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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)