I, Alexander 131

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Even as a teenager, Alexander had exceptional qualities. But did the events in his young life suggest the extraordinary role he would play in history?

Recognize GenreAuthors of historical fiction stories study historical facts about places and events. They research people who actually lived at the time. Then they write stories that include realistic details of the time period. Think about a person from history who interests you. Write two questions you would ask if you could have interviewed that person as research for a story you are writing.

1.

2.

Connect to the TopicRead the introduction. What are three exceptional qualities that a teenager might have today?

1.

2.

3.

Do you think these are the same as qualities of exceptional teens in ancient times? Explain.

Preview and PredictReread the introduction. Look at the illustrations in the story. Predict one way Alexander might prove himself to be exceptional.

This part of the lesson is a test. After you read “I, Alexander,” you will be asked questions about the selection. These questions will test your understanding of the reading

strategies you have practiced.

132 BEST PRACTICES • Level F • Lesson 10

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Achilles (uh-KILL-eez) a great warrior in Greek myths

Byzantium (bih-ZAN-tee-uhm) ancient city in Macedonia; now called Istanbul

equestrian (ih-KWES-tree-uhn) person who rides or performs on a horse

Macedonia (mas-uh-DOH-nee-uh) ancient kingdom of northern Greece

philosopher (fuh-LAH-suh-fuhr) one who studies human knowledge and values

regent (REE-juhnt) one who rules when the ruler is absent or underage

rhetoric (REH-tuh-rik) the art of correct, forceful, and elegant use of language

I was going to have one of the palace historians write about this for me, but my mother, Olympias (oh-LIMP-ee-uhs), suggested that I, Alexander, write it myself. It is my story, so maybe she’s right that I should tell it. Before I begin, though, I must give you some background information about my life.

I don’t get along very well with my father, King Philip. That’s why I was surprised when he left me in charge of Macedonia while he went to Byzantium to put down a rebellion. I’m just sixteen. My mother said that by making me his regent and giving me the power to rule over his whole kingdom, he showed he had confidence in me. I suspected that he was setting me up to fail, so I promised myself that I would do the best job I could.

I felt prepared to take control. My father has always made certain I had the best possible education. Even though I often argued with Aristotle (AR-uh-STAHT-uhl), the Greek philosopher my father hired to be my teacher when I was thirteen, I did appreciate everything he taught me about rhetoric, literature, science, medicine, and philosophy. I especially enjoyed talking with him about my favorite book, Homer’s Iliad. Reading about the Trojan War and the deeds of my ancestor, the famous warrior Achilles, encouraged me to want to go into battle and prove my courage to the world.

I’m not just well educated. I also do fitness exercises every day and play many sports. A king should be powerful in his mind and in his body. I know my father is proud of me for my skill as an equestrian.

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I, Alexander 133

When I was fourteen, a trader named Philonicus (fil-OH-nee-kus) brought a warhorse named Bucephalus (byoo-SEF-uh-lus) to the palace to sell. The price he asked was thirteen talents, which my father thought was very expensive. He told Philonicus that the horse would have to prove itself worthy of that cost before he would buy it.

As Bucephalus stood there with the sun shining behind him and his mane blowing in the wind, I thought that he was the most magnificent horse I had ever seen. Philonicus mounted him to demonstrate the horse’s skills, but suddenly Bucephalus reared and flung him to the ground. Several of my father’s attendants attempted to ride him, and all of them were tossed off, too. My father was furious, but I was paying attention and figured out what the problem was. “I can manage that horse,” I announced, smiling.

“You think you can mount a horse that threw a master equestrian such as Philonicus?” my father scoffed. “What would you be willing to wager that you can succeed where others have failed?”

“If I can ride Bucephalus,” I said firmly, “you will buy him for me. If I cannot ride him, I will pay you thirteen talents.”

scoffed (SKAWFT) said mockingly

talents (TAL-intz) unit of money used in ancient Greece

wager (WAY-juhr) to make a bet

134 BEST PRACTICES • Level F • Lesson 10

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When I looked at the faces of everyone around me, I knew they didn’t believe I could ride him. But I was confident of what I was doing. Slowly I approached the horse, talked gently to him, and then turned him around. Seconds later, I mounted him and was riding boldly around the field.

As my father paid for Bucephalus, I explained to my amazed audience that I had observed the horse’s behavior and realized that he was shying away from his own shadow. Once I moved him so he was facing the sun, he

couldn’t see his shadow anymore and was no longer frightened. My father shook his head and remarked, “My son, you will have to find another kingdom because Macedonia is too small for you!”

Maybe it was this incident that persuaded him to trust me with his kingdom. It certainly gave me the confidence I needed to act when the Thracians (THRAY-shunz) in the northern part of our kingdom

revolted soon after my father left me in charge. My mother worried for my safety, but I knew that my training had prepared me for the situation. Without hesitation, I gathered troops together and marched to Thrace. We put the rebellion down easily, and then I established a colony that I called Alexandroupolis (ah-lik-sahn-DROO-poh-lees) after myself.

I, Alexander, know I will be a great king. Now that I have distinguished myself in battle and proved I am a daring leader, perhaps my father will agree. This is my story. I have written it down in my own words so that posterity may read of my early greatness.

posterity (pah-STEHR-uh-tee) future generations

shying (SHIE-ing) moving suddenly from fear

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Use what you have read to answer questions 1–9.

Multiple Choice 1. “I, Alexander” is historical fiction because

it includes

factual information that is organized by section headings.

facts and events about a real person who lived long ago.

extinct animal characters that talk.

charts and diagrams.

2. Which statement helps you visualize why Bucephalus saw his shadow?

Bucephalus flung his master to the ground.

Bucephalus’s mane was blowing in the wind.

Bucephalus stood there with the sun shining behind him.

Bucephalus was the most magnificent horse that Alexander had ever seen.

3. What happened after Alexander got on the horse Bucephalus?

Philonicus was thrown off the horse.

King Philip paid for the horse.

A trader brought a warhorse to the palace to sell.

Alexander renamed the horse.

4. Which statement best describes Alexander’s character based on the way he paid attention to the horse that threw off the men?

He is usually concerned for his safety.

He knows how to train horses.

He is afraid of horses.

He is a problem solver.

5. Why did King Philip comment that Alexander would have to find another kingdom because Macedonia is too small for him?

He did not want to share Macedonia with Alexander.

He believed Alexander could rule a larger area than Macedonia.

Bucephalus would need a greater area than Macedonia to gallop in.

He thought Alexander would need a larger home.

6. Alexander is like most teenage boys today because he

plays sports.

can tame a horse.

lives in a palace.

has a private teacher.

I, Alexander 135

STOP

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136 BEST PRACTICES • Level F • Lesson 10

7. At the end of the story, Alexander believes his father will agree that he has become a daring leader. Will King Philip agree with his son?

No, because Alexander is not old enough.

No, because King Philip thinks he is the only daring leader.

Yes, because Alexander ended a rebellion without his father’s help.

Yes, because Alexander learned how to be a leader by studying the famous warrior Achilles.

8. The most likely reason Alexander named Alexandroupolis after himself was to

make it easier to remember its name.

make his father angry.

celebrate his victory.

make his mother happy.

Short Response 9. Explain how Alexander’s accomplishments will make him a great king. Use details

from the story to support your response.

This is the end of the test for “I, Alexander.”When your teacher tells you, go on to read the next selection, “A Life of Greatness.”

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A Life of Greatness 137

This part of the lesson is a test. After you read “A Life of Greatness,” you will be asked questions about the selection. These questions will test your understanding of the

reading strategies you have practiced.

Visualize a champion who conquers the world at the age of twenty. Does this amazing person sound like the product of a moviemaker’s imagination? You may be surprised to learn that this man actually lived. The events of his life were more extraordinary than the plot of a modern action film.

Recognize GenreA biographical sketch includes true facts about a person. It is written by someone other than the person whom it is about. The author describes personal information and certain events in that person’s life. Which four kinds of details would you expect to find in a biographical sketch?

descriptions of the person

examples of things the person did

imaginary conversations the person had

quotes

an interesting event from the person’s life

Connect to the TopicAlexander’s nickname was “Alexander the Great.” Read the introduction on this page and think about your definition of a great person. List three qualities you believe make a person “great.”

1.

2.

3.

Preview and PredictLook at the illustrations and maps in “A Life of Greatness” and read the section headings. Predict which of the following is discussed in the biographical sketch as Alexander’s major accomplishment.

taming a horse no one else could ride

fighting in battles

becoming a powerful ruler of many lands

studying with the great philosopher Aristotle

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138 BEST PRACTICES • Level F • Lesson 10

The man that history has dubbed Alexander the Great was born in Pella, in 356 B.C.E., more than 2,300 years ago, to King Philip of Macedonia and Olympias, princess of Epirus (ih-PIE-ruhs). His remarkable accomplishments as a child hinted that he was destined for greatness, but no one could have predicted the huge influence he would have over the world of his time.

A Young PrinceAs a child, Alexander was small

for his age and appeared delicate because of his fair skin and golden hair. However, his sharp mind and physical strength soon distinguished him among his peers. At the age of five or six he met with a group of Persian envoys and dealt with them more skillfully than anyone believed even his father could have.

Studying with the philosopher Aristotle further developed Alexander’s natural abilities. Aristotle’s methods of explaining events based on logic and reason helped young Alexander learn to think clearly. Eventually this experience prepared him for his future role as a military leader.

From an early age, Alexander had already determined that he would become a mighty conqueror like his father. He had dreams of expanding the Macedonian Empire. As a young man, he once complained, “My father will get ahead of me in everything and will leave nothing for me to do.”

B.C.E. (BEE-CEE-EE) before common era

destined (DES-tind) certain to happen, intended

dubbed (DUBD) named, called, or labeled

envoys (AHN-voyz) people sent to represent a foreign government

influence (IN-floo-uhnts) an effect

peers (PEERZ) persons in equal standing with others related to age or other quality

cate

Pella was the capital of

Macedonia (now located in

present-day Greece) and

the birthplace of Alexander.

Aristotle (left)

encouraged

Alexander’s interest

in other countries.

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A Life of Greatness 139

Ruling a KingdomAlexander need not have worried, however.

When he was only twenty years old, his father was killed, and Alexander assumed the role of King of Macedonia. Swiftly, Alexander took steps to secure his new power.

First, he eliminated any enemies plotting against him at home. Then he and his army carried out a successful campaign against the Greek city of Thebes (THEEBZ), capturing and burning it to the ground. This military action sent a clear message to all rebellious people that Greece would remain under Macedonian control.

Conquering the WorldOnce his kingdom was in order, Alexander set out to

conquer the Persian Empire, which had been the enemy of Macedonia for two centuries. Beginning in 334 B.C.E., he waged war against King Darius of Persia. This was no small task. The Persian Empire sprawled over most of the known world at that time, and Alexander’s army consisted of only about 35,000 soldiers. Still, the moment Alexander’s war ships approached Persian soil, Alexander threw a spear into the ground and vowed that he would win all of Asia with the spear.

One of Alexander’s greatest triumphs came in Egypt. The Egyptians, who despised Persian rule, welcomed Alexander as a liberator and declared him their pharaoh.

Darius was killed in 330 B.C.E., and Alexander became the King of Persia. In spite of achieving this goal, Alexander continued his seemingly endless conquest for more territory. In 327 B.C.E., he invaded India. This campaign required new military tactics because the Indian army included elephants, which the Macedonians had never seen before.

ersian rule, ath.,

rsian rule, tor

This 17th century painting shows that Alexander was a popular subject for artists long after his death.

Battle scene with elephants

campaign (kam-PAYN) an operation designed to bring about a certain goal; battle or attack

conquest (KON-kwest) act of conquering or winning something, such as land

eliminated (ih-LIH-muh-nayt-id) got rid of

liberator (LIB-uh-ray-tuhr) one who frees others

sprawled (SPRAWLD) spread out

tactics (TAK-tiks) a way of working toward a goal; strategy

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140 BEST PRACTICES • Level F • Lesson 10

Ruling an EmpireWithin a decade, Alexander

had conquered most of the known world and had established the largest empire the world had seen to date. Over time, he gained respect for the peoples he defeated and adopted their customs. He even married a Persian woman and ordered his army officers to marry Persians, too. Alexander also spread the Greek language and Greek culture throughout his empire.

A Lasting LegacyAlexander’s rule was cut short by

his untimely death from a fever in 323 B.C.E. He is considered one of the most outstanding leaders who ever lived. However, his role in history remains the subject of controversy.

Some view Alexander as egotistical because he traveled with poets, musicians, writers, and sculptors who were charged with creating works to celebrate his successes. Others consider him a tyrant because he often used brutal tactics such as burning cities and assassinating those who opposed him.

Although there is controversy over Alexander’s methods and motives, his legacy remains beyond doubt. He spread Greek ideas throughout his empire and established cities that became centers of learning. He blended

ideas from Greeks and Persians to create a new culture that changed people’s views of the world. His enormous ambition and his violent actions may not have made him a good man, but the effect he had on those around him earned him his title “the Great.”

Alexander rode Bucephalus in many military campaigns.

The empire of Alexander the Great

ambition (am-BIH-shuhn) desire for fame and power

egotistical (ee-guh-TIS-tih-kuhl) conceited, overconfident

legacy (LEG-uh-see) anything handed down from an earlier time

tyrant (TIE-ruhnt) unjust or cruel ruler

A Life of Greatness 141

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Use what you have read to answer questions 1–9.

Multiple Choice1. Which statement best describes Alexander

when he said, “My father will get ahead of me in everything and will leave nothing for me to do?”

He wants to please his father.

He is eager and ambitious.

He is patient.

He wants to be like his father.

2. Which detail helps you visualize Alexander as a child?

At a young age, Alexander was determined.

He had a sharp mind.

Young Alexander learned to think clearly.

He appeared delicate because of his fair skin and golden hair.

3. Alexander is like soldiers today in all of the following ways, except for

fighting in a war.

riding a horse in battle.

being physically strong.

fighting the enemy.

4. The most likely reason Alexander ordered his soldiers to marry Persian women was to

help unite Persia and Macedonia.

make sure there would be enough wives for everyone.

help the soldiers learn the new language faster.

show his power over the soldiers.

5. What most likely happened when Alexander marched into Egypt?

Soldiers on horses fiercely battled him and his men.

There was confusion and people ran for shelter.

The Egyptians greeted Alexander with parades and celebrations.

Egyptian soldiers tried to trick Alexander by wearing Persian uniforms.

6. What most likely happened to countries after Alexander conquered them?

They eventually accepted the Greek language and culture.

They opened new schools so Aristotle could go to those countries and teach children like Alexander.

More vacation spots in the conquered countries became available to Greeks.

The Egyptians refused to welcome him back into Egypt.

STOP

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142 BEST PRACTICES • Level F • Lesson 10

7. ”A Life of Greatness” can be called a biography because

it takes place in the future.

it has headings.

characters have imaginary conversations.

it includes factual information about a person.

8. Which of the following best states the main idea of “A Life of Greatness”?

Alexander’s studies with Aristotle were the reason for his greatness.

Alexander was very young when he came to power.

Alexander was an exceptional person who changed much of the ancient world.

Alexander’s large army won him many battles.

Short Response 9. Explain why Alexander’s accomplishments earned him the title “the Great.” Use

details from the biographical sketch to support your response.

This is the end of the test for “A Life of Greatness.”When your teacher tells you, go on to finish the last part of the test.

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143

Use what you have read in both selections to answer questions 1–5.

Multiple Choice1. “I, Alexander” and “A Life of Greatness” are

similar because they both

claim that Alexander’s abilities were exaggerated.

give evidence that Alexander was exceptional.

prove how Alexander and his father were alike.

prove King Philip was responsible for Alexander’s greatness.

2. Which detail about Alexander is noted in both selections?

Alexander studied with Aristotle.

Alexander got his horse Bucephalus through a bet.

Alexander was left in charge of Macedonia at age 16.

Alexander married a Persian woman.

3. Which type of person from modern times is Alexander most like?

a business person who is successful because of good luck, rather than hard work

a world traveler that marries someone from another country

an educated, hardworking business person who has expanded his or her business by taking over many companies

a high school student who doesn’t know what career to choose

4. Compare Alexander to the president of a country. Explain one way they are similar and one way they are different.

what you have read in both

144 BEST PRACTICES • Level F • Lesson 10

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5. Explain how Alexander’s early training and personal qualities prepared him to become a great leader. Use examples and details from both selections in your response.

This is the end of the test.STOP