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The Ancient Greek World Unit One Origins of Greek Civilization Handouts Unit Two The Ascendancy of Greece Unit Three The Rise and Fall of Athens Classwork Unit Four Aspects of Daily Life Writing Activities Reading Unit Five Lasting Greek Culture Enrichment Resources Unit Six The Hellenistic Period Study Guides UNIT ONE: ORIGINS OF GREEK CIVILIZATION Lesson 1 Topic: What’s A Greek - Greece and Greeks Classwork – Homework What’s A Greek? – Greece and Greeks pp. Map of the Greek region Guided Reading Activity Places to locate: Mediterranean Sea Mount Olympus Athens Ionian Sea Asia Minor Sparta Aegean Sea Persia Knossos Black Sea Crete Mycenae SQ3R Questions Create a UNIT PAGE for Unit One: Origins of Greek Civilization Map of Ancient Greece Map of Ancient Greece and Greek City States Macedonia Ionia Delphi Troy Olympia Lesson 2 Topic: Gods, Priests and Oracles – Greek Religion Classwork – Homework Gods, Priests and Oracles – Greek Religion pp. Guided Reading Activity SQ3R Questions Key Terms Create a MAIN IDEA Graphic Organizer using the statement: “The Greeks honored their gods in many ways.” Ancient Greek religious practices Lesson 3 Topic: Mysterious Minoans – The Earliest Greeks Classwork – Homework Mysterious Minoans – The Earliest Greeks pp. Guided Reading Activity SQ3R Questions Key Terms Create a WANTED POSTER / COMMEMORATIVE PLAQUE for Theseus using information from “The Life of Theseus” Palace of Knossos in Crete The Life of Theseus Lesson 4 Topic: A Great Civilization Is Born – Mighty Mycenaeans Classwork – Homework Mysterious Mycenaeans – The Earliest Greeks pp. Guided Reading Activity SQ3R Questions Key Terms Create a VENN DIAGRAM comparing and contrasting the Minoan and Mycenaean civilizations using these topics: GEOGRAPHY WORK CULTURE BUILDINGS GOVERNMENT CLASSES WORK DEFENSE Comparing and contrasting the Minoans and Mycenaeans HOME NEXT UNIT The Ancient Greek World Unit One: Origins of Greek Civilization Chapter One: What’s A Greek? – Greece and Greeks Guided Reading Activity 1. Why would it be difficult to decide the “average” ancient Greek? 2. What did Greek communities have in common with each other? 3. What challenges did the mountains present to the people of ancient Greece? 4. What role did the sea play in the economy and life of the ancient Greeks? Critical Thinking Activities 1. The Greeks lived separately in self-governing communities. Make a list of pros and cons of living separately and independently from other communities. 2. What problems might the Greeks have anticipated when the independent communities met to compete in sporting events and festivals. The Ancient Greek World Unit One: Origins of Greek Civilization Chapter Two: Gods, Priests and Oracles – Greek Religion Guided Reading Activity – SQ3R 1. How did the Greeks view their gods? 2. Why was Mount Olympus special? 3. What was the relationship between the Greek gods and humans? 4. How did the Greeks honor their gods? Key Terms eternal, mortal, nourish, sacrifice, oracle The Ancient Greek World Unit One: Origins of Greek Civilization Chapter Three: Mysterious Minoans – The Earliest Greeks Guided Reading Activity – SQ3R 1. What was early Minoan life like? 2. What accomplishment are the Minoans credited for? 3. How does the legend, Theseus and the Minotaur, tell of the fall of Crete? 4. What findings did Sir Arthur Evans uncover near Knossos? 5. What theory is also offered for the fall of Minoan civilization? Key Terms millennium, fertility, ferocious, labyrinth The Ancient Greek World Unit One: Origins of Greek Civilization Chapter Four: A Great Civilization is Born – Mighty Mycenaeans Guided Reading Activity – SQ3R 1. How did the use of written language help the Mycenaeans? 2. How did the Mycenaeans differ from the Minoans? 3. How did trade affect the Mycenaean civilization? Key Terms excavate, calamity, artisan, tribute, syllabary, epidemic The Ancient Greek World Unit One Origins of Greek Civilization Handouts Unit Two The Ascendancy of Greece Unit Three The Rise and Fall of Athens Classwork Writing Activities Unit Four Aspects of Daily Life Reading Unit Five Lasting Greek Culture Enrichment Resources UNIT TWO: THE ASCENDANCY OF GREECE Lesson 1 Topic: Greece Spreads Its Wings – Colonies and City States Classwork – Homework Greece Spreads Its Wings – Colonies and City States pp. Guided Reading Activity SQ3R Questions Create an INFORMATION WEB with “The Greek Polis” as the central theme Create a UNIT PAGE for Unit Two: The Ascendancy of Greece The Greek City-State Unit Six The Hellenistic Period Study Guides Lesson 2 Topic: Who’s In Charge? The Rise of Athens Classwork – Homework Who’s In Charge? The Rise of Athens pp. Guided Reading Activity SQ3R Questions Create an INFORMATION WEB about Athens using City of Athens; The People rule; Guilty or not Guilty?; Women of Athens; Lives of the slaves; City life and culture as supports Ancient Greece Lesson 3 Topic: The Spartan Experiment – Daily Life in Ancient Sparta Classwork – Homework The Spartan Experiment – Daily Life in Ancient Sparta pp. Guided Reading Activity SQ3R Questions Create a SENSORY FIGURE of the Spartan leader, Lycurgus, using information found in the appropriate website. LYCURGUS The Father of Sparta HOME NEXT UNIT The Ancient Greek World Unit Two: The Ascendancy of Greece Chapter Seven: Greece Spreads Its Wings – Colonies and City States Guided Reading Activity – Group Notetaking 1. What occurred in the Greek world during the “Dark Age”? 2. What did a polis consist of? 3. How did trade and travel affect Greek ideas on government? 4. What new ideas did the Greeks pick up as a result of leaving their policies? 5. How did colonizing new lands help Greek influence in the Mediterranean? Key Terms government, society, inhabit, fortified, colony, prosperity The Ancient Greek World Unit Two: The Ascendancy of Greece Chapter Eight: Who’s In Charge? The Rise of Athens Guided Reading Activity – Group Notetaking 1. Why was the middle class dissatisfied with government? 2. How did Solon’s reforms help the economy? 3. How did Solon’s class system affect Greek society? 4. What was a tyrant? 5. How did Peisistratus achieve success as a tyrant in charge of Athens? Key Terms bankrupt, tyranny, jury, mint, corrupt The Ancient Greek World Unit Two: The Ascendancy of Greece Chapter Twelve: The Spartan Experiment – Daily Life in Ancient Sparta Guided Reading Activity – Group Notetaking 1. What is meant by the “Spartan Existence”? 2. How did Spartan females differ from other Greek women? 3. What was life like for a Spartan male? 4. Describe the classes in Spartan society. 5. How did Lycurgus’ values govern Spartan society? 6. How did the Spartan monarchy operate? Key Terms Deprive, pamper, structured, rebellion, overseer Sensory Figure of Lycurgus SEEING SAYING HEARING DOING THINKING FEELING Information to complete this assignment may be found on the following website: http://www.e-classics.com/lycurgus.htm The Ancient Greek World Unit One Origins of Greek Civilization Handouts Unit Two The Ascendancy of Greece Unit Three The Rise and Fall of Athens Classwork Writing Activities Unit Four Aspects of Daily Life Reading Unit Five Lasting Greek Culture Enrichment Resources Unit Six The Hellenistic Period Study Guides UNIT THREE: THE RISE AND FALL OF ATHENS Lesson 1 Topic: The Persian Empire and Its War With Greece Classwork – Homework Woe To The land of Persia - The Persian Empire and Its War With Greece pp. Events of the Persian Wars Guided Reading Activity Persian Wars “jigsaw” MATRIX SQ3R Questions Document the important information from each of the events of the Persian Wars Create a UNIT PAGE for Unit Three: The Rise and Fall of Athens Create a FLOW CHART organizing the important events leading up to and during the Persian Wars The Persian Wars Lesson 2 Topic: Democracy in Athens Classwork – Homework “The Hands Of The Many” – Democracy in Athens pp. Types of Government in Athens Guided Reading Activity SQ3R Questions Types of Government “jigsaw” MATRIX Determine the following concepts of each type of government Definition Etymology Visual How it was practiced Lesson 3 Topic: Hoplites and Triremes - Warfare Classwork – Homework Hoplites and Triremes - Warfare pp. Guided Reading Activity SQ3R Questions Create a CARICATURE of a member of the Greek military War 500 BC: Greece Why it declined Lesson 4 Topic: The Greek World War – The Peloponnesian War Classwork – Homework The Greek World War – The Peloponnesian War pp. Guided Reading Activity SQ3R Questions Create a MATRIX / CHART documenting the events of the Peloponnesian War The Peloponnesian War Lesson 5 Topic: “Freed From The Clash Of Arms”: The Olympic Games Classwork – Homework “Freed From The Clash Of Arms”: The Olympic Games pp. Guided Reading Activity SQ3R Questions Create an INFORMATION WEB with the Ancient Greek Olympics as the central theme The Ancient Greek Olympics HOME NEXT UNIT The Ancient Greek World Unit Three: The Rise and Fall of Athens Chapter Thirteen: Woe To The Land of Persia – The Persian Empire and Its War With Greece Guided Reading Activity – Group Notetaking 1. How did the Greeks view the Persians? 2. Why did Darius declare war against the Greeks? 3. What occurred at Marathon? 4. What role did the Spartans play in the Persian Wars? 5. What were some of the results of the wars with Persia? Key Terms: exception, destruction, traitor, maneuver The Ancient Greek World Unit Three: The Rise and Fall of Athens Chapter Fourteen: “The Hands Of The Many” – Democracy in Athens Guided Reading Activity – Group Notetaking 1. How did the Delian League and the Peloponnesian League differ? 2. How was Spartan government practiced? 3. Why was democracy challenged? 4. How did Athenian government work – leaders, voting and ostracism? 5. What problems were there in the Athenian system of government? Key Terms: prudent, democracy, auspicious, orator, inherit The Ancient Greek World Unit Three: The Rise and Fall of Athens Chapter Fifteen: Hoplites and Triremes - Warfare Guided Reading Activity – Group Notetaking 1. What aspects of early Greek culture inspired war? 2. What were some causes of ancient warfare? 3. How did triremes improve naval warfare? 4. Describe the backbone of the Greek army – hoplites. 5. What were the usual results of war? Key Terms: patron, oppressed, plunder, fragile, phalanx, execute The Ancient Greek World Unit Three: The Rise and Fall of Athens Chapter Sixteen: The Greek World War – The Peloponnesian War Guided Reading Activity – Group Notetaking 1. How did the Delian League and the Peloponnesian League differ? 2. What events led to hostilities between the two Greek powers? 3. What was Pericles’ strategy for victory? Why did it fail? 4. What role did Alcibiades play in the wars? Key Terms: looming, infantry, prohibit, plague, truce, ambition, sacrilege, vanquish The Ancient Greek World Unit Three: The Rise and Fall of Athens Chapter Eighteen: “Freed From The Clash Of Arms”: The Olympic Games Guided Reading Activity – Group Notetaking 1. Why were the games important to the Greeks? 2. What events were contested in the ancient Olympic Games? 3. What problems surfaced in the games? Key Terms: amateur The Ancient Greek Olympics Part 1: No Fighting Allowed One of the more stunning true stories about ancient Greece was that during the Olympic Games, all fighting stopped. No matter how long or how fierce a battle had raged, every soldier in the battlefield put down his weapons and traveled to Olympia, there to compete in athletic games designed to honor Zeus and the other Greek gods. For seven days before and seven days after (and for the period of the Games, of course), no fighting was allowed. It was considered disrespectful to the gods. These soldiers also were allowed to travel safely from the battlefields to the Olympic Games without fear of being attacked by anyone. Why did this happen? Several reasons can be found: The most important is that the Olympic Games were a religious festival. The Greeks considered it their duty to attend, and duty to their gods was more important than duty to their city-states, which were fighting the wars in the first place. Many of the best athletes were soldiers whose commanders would not want them to leave the fighting. With the truce in place and the fighting halted, these soldier-athletes were free to compete in the Games and then return to the fighting when the Games had finished. Some of the best athletes were not skilled fighters and weren't part of the army or navy. Since war was so much a part of life in ancient Greece, victorious soldiers came to be heroes for their citystates and role models for the young. Having the Olympic Games and showcasing the athletic talents of men who were not soldiers allowed city-states to celebrate heroes and role models who might not be the best fighters. The athletes competed for themselves, not their city-states. In this way, they could be celebrated for their own accomplishments and not honored as only representatives of their city-states. This was another way in which the Olympic Games shifted emphasis away from the city-state. If Demetrius of Corinth won the running race, then he was celebrated as Demetrius--just Demetrius--not Demetrius of Corinth. This was to make sure that battlefield prejudices didn't spill onto the Olympic athletic fields. Part 2: The Games They Played The Olympics of ancient Greece weren't exactly the worldwide spectacle that we have today. For one thing, only Greeks took part. For another, only nine events were featured. Boxing: Those who boxed wore a sort of glove made of straps of soft ox-hide. They didn't fight people of similar weight; opponents were chosen at random. Boxing matches had no time limit and ended only when one boxer held up his hand or fell to the ground. Discus: The throwers of the discus originally threw a circular stone and then later a circular shape made of iron, lead, or bronze. The movements and techniques of ancient discus throwers were very similar to those of today's athletes. Equestrian Events: Horse racing took place in a hippodrome, a large stadium that contained a racetrack very much like today's track and field ovals. The athletes would ride in war chariots that were fitted to either two or four horses. (Even with four horses, only one man rode in the chariot.) The races numbered three, eight, or 12 times around, depending on the age of the horse. Javelin: The javelin of ancient Greece was made of wood and was about as tall as an average man. The javelin throwers of this time also attached a piece of leather called a thong, a leather strap that formed a loop. The thong made the javelin easier to grip in the first place and made it fly longer after it was released. The Games featured two kinds of javelin events: throwing for distance and throwing at a target (for which an athlete would throw from horseback at a specific distance). Jumping: This was long jump only, and the main difference in ancient times was that the jumper carried a weight in each hand. He would swing these weights as he ran down the ramp, jump, then release the weights just before he landed. All of this was designed to increase the distance of the jump. Pankration: This was a sport that has been lost. It was a combination of boxing and wrestling that was very, very rough. The only things outlawed were biting and gouging out an opponent's eyes. Athletes didn't wear boxing gloves, but they could hold an opponent with one hand and hit him with another, unlike in boxing. Two versions of the pankration were offered. In the first, whoever hit the ground first lost; in the second, whoever lost consciousness first lost. Soldiers were usually very good at this sport, and it was not unusual for pankration athletes to be seriously injured or even die. Pentathlon: This event combined five other events: discus, javelin, long jump, running, and wrestling. The first three were used only in the pentathlon. Historians don't know much about the winner of the pentathlon was determined. Running: The running races were usually very popular. The three distances were 200 meters, 400 meters, and a long-distance race, which ranged from 1400 to 1800 meters. Various running races took place, including one in which athletes wore armor. In every case, the winner was the one who crossed the finish line first. Wrestling: This, too, was similar to wrestling today. The object was to get an opponent to fall to the ground. The first man to fall three times lost. Hitting, as in boxing, was not allowed, nor was biting or gouging out one's eyes. Tripping was allowed, however. Also, no weight classes were involved, meaning that the smallest man could take on the largest man if the luck of the draw made it so. All of the athletes were men, of course, as was always the case in ancient Greece. Women couldn't own property or vote or fight in wars, and they certainly couldn't compete in the Olympic Games. And unlike today's athletes, who wear their countries' colors on their uniforms, the ancient Greeks usually competed without wearing any clothes at all, just another way in which pride in one's city-state or army was left out of what was supposed to be a religious festival. The Ancient Greek World Unit One Origins of Greek Civilization Handouts Unit Two The Ascendancy of Greece Unit Three The Rise and Fall of Athens Classwork Writing Activities Unit Four Aspects of Daily Life Reading Unit Five Lasting Greek Culture Enrichment Resources Unit Six The Hellenistic Period Study Guides UNIT FOUR: ASPECTS OF DAILY LIFE Lesson 1 Topic: Aspects of Daily Life Classwork – Homework Group members will read the assigned chapter for their presentation. Daily Life in Ancient Greece Assessment Members can search www.Unitedstreaming.com for video clips relating to their topic. Username: 059.0066 Password: enterprise Document aspects of individual research in log Daily Life in the Ancient Greek World Exploration: Investigate the Daily life of the People of Ancient Greece Comprehensive Websites on Ancient Greece HOME NEXT UNIT Unit Four - Daily Life in Ancient Greece We will be focusing on group student presentations for the chapters dealing with daily life in ancient Greece. Each group will be responsible for presenting information to the class on a PowerPoint slide highlighting these aspects of Greek existence: Poetry – Chapter 6 Slavery – Chapter 9 Children – Chapter 10 Women – Chapter 11 Science and Medicine – Chapter 17 Art – Chapter 19 Education – Chapter 21 Students are encouraged to use text information, as well as outside sources ( library and internet materials ) to gather information on your topic. Outstanding 5 All members fairly shared responsibility and duties to meet goals. The group covered the topic in a creative way, reflecting attention to detail and providing an effective, interesting presentation. All information is well researched; and correct and complete. Presentation shows a strong understanding of the major ideas of the content material. The selection of graphics, backgrounds, animations and transitions support the text and enrich the learning experience. Each member of the group contributes equally in the presentation. The final product is neat and presentable and visually appealing to the audience. Strong 4 Satisfactory 3 Weak 2 Poor 1 The Ancient Greek World Unit One Origins of Greek Civilization Handouts Unit Two The Ascendancy of Greece Unit Three The Rise and Fall of Athens Classwork Unit Four Aspects of Daily Life Writing Activities Reading Enrichment Resources UNIT FIVE: LASTING GREEK CULTURE Lesson 1 Topic: All The World’s A Stage – Greek Drama Classwork – Homework All The World’s A Stage – Greek Drama Guided Reading Activity SQ3R Questions Create a CARICATURE of a Greek actor Greek Theater Ancient Greek Drama and Theater Ancient Greek Theater Antigone pp. Unit Five Lasting Greek Culture Unit Six The Hellenistic Period Study Guides Lesson 2 Topic: How Do We Know What We Know? – Greek Philosophy Classwork – Homework How Do We Know What We Know? – Greek Philosophy pp. Guided Reading Activity SQ3R Questions Create a SENSORY FIGURE of Socrates Create an INFORMATION WEB with Socrates as the central theme Socrates Lesson 3 Topic: Two Philosophers – Plato and Aristotle Classwork – Homework Two Philosophers – Plato and Aristotle Guided Reading Activity SQ3R Questions Plato Aristotle pp. HOME NEXT UNIT The Ancient Greek World Unit Five: Lasting Greek Influence Chapter Twenty: All The World’s A Stage – Greek Drama Guided Reading Activity – Group Notetaking 1. What were Greek comedies? 2. What was the theme of Greek tragedies? 3. How did this ideal present itself in the play, Antigone? 4. How were the original plays performed? 5. Describe the various parts of Greek drama – chorus, costume, mask, theater, etc. Key Terms: protagonist, commentary The Ancient Greek World Unit Five: Lasting Greek Influence Chapter Twenty Two: How Do We Know What We Know? – Greek Philosophy Guided Reading Activity – Group Notetaking 1. Who were the earliest philosophers? 2. How did early Greek philosophers try to connect their teachings to daily life? 3. Who was Socrates? 4. What was his “Socratic Method”? 5. Why did people in Athens think Socrates was harmful? 6. How did Socrates’ life end? Key Terms: accuracy, definitive, corrupt, hemlock The Ancient Greek World Unit Five: Lasting Greek Influence Chapter Twenty Three: Two Philosophers – Plato and Aristotle Guided Reading Activity – Group Notetaking 1. How did Plato carry on Socrates’ ideals? 2. How did Aristotle and Plato differ on reality? 3. How did Plato view justice, social class and leadership in The Republic? Key Terms: research, reason, auxiliary The Ancient Greek World Unit One Origins of Greek Civilization Handouts Unit Two The Ascendancy of Greece Unit Three The Rise and Fall of Athens Classwork Unit Four Aspects of Daily Life Writing Activities Reading Enrichment Resources UNIT SIX: THE HELLENISTIC PERIOD Lesson 1 Topic: A Pestilent Man – Philip of Macedonia Classwork – Homework A Pestilent Man – Philip of Macedonia pp. Guided Reading Activity SQ3R Questions Create a SENSORY FIGURE of Philip of Macedonia Philip of Macedonia Philip Fact File Unit Five Lasting Greek Culture Unit Six The Hellenistic Period Study Guides Lesson 2 Topic: Worlds To Conquer – Alexander the Great Classwork – Homework Worlds To Conquer – Alexander the Great pp. Key events in Alexander’s military career: the conquest of Thebes, the establishment of Alexandria in Egypt, the conquest of the Persian Empire, and military campaigns in India Guided Reading Activity Alexander the Great: Hero or Villain “Jigsaw” MATRIX SQ3R Questions Document the important information from each of the events of Alexander’s military campaigns Perspective assessment - Create a WANTED POSTER / COMMEMORATIVE PLAQUE for Alexander the Great Alexander the Great Alexander Fact File HOME The Ancient Greek World Unit Six: The Hellenistic Period Chapter Twenty Four: A Pestilent Man – Philip of Macedonia Guided Reading Activity – Group Notetaking 1. How 2. Why 3. Who 4. How 5. Why did Philip succeed in his goals of conquering Athens and its allies? didn’t Demosthenes support Philip? was Alexander? did Philip’s empire show signs of falling apart? was there tension between Philip and Alexander? Key Terms: unified, statesman, despot, heir, conspiracy The Ancient Greek World Unit Six: The Hellenistic Period Chapter Twenty Five: Worlds To Conquer – Alexander The Great Guided Reading Activity – Group Notetaking 1. How did Alexander take control of Thebes and Persia? 2. What made Alexander a successful leader? 3. Was Alexander successful in “conquering the world”? 4. What problems followed Alexander’s death? Key Terms: severity, invincible, reluctant, mummified Phillip of Macedonia Early Life When a youth, Philip was held hostage, for three years, in Thebes. In Thebes, he learned to love the Greek culture. But he disliked the Greek government. Philip's Army In 359 BC, Philip became the ruler of Macedonia. Philip developed the phalanx infantry formation. His soldiers carried 14 foot spears. His army also used bow-and-arrows and slingshots. Philip and the Greeks He gave gold to Greek officials. Caused disagreements among the city states. He conquered the city-states when they became weak. He made treaties with Greek leaders. He would break the treaties when needed. He used marriage to form political alliances. He married six to seven times. Philip Unifies the City-States of Greece In 338 BC, Philip led his soldiers into central Greece. Thebes and Athens tried to stop him. They were defeated at the Battle of Chaeronea in Boeotia. The military feat that won that day was a cavalry charge by Philip's eighteen year old son, Alexander. Philip II of Macedonia is the ruler of Greece. Death of Philip In 336 BC, Philip began preparations to conquer Persia He was killed in the middle of the preparations. Philip's son Alexander took over the throne. Alexander the Great At the age of 20 Alexander came to power when his father Philip of Macedon was murdered. Alexander marched for 11 years over 20,000 miles and never lost a battle. He united an area of over 22 million square miles. He was the most brilliant military leader in human history. Early Age Alexander was physically handsome, strong, and brave. He school teacher was Aristotle. Military Campaigns Persia In 336 BC, Alexander consolidated his power and set out to conquer the world. In 334 BC, Alexander entered Asia Minor to begin his conquest of Persia. His army numbered thirty thousand infantry and five thousand cavalry. Alexander did not have a navy. He took scientists along who gathered information about the lands they conquered. Alexander began with a few victories, so he could gain money and supplies. He took control of costal cities. The Persians then would not have access to ports to use for their ships. He conquered Asian Minor after defeating the Persian forces that controlled the territory, In 333 BC, after seizing all the coastal cities, he turned inland towards Syria. He engaged the main Persian army of King Darius at Issus. He led an astounding cavalry charge and forced them to break retreat. Darius and his army ran inland towards Mesopotamia. Alexander went south and seized the coastal towns along the Phoenician and Palestinian coasts. Jerusalem When Alexander entered Jerusalem; he was hailed as a liberator. Egypt Alexander continued south and conquered Egypt. The Egyptians called him king and the son of Re. He proclaimed himself god-king in Egypt and in Greece to unite the two empires. Darius III's Offer Alexander conquered the city of Tyre. Tyre was very important to the Persian navy. Darius sent an offer to halt hostilities. Darius would give Alexander all of the Persian Empire west of the Euphrates River. Persia would keep Mesopotamia, Persia, and the northern territories. Alexander refused. Defeat of Darius In 331 BC, he crossed the Euphrates river into Mesopotamia. Darius met him near the ancient Assyrian city of Nineveh. This would be the last battle between Darius and Alexander. The Macedonian king was able to rout the larger Persian army. In January of 330 BC, Alexander entered Babylon. He had conquered Mesopotamia and now controlled its greatest and wealthiest city. Alexander also controlled the Persian treasury. Death of Darius Darius, meanwhile, met his death at the hands of a conspiracy. The Persian nobles no longer felt that Darius could lead them. The nobles were led by his brother Bessus. The nobles killed Darius and left his body for Alexander to find. Alexander found Bessus and killed him and as many Persian nobles as he could. The Persian Empire had officially ended. Alexander's Empire Used Greeks, Macedonian, and Persians in his administration. Trained and used Persians in his army. Adopted some Persian dress and customs. He married Bactrian and Persian princesses. He required thousands of his soldiers to marry Persian women. Alexander Expands His Empire Alexander and his army went east to Pakistan and India. He had conquered Bactria at the foot of the western Himalayas. He gained a Bactrian army and married a Bactrian princess, Roxanne. His army grew tired when he tried to go on past Pakistan. He abandoned the eastward conquest in 327 BC. The End of Alexander's Empire In 324 BC, Alexander returned to Babylon. He was the ruler of the world. He began to plan cities and building works. In 323 BC, at age thirty-three, he fell into a fever and died. Alexander's Empire was divided up by his three generals. They fought with each other until weakened the areas were absorbed into the Roman Empire. Accomplishments of Alexander He setup a common monetary system of currency for entire realm. He made Greek the language of the Near East for government, learning and commerce. He established many new colonies and cities. Seventy of them were named Alexandria in his honor.
