Download Ancient Greece unit - Mrs. Blackwell Social Studies

Pre test & Title page for ancient
Greece
Complete the pre test for Ancient Greece and fill out data chart (item 3 in
notebook. Leave two blank pages for Title Page and Table of Contents)
When done with the pretest, create a title page for ancient Greece as you watch
the following video.
The title page MUST include: geography, innovation, government, and religion
Living History: Living in Ancient Greece
Vocabulary Ancient Greece
•Complete vocabulary for Ancient Greece Geography as item 4 of notebook.
Vocabulary is on the following slide.
•When done copying the words, highlight the important key words for each definition.
• Show to teacher and then you may begin your PowerPoint on the vocabulary in
Google Classroom.
•The slides must include the word, definition, and a picture representing the word.
Vocabulary for ancient Greece
Aegean Sea- an arm of the
Mediterranean Sea, east of Greece.
Sparta- the city-state of ancient
Greece, known for its military
oligarchy
Peninsula- a body of land that is
surrounded on three sides by water Persian Wars- (490-479 B.C.E.) the
period of fighting wages between the
City-state- an early city that was like a Persians Empire and the allied Greek
small, independent country with its city-states for control of land in
own laws and government
Greece.
Athens- a city-state of ancient Greece King Xerxes- king of Persia from 486 to
that was first to have a democracy; 465 BCE. He led a massive but
unsuccessful invasion of Greece that
also known as the birth place of
contributed to the downfall of the
Western civilization; the capital of
Achaemenian Empire.
present-day Greece
Geography of ancient Greece
INTRO:
•Ancient Greece was not like other
civilizations we have studied.
•This civilization was formed on
islands and peninsulas, with most
of the land being rocky and not
very fertile.
•This caused many problems for the
Greeks, but they used their
problem solving skills to find many
solutions to these issues.
CAUSE AND EFFECT:
Create a table showing the problem
each of the following geographic
features caused for the Greeks and
their solution to the issue. (Item 5
in notebook)
Sample:
Feature
Mountains
Seas
Islands
Peninsulas
Problem
Solution
Cause and effect- Greece geography
ASSIGNMENT:
•Read Handout 1 Greece Geography. Using that information, complete the
corresponding worksheet.
•Highlight the answers in the reading portion of the worksheet. Make sure each
answer is either numbered or highlighted in a different color.
•Item #6 in notebook.
Greece geography
ASSIGNMENT:
•In Google Classroom, complete the reading packet titled Ancient GreeceGeography
•Your answers must be in a different color than the text.
•Save your worksheet in your Greece folder.
•When done, you may read 9.1 EXPLORE or use your headphones to watch Ancient
Greece videos on Discovery Education.
Review: ancient Greece
Geography
•Ancient Greece had a very different geography from the river valley civilizations of
Mesopotamia, India, China, and Egypt. As a result, it developed much differently as a
civilization than the river valley civilizations.
•Ancient Greece was located in southeast Europe along the Mediterranean Sea.
•Ancient Greece was a series of mountainous islands and peninsulas. This affected the
Greek way of life, including what crops people grew and how they traveled.
•The Mycenaeans controlled much of southern Greece from 1500 BCE to 1100 BCE. Their
rule was followed by a period of chaos in Greece.
•Greek city-states developed after the Mycenaean period, with each city controlling the
land around it. Greek geography made it difficult for city-states to expand their territory.
•Greek city-states developed in isolation from one another due to the geography of the
region. The mountains, peninsulas, and islands forced each city to create its own identity,
including government, military, and culture.
•Greek city-states established colonies along the Mediterranean and Black Sea coastlines.
Review: ancient Greece
geography
WHY DOES IT MATTER?
Greece’s many mountains and seas
determined how
Greek civilization developed. Greeks
used the seas to develop a rich trade
with other areas, while islands and
mountains led to the development
of city-states rather than a
united civilization. These citystates would influence how
future civilizations formed governments
and studied the world around them.
This image shows the ruins of the east tower of Troy, a city captured
by the Mycenaeans.
Topics in Children’s Book
1. Seafaring
2. Farming
3. Trading
4. Peninsula
5. City states
Extra 5 points : Persian Wars
Green Book- Chapter 9
Techbook- 9.1
Directions: Create a children’s book explaining the
geography of Greece and the affects it had on the
development of the Greek civilization. You are working as
a group at your table.
Each Page Must Include:
• Title/Topic (5 points)
• Picture (3 points)
• 1-2 short (elementary level) sentences explaining the
topic and the affect it had on their development
(5points)
• Pages must be colored (3 points)
--------------------------------------------------------------------------* Cover Page needs to be colored and have all the names of
the group members with picture (20 points)
The Persian Wars
Greece’s Finest Hours
Where is Persia?
Green/Blue:
Greek Territory
Orange/Peach:
Persian Empire
Territory
Who has the
advantage?
Why Fight?
•Greeks had been settling on the west coast of Asia Minor (Persia)
•Persia conquered these colonies
•In 499 B.C. Greeks in these colonies revolted against Persian rule (they were used to
ruling themselves—democracy)
•Athens sent troops to support the revolt
Crushing the Revolt
•Emperor Darius of Persia crushed the revolt rather quickly
•He decided to punish Athens for helping the colonies
•After training for a few years Darius sent troops to invade Greece
•Sailed on to the Bay of Marathon
The Battle of Marathon
•Athens asked Sparta to help, but Spartan troops would not arrive for 9 days (they
were in the middle of religious festivals)
•Other jealous city-states decided not to help Athens against the Persian Empire
•So Athens took on the mighty Persian Empire by themselves
A Serious Mismatch
Persian troops—100,000
Athenian troops—20,000
Did Athens really have any hope against these odds?
Victory
•The Athenian army was well-trained and did not break formation as they charged the
Persian lines
•The organized charge surprised the large but scattered (and poorly organized) Persian
army
•The Persian soldiers turned and ran from the oncoming Athenians
A Slaughter
The Athenian army almost drove the Persians back to the sea
Final tally
Persians—6, 400 dead
Athens—192 dead
Darius returned to Persia never to return
Connection to the Past
•The modern marathon has its roots in the Battle of Marathon
•A Greek soldier, Phidippides, ran from Marathon to Athens (26 miles) to
tell the Athenians of the Greek victory and to warn them that the
Persians may try to attack
•Phidippides died from exhaustion after delivering his message
•Today’s 26 mile marathon races remember his heroic act of martyrdom
Back for Revenge
•The Persian Emperor Darius never returned, but his son Emperor Xerxes
did
•In 480 B.C. the Persians returned to Greece
•They brought even more men this time around
The Battle of Thermopylae
•Persians met a force of Greeks at Thermopylae
•This was a small mountain pass that controlled access to all of Greece
•For two days 7,000 Greeks held the Persians back, but…
The Downfall
•A Greek traitor showed the Persians a secret passageway
•This allowed the Persians to sneak up from behind and attack the Greeks
•Most of the Greek defenders ran away
A Heroic Act
About 300 Spartans stayed behind and fought to their deaths
This allowed the other Greeks to escape capture or certain death
Here come the Persians
•The Persians poured into Greece
•They got their revenge by wreaking havoc
•They even burned Athens to the ground
•What were the Greeks to do?
The Battle of Salamis
•As their city-state burned the Athenian people and the army escaped to the island of
Salamis
•The Persians were quick to follow the retreating Greeks to Salamis
Those Clever Athenians
•The Greeks ships first sailed from shore like they were fleeing the island
•They then turned quickly around and began ramming the Persian ships
•Before the Persians knew what had happened half of their fleet was on
the ocean floor
•The Persians once again retreated back to Persia
The Final Battle
•The Battle of Plataea
•The Greeks and Persians at equal strength
•Athens and Sparta fought side by side
•Greek military superiority won out and Persia retreated for good
How did the Greeks do it?
Three reasons:
• Inherent advantage of the defender
• They were better soldiers
• They used the element of surprise
Persian War Notes
As you read through 9.1, complete the notes from the worksheet (pages 4-8)
Item #7 in notebook
Greece Political Systems
Assignment:
•Complete vocabulary for 9.2 (vocabulary on following slide)
•Copy words and definition in notebook (item #8)
•Complete powerpoint for words. Include: word, definition, and picture
•Save powerpoint in Google Classroom in Greek folder titled “9.2 Vocabulary”
Greece Political Systems Vocabulary
1. Acropolis- citadel, or fortress,
that housed the city’s municipal
and religious buildings. These
were built to defend the cities
and to have a home for the
gods.
2. Aristocrat- a member of the
most powerful class in ancient
Greek society
3. Constitution- a set of basic laws
4. Democracy- a government in which
power is held by the people, who
exercise power directly or through
elected representatives
o
o
Direct Democracy example: Athens
Representative Democracy example:
United States
5. Monarchy- a government in which
the ruling power is in the hands of one
person
6. Oligarchy- a government in which
the ruling power is in the hands of a
few people
7. Agora- a marketplace in the middle
of a town in Greece.
Government in Ancient
Greece
Monarchy
2000- 800 B.C.E
Ruled by a king, or monarch
At first, kings were chosen by the people of a city-state. When a king died,
another leader was selected to take his place.
Eventually, when a king died, they demanded that their power be passed down
to their children, usually to the oldest son.
Monarchy
Kings Powers:
Make laws
Judges
Led armies to war
Conducted religious ceremonies
Use force to punish people who disobeyed the laws or didn’t pay taxes
Kings had councils of aristocrats to advise them.
At first, aristocrats had little power but during war, they were the only ones
with enough money to supply soldiers with horses and armor. They began to
realize they had more power than the king and wanted to share the king’s
power.
Monarchy Ends
Aristocrats began to limit the king’s power by obtaining the crown by election
instead of inheritance and by limited a king’s rule to a certain amount of years.
Eventually, aristocrats overthrew the monarchy and took the power for themselves.
By 800 B.C.E, most of Greek’s city-states were no longer ruled by kings.
Oligarchy
800-650 B.C.E.
Greek city-states ruled by a group of wealthy men.
Oligarch is a Greek word being “few”
Ruling power is in the hands of a few people.
Most Greek oligarch were aristocrats, men who inherited land and money from
their families.
The same ones that overthrew the kings
Oligarchy
Oligarchs lived very comfortable lives.
Spent days hunting or taking part in chariot races
Evenings spent hosting or attending parties in which slaves and hired
performers entertained guests with music, dance, and acrobatics.
Aristocrats barely worked while the poor worked long hours in the fields.
Oligarchy
Oligarchs ignored the needs of the majority of the people.
They passed laws that favored the rich and ones that protected and increased
their own weath.
Used the army to force others to obey unjust laws
Ex. Laws that would force farmers to sell themselves to slavery if they can not
afford the taxes
Rich became richer, poor became poorer=poor turned to the army and other
leaders who promise to improve their lives.
Tyranny
600-500 B.C.E
These leaders were usually in the army.
The people would elect someone strong in the army to overthrow the oligarchs.
The ruling power is in the hands of one person who is not a lawful king.
Sometimes called a dictatorship
Tyrant-dictator
Tyranny
Tyranny and monarchy may seem similar but they are different in several ways:
Tyranny:
Cannot claim that the laws of the land give him the right to rule.
No legal limits to his power.
Son does not inherit his father’s power.
Tyranny
Tyrants controlled the people by force but surprisingly, they were popular
among the people.
They were generally good rulers and made changes that helped the poor. Some
canceled the debts of struggling farmers and others even took land away from
the aristocrats.
Tyranny
Some Tyrants were not good though
Hippias was the last tyrant to rule Athens. He was a good tyrant at first but two
enemies murdered his brother, Hipparchus.
Hippias ruled more harshly
Paid spies to report anyone who criticized him.
People drove him from power.
Democracy
500 B.C.E
Athens were the first to try this out
Democracy- rule by the people
Democracy
DIRECT DEMOCRACY
Every citizen is allowed to vote on
every issue
REPRESENTATIVE DEMOCRACY
People may vote for
representatives who then decide
issues on behalf of the people
Democracy
Assembly
Any free man could speak in this assembly and vote on a possible new law or
a proposal to go to war
Free men always ran the city’s day-to-day business.
Council of 500
500 men who proposed laws for the assembly to vote on
Democracy
Not everyone liked democracy
Powerful speakers sometimes persuaded citizens to vote unwisely
Assembly would reverse important decisions after just a few weeks.
Problems like this led other city-states to earlier forms of government like
dictatorships and oligarchies
Overview
Monarchy: One Person Inherits Power
2000-800 B.C.E.
Oligarchy: A Few People Share Power
800-650 B.C.E.
Tyranny: One Person Takes Power by Force
Mid-600s- 500 B.C.E.
Democracy: All Citizens Share Power
500- continued
Greece Political System Review
•In your notebook, complete Government System review packet. You may use
your notebook or Discovery Education to help you find the answers.
•Item #9
Political Bumper Stickers
•What is a slogan? Why do people use slogans in advertisement?
•Think about the bumper stickers that you have seen on cars
•Create two bumper sticker with a partner: One for democracy, one for monarchy
•Use your imagination to write a creative slogan for each political system
emphasizing the differences between the two. Extra points for creativity!!
•Must include: slogan, picture, and color DON’T FORGET YOUR NAMES!
Athens vs. Sparta
Athens and Sparta were two of the most powerful Greek city-states. They
developed into very different societies. Their governments, economies, and
cultures were almost complete opposites of one other. They were constant rivals.
ATHENS
•Athens built its economy on trade. It
depended heavily on the resources and
wealth it received from its trade network.
•Because of its wealth from
trade, Athens was able to become a
culturally rich city-state.
• Athenians sculpted, made pottery, wrote
plays and poetry, and composed music.
•Also debated ideas.
•Athenian boys were trained to become
thinkers as well as artisans or merchants.
SPARTA
•Sparta developed as a farming and
militaristic city-state.
•Enslaved people called helots grew
food on the rich soil around Sparta,
while Spartan citizens trained as
warriors to defend their city-state from
attacks and uprisings.
•Spartan boys were trained from birth
to become warriors.
•Even women received some training in
military tactics.
After a long siege in 404 BCE, Sparta conquered Athens, destroying its walls and its
control over ancient Greece.
Greece’s Rival City-states
•Go to Discovery Education  Chapter 9  Section 2
•Read pages 3-6 and highlight important information on Athens and Sparta
(color code- ex. Pink for Athens, blue for Sparta)
•Discuss with table members the important facts you have found for each citystate.
•Complete Greek Political Systems: Comparison Chart in notebook (Remember
to reference your reading material and notes you have highlighted)
•Item #10
• Need to have at least 2 bullet points per box
•Answer as a group: What are the main (big) differences between Athens and
Sparta? Copy your group’s answer on the back on the comparison chart.
Athens and Sparta Notes
•Complete the worksheet on Athens and Sparta.
Highlight in the text where you have found the
answer and then copy the answer in the space
provided. As you read, remember to think about the
differences between the two city-states
•Item #11
Political Systems in Greece- Historical
Perspectives
•Go to Discovery Education  Chapter 9  Section 2  Elaborate  Historical
Perspectives
•Open up another tab and log in to google classroom. Click on Historical
Perspective document.
•Complete historical perspective activity in Discovery Education. The worksheet
matches up to the activity so you will complete the worksheet as you go through
the activity.
•When done, save and turn in electronically.
•Optional: You may go home and print out a hard copy of this worksheet for your
personal notes but you are only required to have it completed online.
Greek
Philosophers
Greek Philosophers
Philosophers – “lovers of wisdom”
Sophists – “workers of wisdom”
– Teachers
phileo = love
sophia = wisdom
If sophia = wisdom and moron = fool, then a sophomore is a “wise fool.”
The Three Most Famous Philosophers
Socrates
Plato
Aristotle
Socrates
469 - 399 B.C.
Critic of the Sophists
Encouraged students to think
Left no writings – skeptical
Dialectic method
Conversational
Based upon reason and logic
Popular among the youth
a “gadfly” in Athens
Placed on trial for impiety and corrupting
the youth
Was executed in 399 – drank poison
hemlock
Socrates
469 - 399 B.C.
“The unexamined
life is not worth
living.”
- Socrates -
Socrates
469 - 399 B.C.
Socratic Method:
I.
Admit ignorance.
II.
Never rely on tradition.
III. Continuously question.
IV. Formulate your own opinions.
V. Test your opinions with others.
Socrates
469 - 399 B.C.
Socrates’ dialectic method was a
departure from earlier philosophers.
Earlier philosophers were
interested in the nature of the
universe and basic elements.
Socrates’ approach was more
rigorous and was the forerunner of
logic.
Most famous student: Plato
Socrates
469 - 399 B.C.
“The unexamined life is not worth living.”
Plato
427 - 347 B.C.
Preserved and perpetuated the work of
Socrates
Most important source of info on
Socrates
Founded the Academy
Wrote dialogues
Universal Forms was a recurring theme
The Republic – most important dialogue
“Those things which are
beautiful are also difficult.”
Aristotle
384 - 322 B.C.
Most famous student of Plato
Most famous teacher of
Alexander the Great
Developed Logic as a field of
study
Devised a complex system of
classification
Used in biology
Views on Government
Aristotle
384 - 322 B.C.
Views on Government
3 Good Governments:
Monarchy
Aristocracy
Democracy
3 Bad Governments:
Tyranny
Oligarchy
Mob Rule
Aristotle
384 - 322 B.C.
Believed in syllogism: a process of
logical inference that assumes one
idea is true based on the assumption
that two or more ideas are true.
Example: All animals die. A deer is
an animal. Therefore, a deer will die.
“All things in moderation”
“Man is by nature a political animal.”
Aristotle
384 - 322 B.C.
SAT example:
All of Kay’s brothers can swim.
If the statement above is true, which of the following must also be true?
(A) If Dave can swim, then he is not Kay’s brother.
(B) If Walt can swim, then he is Kay’s brother.
(C) If Fred cannot swim, then he is not Kay’s brother.
(D) If Pete is Kay’s brother, then he cannot swim.
(E) If Mark is not Kay’s brother, then he cannot swim.
Aristotle
384 -“All322
B.C
.
things in
moderation”
“Man is by nature a political
animal.”
Alexander the Great
356 -323 B.C.
Alexander the Great
356 -323 B.C.
Greek Philosophers Review
•Read the information about Greek Philosophers on
your worksheet and complete the comprehension
questions. Remember to highlight the answers in the
text and then copy the answer in the space provided.
•Item #12 in notebook
Vocabulary Quiz
•Complete vocabulary quiz independently
•When graded and returned, this will be item #13
Learn the Greek Alphabet
•The word “alphabet” came from the first two Greek letters “Alpha” and “Beta”
•Let’s learn the Greek Alphabet!!
•Learn the pronunciation of the letters first, and then try to sing along!
•https://www.youtube.com/watch?v=tK7oKv0Jes4
•(Use alphabet handout to help you!)
Groovy Greeks
•As you watch Groovy Greeks, complete the video notes
http://app.discoveryeducation.com/player/view/assetGuid/147F53A0-215C4948-BDA4-B32683212B2C
Item #14
Accomplishment
The Conquests and Impact of Alexander the Great
Alexander the Great conquered the Persian Empire and spread
Greek ideas and culture.
Alexander the Great won a series of victories over the Persian army
and thereby gained control of the Persian Empire.
Alexander promoted interactions between the Macedonians and
the Persians.
The conquests of Alexander spread Greek ideas and culture
throughout the lands he conquered in Asia.
The conquests of Alexander caused Greek and Asian cultures to
mix, thereby producing the Hellenistic Age.
Greek Myths
•Greeks practiced polytheism, the belief of many gods.
•They believed that the 12 major gods and goddesses, known as Olympians,
lived on Mount Olympus, the highest mountain in Greece.
•The Greeks also believed in other minor gods, as well as beings that were part
god and part mortal, known as demigods.
•The Greeks believed their gods and goddesses were involved with their daily
lives and, at times, controlled events.
•This collection of myths, or​ mythology, of the ancient Greeks affected other
societies and still has an influence on today’s world.
•The mythology of the ancient Greeks strongly influenced Roman mythology. In
fact, the Romans adopted many Greek gods and gave them Roman names.
Greek Myths
Greek mythology still can be seen in our modern lives. For
instance, many movies, TV shows, and novels have been
based on Greek mythology. Many common expressions we
use today come from Greek myths. We describe extremely
difficult tasks as “Herculean,” after the incredibly strong
demigod Hercules. We refer to a person’s weakness as his or
her “Achilles’ heel,” after the demigod Achilles, whose heel
was said to be his only weakness.
Mythology
•The ancient Greeks were responsible for many cultural
achievements that influenced societies around them as well as
future civilizations.
•Homer wrote the epic poems the Iliad and the Odyssey.
• What is an epic poem?
•Greek drama included comedy and tragedy.
Think: Why is Homer important to us today? Share thoughts with class.
Odyssey
http://app.discoveryeducation.com/player/view/assetGuid/16FD723F-E146411F-A7B9-B54D820013AE
(Watch segment 2 and 3)
https://www.youtube.com/watch?v=dKtJkvv-VBQ
Greek Mythology
•Complete the odyssey worksheet on google classroom and create a book cover
for The Odyssey in your binder
•Item #15
Ancient Greece Study Guide
•Complete Study Guide for Ancient Greece Item #17
•TIPS:
• 1. DO NOT write on the study guide
• 2. Attach the study guide to your answers
• 3. Write the answers in complete sentences
• 4. Use Discovery Education, Google Classroom, Warm Ups, and
your notebook to help you answer the study guide.
• 5. Study a little every night and focus on the questions you had a
hard time answering.
TIME FOR KAHOOT!
https://play.kahoot.it/#/k/b50f0ea7-d81c-46f1-b0d8-6a1494da4bb9
Ancient Greece Test
When done with Ancient Greece Test, complete data chart
Myths
•Greek Myths
•Create a chart with the title of each Myths and the moral of each myth
• Item #16
Greek Gods/Goddesses
•Two options:
1) Create a “poster” with a picture of a Greek gods or goddesses on the top and
10 details about the god or goddess at the bottom (use computer paper)
2) Create a “poster” with a picture of a Greek creature from mythology and
create a picture of it on the top and 10 details about the creature at the
bottom (use computer paper)