / Packet p. 13-14 • RETURNING MAJOR QUIZ from Friday NEXT ASSIGNMENT: • Read Chapter 5, Section 5 and complete p. 15a in packet • PROJECT I is due TOMORROW…No exceptions ! • Begin reviewing all notes, quizzes, and CH 5 in Textbook for Wednesday’s TEST! CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 128; Packet p. 13 I. Locate MACEDONIA A. Relationship to the Greeks : Macedonians were a rugged, rural people, not as advanced, envious of the Greeks, and threatened by the Athenian Empire. Even allied themselves with Sparta in the Greek’s Peloponnesian War – helping to defeat Athens. Aegean Sea Ionian Sea MAINLAND GREECE ASIA MINOR (Anatolia) IONIA • Athens PELOPONNESUS • Sparta Mediterranean Sea Black Sea MACEDONIA Label your map, Packet p. 16b CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 128; Packet p. 13 I. Locate MACEDONIA A. Relationship to Greeks B. King Philip II 1. His goal: Take Greece and then … even Persia !!! 2. Transforms army: phalanx 16 x 16 with 18 foot pikes (spears called sarissa) Philip II ruled Macedonia from 359 to 336 BC. He was born in Pella, the capital of the Macedonian kingdom, as the youngest son of king Amyntas III. Philip II was a hostage of the Greeks at Thebes following the Greeks’ Peloponnesian War, between 368 and 365 BC. But while in captivity there, he observed the military techniques of the superior Greek hoplite phalanx. When he returned to Macedonia he immediately set forth in helping his brother Perdiccas III, who was then king of Macedonia, to strengthen and reorganize their Macedonian army. But in 359, when his brother set out to battle the Illyrians to free northwestern Macedonia, the Macedonian army suffered a disastrous defeat. 4,000 Macedonian soldiers, including their king lay dead on the battlefield. Philip ascended on the Macedonian throne in the most difficult times; the country was virtually at the brink of collapse, its neighbors ready to put an end to its existence. Philip was not about to let that happen! CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 128; Packet p. 13 II. INVASION OF GREECE A. The Athenian leader Demosthenes tries to warn the Greeks 1. But Greeks cities still not unified following the awful Peloponnesian War fought between themselves. 2. Athens and Thebes finally join forces to try to prevent Philip’s invasion of Greece, but … too late! “Of all the people we should sit idly by and allow to invade our lands… not only are they no Greek, nor related to the Greeks, they are not even barbarians from a place that can be named with honors, but rather from pestilent Macedonia, a place from where it is not even possible to buy a decent slave!" (Demosthenes in his “Third Philippic, 31”; 341 B.C.E.) PP Design of T. Loessin; Akins High School; World History CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 128; Packet p. 13 II. MACEDONIAN INVASION OF GREECE B. 338 Battle of Chaeronea; 338 B.C. B. Battle of Chaeronea; B.C. 1. Philip’s 18 y.o. son, Alexander, leads the charge – makes an impression! 2. Greeks are defeated ! DID YOU KNOW? The Battle of Chaeronea, Aug. 2nd, 338 BC is considered by historians as an end to Greek liberty and history. Pic: The flat plain of Chaeronea today. Greece will not regain its freedom from foreign occupation again until the early 19th century AD when it finally gained its independence. Dysfunctional Family As Philip made his preparations for the Persian invasion, it is now that, historians believe, he made the greatest mistake of his life. Philip had married six times – to all non-Macedonian women. His sixth wife, a Greek woman named Olympias from Epirus, was the mother of Alexander. Upon returning from his victories in Greece, Philip surprises everyone by falling in love with a young girl who actually was from high Macedonian nobility. He decides to marry her and breaks with both Olympias and the young Alexander, his son… although, he does invite Alexander to the wedding. At the wedding banquet, the new wife’ss uncle made a rude remark about King Philip now having an opportunity to actually father a “legitimate” heir (i.e., one that was of pure Macedonian blood). Alexander threw his cup at the man, blasting him for calling him a ‘bastard child.’ Philip stood up, drew his sward, and charged at Alexander, only to trip and fall on his face in his drunken stupor at which Alexander shouted: "Here is the man who was making ready to cross from Europe to Asia, and who cannot even cross from one table to another without losing his balance.” CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 128; Packet p. 13 III. Death of Philip II Assassinated at daughter’s wedding by one of his own generals. The CONSPIRATORS ? Olympias – the jilted ex-wife? Alexander – The angry son who felt threatened? PP Design of T. Loessin; Akins High School; World History CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 129; Packet p. 13 IV. Alexander the Great “Who was Bucephalus?” “Who was Haphaestian?” Boyhood friends who played mythic heroes and who grew up to become them. A. King now at 20 y.o. - he takes over his father’s plans to invade Persia. B. Having been taught by Aristotle, he envisions spreading the achievements of the “superior” Greek culture. C. Is disappointed by revolting Greeks; leads the combined and decides to teachAlexander a brutal lesson at Thebes. With the Greeks properly subdued, he rallies them with the words: Greek and Macedonian forces across the Hellespont to go conquer Persia. Packet, p. 14 “Come with me to take your revenge on Persia!” The Greeks join the Macedonian army. PP Design of T. Loessin; Akins High School; World History CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 129; Packet p. 14 HOMEWORK Packet p. 14 Action(s) Goal(s) 1. Led soldiers across Hellespont into Anatolia. To fulfill his father’s goal – conquer Persia! Label your map, Packet p. 16b MACEDONIA Result(s) King of Persia, Darius III, is alerted mobilizes army to meet Greek forces. Black Sea Hellespont Ionian Sea MAINLAND GREECE PELOPONNESUS Aegean Sea • Athens • Sparta Mediterranean Sea PERSIAN EMPIRE ASIA MINOR (Anatolia) IONIA CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 129; Packet p. 14 Action(s) Goal(s) 1. Led soldiers across Hellespont into Anatolia. To fulfill his father’s goal – conquer Persia! 2. Launched a surprise attack Heavily outnumbered, he against Persians near Issus. uses “surprise attack” strategy and scores big! Result(s) King of Persia, Darius III, is alerted mobilizes army to meet Greek forces. Darius III flees – humiliating retreat! Map in Textbook, p. 130 In a wealthy Roman villa in Pompeii was found this beautiful mosaic tile floor depicting Alexander conquering Darius III at the Battle of Issus. CH 5: GREECE – Sec. 4, “Alexander THE Builds SEIGE an Empire” OF TYRE Textbook p. 129; Packet p. 14 After his resounding defeat of the Persians at Issus, Alexander moved south toward Egypt. He Action(s) hoped he could convince the EgyptiansGoal(s) to see him as their liberator from Result(s) Persia- they had been 1. Led soldiersoccupied across by Persia sporadically ever since the devastating Cambyses 525 King of by Persia, DariusinIII, is B.C. alerted To fulfill his father’s goal – conquest Hellespont into Anatolia. mobilizes army to meet Greek forces. conquer Persia! On the way to Egypt, in 332 B.C., he reaches Tyre – an island fortress off the coast of modern Heavily outnumbered, he 2. LaunchedAlexander a surprise attack Darius IIIprovide flees – a Lebanon. needed the city to control the Eastern Mediterranean and to against Persians near Issus. uses “surprise attack” humiliating secure port through which to funnel reinforcements and supplies. The Tyrians knewretreat! Alexander strategy and scores big! was coming and had stocked up on supplies; it also had its own source of fresh water. Tyre refuses to surrender so Alexander started to build a two hundred yard wide mole (land bridge) from the mainland to the island, a distance of approximately one half mile. While the mole was being built, he took part of his cavalry and went to Sidon where he commandeered one hundred twenty triremes, which were sailed to and surrounded Tyre. Click link. Map in Textbook, p. 130 CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 129; Packet p. 14 Action(s) Goal(s) Result(s) 1. Led soldiers across Hellespont into Anatolia. To fulfill his father’s goal – conquer Persia! Heavily outnumbered, he uses “surprise attack” strategy and scores big! King of Persia, Darius III, is alerted mobilizes army to meet Greek forces. 2. Launched a surprise attack against Persians near Issus. 3. He rejects Darius’ peace offer of a third of his empire. He wants it all! Darius III flees – humiliating retreat! Moves on to take Egypt (gains another ally against Persia), is proclaimed a Pharoah. Now ready to take Persia! Map in Textbook, p. 130 In 332-331 B.C. Alexander conquered Egypt and was proclaimed a pharoah by Egyptian priests. By now his stories of being a descendant of Zeus had begun to spread. Alexander founded over 30 cities named for himself – including the famous Alexandria, Egypt. CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 129-130; Packet p. 14 Action(s) 2. Launched a surprise attack against Persians near Issus. 3. He rejects Darius’ peace offer of a third of his empire. 4. Launched a phalanx attack followed by cavalry charge at Gaugamela. Goal(s) Result(s) Heavily outnumbered, he uses “surprise attack” strategy and scores big! Darius III flees – humiliating retreat! He wants it all! Defeat of Darius! Moves on to take Egypt, is proclaimed a Pharoah. Now ready to take Persia! Takes Babylon, Susa, & Persepolis – shares the wealth with his men! Persian Empire ends! Persepolis burns! Map in Textbook, p. 130 After spending several months in Persia, contemplating what to do next – return home now and rule over what he had conquered? or continue taking more territory? Alexander begins to envision a union of Macedonian-Greeks (the West) and Persians (the East). He adopts the Persian style of dress and the customs of the Persian royal court, He allows Persian troops into his army and made young Persian nobles part of his elite cavalry, He marries a Persian princess named Roxanne (the daughter of Darius III), and presides over a mass marriage of thousands of his own soldiers to Persian women – a grand event meant to symbolize his vision of a new world culture. Alexander’s grand vision / plan was now evolving – a union of the Western (Greco-) world with the Eastern (Persian) world. This new culture – enriched by the best elements of both worlds – would become known as the Hellenistic Culture. This period in history, known as the Hellenistic Period. PP Design of T. Loessin; Akins High School; World History CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 129-130; Packet p. 14 Action(s) 3. He rejects Darius’ peace offer of a third of his empire. 4. Launched a phalanx attack followed by cavalry charge at Gaugamela. 5. Led army into Indus valley. Goal(s) Result(s) He wants it all! Moves on to take Egypt, is proclaimed a Pharoah. Now ready to take Persia! Defeat of Darius! Takes Babylon, Susa, & Persepolis – shares the wealth with his men! Persian Empire ends! Wants to extend empire further eastward to the edge of world – “Ocean” Map in Textbook, p. 130 He defeats an Indian army but Discovers his men’s Darius morale is low III dead to go home! and demand CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 129-130; Packet p. 14 Action(s) 4. Launched a phalanx attack followed by cavalry charge at Gaugamela. 5. Led army into Indus valley. 6. Poured out drinking water offered to him in the desert. Goal(s) Result(s) Wants to extend empire further eastward to the edge of world – “Ocean” Takes Babylon, Susa, & Persepolis – shares the wealth with his men! Persian Empire ends! He defeats an Indian army but his men’s morale is low and demand to go home! To encourage / inspire his discouraged troops during long march home. As always before, It wins their admiration again… and they continue to follow him. Defeat of Darius! Map in Textbook, p. 130 ARABIA 324 B.C. – Alexander returns to Babylon which he makes his new capital. He begins to make plans for his new empire – construction projects, new cities, and plans to conquer Arabia. June 6, 323 B.C. - Residing in the old palace of Nebuchadnezzar II, he is struck by a high fever for several days and suddenly, at 33, is found dead. CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 131; Packet p. 13 IV. Alexander the Great “Who was Bucephalus?” D. Conquered Persia and extended his empire east to the Indus River. “Who was at Haphaestian?” E. Dead 33. Boyhood friends who played mythic heroes and who grew up to become them. F. His LEGACY: 1. His generals fought over control of empire after his death A. King now atthe 20 democratic y.o. - he takes over his father’s plans to invade Persia. - ending tradition started in Greece B. Having been taught by Aristotle, he envisions spreading the achievements of the “superior” Greek culture. C. Is disappointed by revolting Greeks; and decides to teach a brutal lesson at Thebes. With the Greeks properly subdued, he rallies them with the words: A Boy who Dream of his Father ! “Come with mefulfilled to taketheyour revenge on Persia!” A Man who believed himself descended of the gods ! A Military Genius whoThe united twojoin worlds got men from Greeks the and Macedonian army.both to follow him! A Giant in History, like many, whose empire crumbled after his death. An old trusted general of both Alexander and his father, Ptolemy – would receive the Egyptian kingdom in 241 B.C. Ptolemy would take the title of Pharoah and begin the Greek Ptolemaic Dynasty in Egypt – of which Cleopatra would descend in 44 B.C. CH 5: GREECE – Sec. 4, “Alexander Builds an Empire” Textbook p. 131; Packet p. 13 IV. ALEXANDER THE GREAT D. Conquered Persia and extended his empire east to the Indus River. E. Dead at 33. F. His LEGACY: 1. His generals fought over control of empire after his death - ending the democratic tradition started in Greece 2. The HELLENISTIC CULTURE – a new culture that blended (western) Greek, Egyptian, and (eastern) Persian customs. PP Design of T. Loessin; Akins High School; World History Ch. 5: GREECE Sec. 4: Alexander Builds An Empire AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Describe Philip II of Macedonia’s conquest of Greece. • Summarize Alexander’s character and the role it played in his conquests. • Summarize the impact Alexander’s conquests had on future cultures. Film Opens Nov. 5 ! AGENDA: • WARM-UP – Read “History Makers,” in Textbook p. 129 • INTRODUCTORY CLIP: Trailer for the new “Alexander” movie • DISCUSSION of Section 4, Text p. 129 / Packet p. 13-14 • RETURNING MAJOR QUIZ from Friday NEXT ASSIGNMENT: • Read Chapter 5, Section 5 and complete p. 15a in packet • PROJECT I is due TOMORROW…No exceptions ! • TEST is Wednesday - Begin reviewing all notes, quizzes, and CH 5 in Textbook ! Ch. 5: GREECE Sec. 5: The Hellenistic Age Hellenistic Art “Winged Victory” Marble, height 11 ft. Found on the island of Samothrace ca. 190 BC • 1. 2. • • AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Describe what is meant by the Hellenistic Age and describe Hellenistic culture in Alexandria. • Identify the major achievements of Hellenistic scholars. • Summarize the major philosophies and artistic styles of this period. AGENDA: Please start your Warm-up Immediately ! WARM-UP – Examine the Chart on p. 133 in your textbook, AND answer the following questions on a sheet of paper: Which of the 3 items did the Greeks estimate most accurately? Name 2 ways that Ptolemy’s view of the solar system differs from the modern view. DISCUSSION of Section 5, Text p. 132 / Packet p. 15 REVIEW for TEST NEXT ASSIGNMENT: • TEST is TOMORROW - Review all notes, quizzes, and CH 5 in Textbook ! REMEMBER: All of Mr. Loessin’s PowerPoints for Chapter 5: Greece are available for viewing in the Library! Great way to Review for tomorrow’s test! AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 Just ask the Librarian to show you how! The Network S Drive Folder: Loessin 2. Mathematics Euclid – taught geometry and wrote the first geometry textbook. It was used by Europeans and the Muslim world until the 1900s Archimedes – calculated pi…. …and the beginnings of calculus. Considered one of the greatest mathematicians / scientists 3. Physics Archimedes - Explained the law of the lever, Invented the pulley, a missile-throwing catapult, and a steam engine… 1. ASTRONOMY Aristarchus – sun larger than the earth and the planets revolve around the sun. Eratosthenes – used geometry to compute the earth’s circumference. He served as the head of the Alexandrian library in Egypt Ptolemy – incorrectly concluded the earth was the center of the universe. His was the “geocentric” theory. X Hipparchus – designed latitude and longitude for plotting locations on a map. 4. Philosophy in the Hellenistic Age Zeno – founded Stoicism, a school of thought that provided an ethical way to live and instructed its followers to refrain from pointless emotions when facing life’s inevitable events (like death, etc.) and to focus instead on things that we can control. “Why do you weep for the dead, they are gone from you. Weep for the living who suffer and do something about it.” Epicurus – founded Epircureanism, a school of thought which taught that the greatest good and highest pleasure in life comes from behaving good and avoiding pain. “Eat, drink, be merry….for tomorrow we die!” 5. MEDICINE Hippocrates – the “father of medicine” - listed first pharmaceutical guide to herbs and plants used as remedies / cures. - had a school students he trained - attempted to replace limbs and organs - wrote for himself, and had his students take, oath still used taken today by medical students, “The Hippocratic Oath” Ch. 5: GREECE Sec. 5: The Hellenistic Age Hellenistic Art “Winged Victory” Marble, height 11 ft. Found on the island of Samothrace ca. 190 BC AKINS HIGH SCHOOL Mr. Loessin’s World History Room 167 Tutorials: T-F 8:20-8:50 TODAY’S OBJECTIVES: • Describe what is meant by the Hellenistic Age and describe Hellenistic culture in Alexandria. • Identify the major achievements of Hellenistic scholars. • Summarize the major philosophies and artistic styles of this period. AGENDA: • WARM-UP – Examine the Chart on p. 133 in your textbook, • DISCUSSION of Section 5, Text p. 132 / Packet p. 15 • REVIEW for TEST NEXT ASSIGNMENT: • • TEST is TOMORROW - Review all notes, quizzes, and CH 5 in Textbook ! TUTORIALS being promptly at 8:20
