Guided Reading Activity netw rks - STEADMAN-BAUMHOLDER€¦ · The Ancient Greeks, c. 1600 b.c.–c. 133 b.c Reading Essentials and Study Guide NAME ___ DATE _ CLASS ___ Lesson

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netw rksThe Ancient Greeks

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Lesson 1 Poets and Heroes

Review QuestionsDirections: Locate each heading below in your textbook. Then use the information under the correct heading and subheading to help you write each answer.

I. The Impact of Geography

A. What is the geography of Greece?

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B. How did geography affect Greece’s development?

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II. Mycenae: The First Greek State

A. How was Mycenaean civilization organized?

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B. What led to the collapse of Mycenaean civilization?

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III. Greeks in the Dark Age

A. When was the Greek Dark Age?

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B. What changes in settlement took place during the Greek Dark Age?

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C. What advances took place during the Dark Age?

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The Ancient Greeks

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D. Why were Homer’s Iliad and Odyssey important?

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E. What was arete?

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Summary and ReflectionDirections: Summarize the main ideas of this lesson by answering the question below.

How was ancient Greece shaped by both isolation and intercultural exchange?

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The Ancient Greeks, c. 1600 b.c.–c. 133 b.cReading Essentials and Study Guide

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Lesson 2 The Greek City-States

ESSENTIAL QUESTIONSHow can geography influence political organization? How can cultural and political differences lead to conflict and change?

Reading HELPDESKAcademic Vocabulary assemble to gather; to meet togetherimply to express indirectly through reference or association

Content Vocabularypolis the early Greek city-state, consisting of a city or town and its surrounding countrysideacropolis in early Greek city-states, a fortified gathering place at the top of a hill that was

sometimes the site of temples and public buildingsagora in early Greek city-states, an open area that served as a gathering place and as a marketphalanx a wall of shields created by foot soldiers marching shoulder to shoulder in a rectangular

formationtyrant a ruler who seized power by force from the aristocrats, gained support from the newly rich

and the poor, and maintained power by using hired soldiers and fighting tacticsdemocracy “the rule of many”; government by the people, either directly or through their elected

representativesoligarchy “the rule of the few”; a form of government in which a select group of people exercises

controlhelot in ancient Sparta, a captive person who was forced to work for the conquerorephor one of the five men elected each year in ancient Sparta who were responsible for the

education of youth and the conduct of all citizens.

TAKING NOTES: ListingACTIVITY Use this interactive graphic organizer to list the goods that the Greeks exported to and imported from their colonies.

Exports Imports

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Lesson 2 The Greek City-States, continued

IT MATTERS BECAUSEGreek villages gradually grew and became independent city-states during the Dark Age. The two most famous city-states were Sparta and Athens. Their rivalry, or competition between them, would finally lead to war.

Polis: The Center of Greek LifeGuiding Question How were the city-states of ancient Greece organized?The city-state was called a polis by the Greeks. By 750 b.c. the polis became the central focus of Greek life. The English word politics comes from the Greek word polis. The polis included a town, a city, or even a village, along with its surrounding countryside. The town, city, or village served as the center of the polis, and people could meet there for political, social, and religious activities.

A hill was usually the central meeting place in the polis. A fortified area called an acropolis was at the top of the hill. The acropolis served as a place of refuge during an attack. It was also sometimes used as a religious center on which temples and public buildings were built. Below the acropolis was an agora, which was an open area that served both as a place where people could assemble and as a market.

City-states varied greatly in size. They could be a few square miles to a few hundred square miles. They also varied in population.Athens had a population of more than 300,000 by the fifth century b.c., but most city-states were much smaller. Most had between a few hundred to several thousand people.

Above all, the polis was a community of people who shared a common identity and common goals. The polis was made up of citizens with political rights, citizens with no political rights, and noncitizens. Women and children had no political rights. Noncitizens included farm workers, slaves, and resident aliens (people living in a place who are not citizens of that place).

All citizens had rights, but these rights came with with responsibilities. The Greek philosopher Aristotle argued that a citizen did not belong just to himself or herself. He stated that every citizen should be thought of as belonging to the state. However, the loyalty citizens had to their city-states had a negative side. City-states distrusted one another. Greece was divided into very patriotic, independent units. This would help to bring about its end.

A new military system developed as the polis grew. In earlier times, nobles on horseback fought wars in Greece. These nobles were large landowners who controlled the political life of their city-states. However, by 700 b.c., the military system was based on hoplites. Hoplites were heavily armed infantry soldiers, or foot soldiers. Each carried a round shield, a short sword, and a thrusting spear about nine feet (2.7 m) long. Hoplites went into battle as a unit. They marched shoulder to shoulder in a rectangular formation, or shape, known as a phalanx. This close formation created a wall of shields around the hoplites to protect them. It was difficult for enemies to harm them as long as they kept their formation.

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Reading Progress CheckDefining How did the Greeks define the concept of citizenship?

Greek ExpansionGuiding Question How did the Greeks spread their culture and political ideas throughout the Mediterranean?Large numbers of Greeks left their homeland to settle in distant lands between 750 b.c. and 550 b.c. Overpopulation at home, a desire for good farmland, and the growth of trade were important factors in deciding to settle new places. Each Greek colony became a new polis. Each one was independent of the polis that had founded it.

Greek ColoniesNew Greek colonies were established across the Mediterranean. Colonies were established along the coastlines of southern Italy, southern France, eastern Spain, and northern Africa west of Egypt. At the same time, the Greeks set up colonies to the north, in Thrace, where they searched for good farmland to grow grains. The Greeks also settled along the shores of the Black Sea. They set up cities on the Hellespont and the Bosporus straits. Byzantium (buh•ZAN•shuhm) was the most important of these cities. It was the site of what later became Constantinople and is now Istanbul. The Greeks spread their culture and political ideas throughout the Mediterranean by establishing these colonies.

Colonization in important port locations led to increased trade and industry. The Greeks on the mainland sent their pottery, wine, and olive oil to colonies. In return, they received grains and metals from the west. They also received fish, timber, wheat, metals, and slaves from the Black Sea region. The growth of trade and industry created a new group of wealthy individuals in many of the Greek city-states. These men wanted political power, but they found it difficult to gain because of the power of the ruling aristocrats.

Tyranny in the City-StatesThe new groups of rich men in the Greek city-states helped lead to the rise of tyrants in the seventh and sixth centuries b.c. Tyrants were not necessarily cruel or wicked, as our word tyrant implies. Greek tyrants were rulers who seized power by force from the aristocrats.

Support for the tyrants came from the newly rich who had made their money in trade and industry. These people wanted the social status and political influence that aristocrats had not given them. Poor peasants who were in debt to landholding aristocrats also supported the tyrants. Both the newly rich and the peasants were tired of aristocratic domination of their city-states.

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The tyrants gained power and kept it by using hired soldiers. The tyrants tried to help the poor, and they started public works projects once they were in power. They built new marketplaces, temples, and walls. These efforts were good for the city, but, more importantly, they increased the tyrants’ popularity. However, tyrants were no longer popular by the end of the sixth century b.c. despite their achievements. Greeks believed in the rule of law, and tyranny went against that belief. The tyrants were powerful, and they did not need to follow laws.

Tyranny did not last. It did play an important role in Greek history. The rule of the tyrants ended the rule of the aristocrats in many city-states. The end of tyranny then allowed many new people to participate in government. This led to the development of democracy in some Greek city-states. This is government by the people, or rule of the many. Other city-states supported government by an oligarchy, or rule by the few.

Reading Progress CheckIdentifying Which groups supported the rule of the tyrants?

Two Rival City-StatesGuiding Question What different systems of government did Sparta and Athens have?Sparta and Athens were the two most famous and powerful ancient Greek city-states. Examining them will help show the differences in the city-states.

SpartaSparta needed more land, and so the Spartans conquered the neighboring Laconians. They did this instead of starting new colonies as some other states did. The Spartans also conquered Messenia beginning around 730 b.c., even though Messina was larger in size and population.

After their conquest, the Messenians and Laconians became serfs. They were forced to work for the Spartans. These captured people were known as helots, a name from the Greek word for “capture.” The Spartans created a military state to ensure control over the conquered helots.

Between 800 b.c. and 600 b.c., the lives of Spartans were rigidly organized and tightly controlled. The English word spartan comes from this, and it means “highly self-disciplined.” Males in Sparta spent their childhood learning military discipline. Then they joined the army for regular military service at age 20.

Soldiers were allowed to marry, but they continued to live in the military barracks (buildings where soldiers live) until age 30. They ate meals in public dining halls with fellow soldiers. Meals were simple. The famous Spartan black broth, or soup, was made of a piece of pork boiled in animal blood, salt, and vinegar. A visitor who ate some of the black broth once said that he now understood why Spartans were not afraid to die. Spartan males were allowed to vote in the assembly (group that voted on issues for the city-state) at 30. After the age of 30, they could live at home, but they stayed in the army until the age of 60.

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Spartan women lived at home while their husbands lived in the barracks. Spartan women had greater freedom of movement and greater power in the household than was common elsewhere in Greece because of this separation. Spartan women were expected to remain fit to bear and raise healthy children. Many Spartan women upheld the strict Spartan values. They expected their husbands and sons to be brave in war. The story is told of a Spartan mother who told her son as she handed him his shield to come back carrying his shield or being carried on it. In other words, he was not to drop his shield in retreat. He was expected to win the battle or to die bravely.

The Spartan government was an oligarchy headed by two kings. The kings led the Spartan army on its campaigns. A group of five men known as the ephors (EH•fuhrs) were elected each year. They were responsible for the education of youth and the behavior of all citizens. A council of elders included the two kings and 28 citizens over the age of 60. The council of elders decided on the issues that would be presented to an assembly made of male citizens. This assembly did not debate, or have discussions. It only voted on the issues.

The Spartans turned their backs on the outside world to make their new military state secure. Foreigners might have brought in new ideas, but they were discouraged from visiting. Spartans were not allowed to travel to other areas except for military reasons. If they traveled, they might hear ideas that were dangerous to the stability of the state. Spartan citizens were discouraged from studying philosophy, literature, or the arts. The art of war was the Spartan ideal. All other arts were frowned upon, or not encouraged.

AthensAthens had become a unified polis on the peninsula of Attica by 700 b.c. A king ruled early Athens. By the seventh century b.c., however, Athens had become an oligarchy under the control of its aristocrats. These aristocrats owned the best land and controlled political life. There was an assembly of all the citizens, but it had few powers.

Athens faced political difficulties because of serious economic problems by the end of the 600s b.c. Draco was a politician who codified the laws. He added harsh penalties, including slavery for debtors. Many Athenian farmers were sold into slavery when they were unable to pay their debts. As a result, there was a call to cancel the debts and to give land to the poor. Athens seemed ready to start a civil war.

The ruling Athenian aristocrats reacted to this crisis in 594 b.c. They gave full power to Solon, an aristocrat who wanted to make reforms. Solon canceled all land debts and freed people who had been forced into slavery for debts. However, he refused to take land from the rich and give it to the poor. Aristocrats were still powerful despite Solon’s reforms, and poor peasants could not obtain land. Internal strife finally led to tyranny. This was what Solon had hoped to avoid.

Peisistratus (pih•SIHS•truh•tuhs) was an aristocrat who seized power in 560 b.c. He then helped Athenian trade as a way of pleasing the merchants. He also gave aristocrats’ land to the peasants in order to gain the favor of the poor. Peisistratus’s son ruled after him. The Athenians rebelled against him and ended the tyranny in 510 b.c. Cleisthenes (KLYS•thuh•neez) was another reformer. He gained control two years later with the support of the Athenian people.

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Cleisthenes created a new council of 500. The council supervised foreign affairs, oversaw the treasury, and proposed the laws that would be voted on by the assembly. The Athenian assembly was made of male citizens. The assembly was given final authority to pass laws after free and open debate. The reforms of Cleisthenes created the foundations for Athenian democracy because the assembly of citizens now had the central role in the Athenian political system.

Reading Progress CheckContrasting Identify and describe a major difference between Spartan and Athenian city-states.

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Lesson 4 Classical Greek Culture

ESSENTIAL QUESTIONSHow can geography influence political organization? How can cultural and political differences lead to conflict and change?

Reading HELPDESKAcademic Vocabulary method a systematic plan for doing somethingethics moral principles; generally recognized rules of conduct

Content Vocabularyoracle in ancient Greece, a sacred shrine where a god or goddess was said to reveal the future

through a priest or priestesstragedy a form of drama that portrays a conflict between the protagonist and a superior force

and having a protagonist who is brought to ruin or extreme sorrow, especially as a result of a fatal flaw

philosophy an organized system of thought, from the Greek for “love of wisdom”Socratic method the method of teaching used by the Greek philosopher Socrates; it employs a

question-and-answer format to lead pupils to see things for themselves by using their own reason

TAKING NOTES: Differentiating InformationACTIVITY Use this interactive graphic organizer to understand the philosophies of Socrates, Plato, and Aristotle.

Socrates Plato Aristotle

1. Views on the purpose of philosophy

2. Views on human nature and the nature of the world

3. Views on government

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Lesson 4 Classical Greek Culture, continued

IT MATTERS BECAUSEClassical Greece experienced a period of major developments in thought and culture. This was especially true in Athens under Pericles’ rule. Classical Greece became the main source of Western culture. Aristotle, Socrates, and Plato established the foundations, or beginnings, of Western philosophy.

Greek ReligionGuiding Question How was Greek religion an essential part of Greek society?Religion affected every part of the life of the ancient Greeks. The Greeks considered religion necessary to the well-being, or health, of the state. Temples dedicated to gods and goddesses were the major buildings in Greek cities.

Homer described the gods worshiped in the Greek religion. Twelve chief gods and goddesses were thought to live on Olympus, the highest mountain in Greece. Zeus was the chief god and father of the gods. Athena was goddess of wisdom and crafts, and Apollo was god of the sun and poetry. Artemis was Apollo’s sister and was goddess of the moon and of the hunt. Ares was god of war, and Aphrodite was goddess of love. Poseidon was the brother of Zeus and god of the seas and earthquakes.

Festivals were started as a way to honor the gods and goddesses. Certain festivals were held at special locations. For example, the worship of Zeus was at Olympia and the worship of Apollo was at Delphi. Numerous events took place in honor of the gods at the Greek festivals, including athletic, or sports, games. The first such games were held at the Olympic festival in 776 b.c.

The Greeks also had a great desire to learn what the gods wanted them to do. They used the oracle to do this. The oracle was a sacred shrine where a god or goddess was said to tell the future through a priest or priestess. The most famous was the oracle of Apollo at Delphi, located on the side of Mount Parnassus overlooking the Gulf of Corinth. At Delphi, a priestess, thought to be inspired by Apollo, listened to questions. Her responses were then interpreted by priests and given to the persons asking the questions.

The responses provided by the priests and priestesses were often confusing and could be interpreted in more than one way. For example, Croesus (KREE•suhs) was a king of Lydia who was known for his great wealth. He sent messengers to the oracle at Delphi to ask if he should go to war with the Persians. The oracle replied that Croesus would destroy a mighty empire if he attacked the Persians. Croesus was overjoyed to hear these words, and he made war on the Persians. However, the Persians won, and it was Croseus’ mighty empire that was destroyed!

Although the ancient Greek religion is no longer practiced, it was the source of most Greek drama and art. Not only did the Romans adopt the Greek gods, many stories and references to Greek gods are also found in European and American literature.

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Reading Progress CheckDrawing Conclusions Was religion in Greece a public or private affair? Explain your answer.

Classical Greek Arts and LiteratureGuiding Question What groundbreaking art and literature were produced during the classical period in Greece?Classical Greek art has had a large influence on the arts of the Western world. Classical Greek art expresses ideals that are still important to many people. The subject matter of Greek art was the human being, who was presented as an object of great beauty. The classic ideals of reason, moderation, balance, and harmony in all things were meant to civilize the emotions.

Architecture and SculptureThe temple was the most important form in Greek architecture. It was a building dedicated to a god or goddess. At the center of a Greek temple were walled rooms that housed both statues of gods and goddesses. The rooms also held treasuries in which gifts to the gods and goddesses were protected. Rows of marble columns surrounded these central rooms, making Greek temples open structures instead of closed ones.

Some of the finest examples of Greek classical architecture were built in Athens in the fifth century b.c. The Parthenon is considered the greatest example of the classical Greek temple. It was built between 447 b.c. and 432 b.c. The Parthenon shows the classical culture of the Greek city-states. The Parthenon also displayed the Athenians’ pride in their city-state. It was dedicated to Athena, the patron goddess of Athens. The Parthenon was also dedicated to the glory of Athens. It shows the principles of classical architecture. The Parthenon demonstrates the search for calmness, clarity, and freedom from unnecessary detail.

Greek sculpture also developed a classical style. Lifelike statues of the male nude were the favorite subject of Greek sculptors. These statues showed relaxed attitudes, or poses. The faces on the statues were confident, and the bodies were flexible and had smooth muscles. Classical Greek sculptors did not try to show realism. They wanted to show a standard of ideal beauty. Polyclitus (pah•lih• KLY•tuhs) was a fifth century sculptor. He wrote down rules for proportions, and he drew examples of them in a work known as the Doryphoros. His theory was that the use of ideal, or perfect, proportions could produce an ideal human form in art. These proportions were based on mathematical ratios, or relationships between two parts, found in nature.

DramaDrama as we know it in Western culture was created by the Greeks. Plays were presented in outdoor theaters as part of religious festivals. The first Greek dramas were tragedies. These were presented in a

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trilogy, or a set of three plays built around a common theme, or idea. The only complete trilogy we have today is called the Oresteia, which was written by Aeschylus. This set of three plays tells what happens to the hero Agamemnon and his family after his return from the Trojan War. In the plays, evil acts are shown to cause more evil acts and suffering. However, reason triumphs over the forces of evil in the end.

Another great Athenian playwright was Sophocles. His most famous play was Oedipus Rex. In this play, the oracle of Apollo tells Oedipus that he will kill his own father and marry his mother. Oedipus does do these tragic, or terrible, acts despite all attempts to avoid doing them.

A third outstanding Athenian dramatist was Euripides. He tried to create more realistic characters in real-life situations. Euripides was controversial. He questioned traditional values because he portrayed war as cruel and barbaric.

Greek tragedies dealt with universal themes that are still culturally relevant, or meaningful, today. They examined problems such as the nature of good and evil, the rights of the individual, the nature of divine forces, and the nature of human beings. Trying to do the best thing may not always lead to success in the Greek tragedies, but the attempt is still important. Greeks took great pride in their accomplishments and independence.

Greek comedy developed later than tragedy. Comedies were used to criticize, or express negative opinions about, politicians and intellectuals. They were meant both to entertain and to get a reaction. Aristophanes is a good example of a Greek comedian. He filled his plays with puns and satire.

The Writing of HistoryWe know history as an orderly and careful study of past events. This idea of history was created in the Western world by the Greeks. Herodotus (hih•RAH•duh•tuhs) wrote History of the Persian Wars, often seen as the first real history in Western civilization. Its central theme is the conflict between the Greeks and the Persians, which Herodotus viewed as a struggle between Greek freedom and Persian despotism or absolute power. Herodotus traveled widely and questioned many people as a way to gather his information. He was a master storyteller.

Many historians today consider Thucydides (thoo•SIH•duh•DEEZ) the greatest historian of the ancient world. Thucydides was an Athenian general who fought in the Great Peloponnesian War and later wrote its history. Unlike Herodotus, Thucydides saw war and politics as caused by the activities of human beings. He did not think they were caused by gods. Thucydides examined the Peloponnesian War clearly and fairly. He placed much emphasis on the accuracy of his facts. Thucydides also provided a clear understanding of the human experience. He believed that the study of history was of great value in understanding the present.

Reading Progress CheckIdentifying Central Issues What was an overarching goal of classical Greek artists and writers?

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Greek PhilosophyGuiding Question What were the philosophical ideas that came out of ancient Greece?Philosophy refers to an organized system of thought. The term comes from Greek words that mean “love of wisdom.” Early Greek philosophers focused on the development of critical or rational thought about the nature of the universe. Greek philosophy influenced scholars in the ancient world.

SophistsThe Sophists were a group of traveling teachers in ancient Greece. They rejected speculation, or making guesses about things that are unknown. They argued the human mind could not understand the universe. It was more important for individuals to improve themselves. The Sophists stressed the importance of rhetoric. Rhetoric is the art of persuasive speaking necessary for winning debates and swaying, or convincing, audiences. This skill was very important in democratic Athens.

SocratesSocrates was a sculptor whose true love was philosophy. Socrates left no writings. We know about him only from the writings of his students, such as Plato. Socrates taught many students, but he accepted no pay for his work. He believed that the only goal of education was to improve the individual.

Socrates used a teaching method that is still used today and which carries his name. The Socratic method of teaching uses a question-and-answer format to lead students to see things for themselves by using their own reasoning skills. Socrates believed that all real knowledge is already present within each person. Only critical examination, or study, is needed to find it. This is the real task of philosophy. According to Socrates, a life that is not examined is not worth living. This belief in the individual’s ability to reason was an important contribution of the Greeks.

Socrates questioned authority, which soon led him into trouble. Athens had had a tradition of free thought and inquiry, but defeat in the Peloponnesian War changed the Athenians. They no longer trusted open debate. Socrates was accused and convicted of corrupting the youth of Athens by teaching them to question and think for themselves. An Athenian jury sentenced him to die by drinking hemlock, a poison.

PlatoOne of Socrates’ students was Plato. Many consider him the greatest philosopher of Western civilization. Unlike Socrates, Plato wrote a great deal. He was very interested in the question of reality: How do we know what is real?

A higher world of eternal, unchanging Forms has always existed according to Plato. These ideal Forms make up reality. Only a trained mind can become aware of or understand these Forms. This is the goal of philosophy. To Plato, the objects that we recognize with our senses (trees, for example) are simply reflections of the ideal Forms (treeness). The objects (the trees) are only shadows. They are not real. Reality is found in the Form (treeness) itself according to Plato.

Plato explained his ideas about government in an important work entitled The Republic. Based on his experience in Athens, Plato had come to distrust the workings of democracy. To him, individuals could not achieve a good life unless they lived in a just, or honest, and rational state. Plato’s search for the just state led him to build an ideal state in which people were divided into three basic groups. At the top was an upper class of philosopher-kings. The second group included warriors, and the third group contained all the rest of the people, who he thought were people driven by desire, not by

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wisdom or courage. The third group were society’s producers, including artisans, tradespeople, and farmers. Society would function smoothly when each of these groups performed its appropriate role in society. Plato also believed that men and women should have the same education and equal access to all positions. This idea was against Greek custom, or common way of doing things.

AristotlePlato established a school in Athens that was known as the Academy. His most famous student was Aristotle. Aristotle studied there for 20 years. Aristotle did not accept Plato’s theory of ideal forms. He thought we could observe form (treeness) by examining individual objects (trees). But he did not believe that these forms existed in a separate, higher world of reality beyond material, or physical, things. He thought of forms as a part of things themselves. In other words, we know what treeness is by examining trees.

Aristotle’s interests lay in analyzing and classifying, or grouping, things based on observation and investigation. He defined entire categories of scientific study, such as logic, biology, and physics. He wrote about a range of subjects, including ethics, politics, poetry, and the sciences. Science in the Western world was greatly influenced by Aristotle’s ideas until the seventeenth century.

Like Plato, Aristotle wanted an effective form of government that would rationally direct human affairs. Unlike Plato, he did not seek an ideal state. He tried instead to find the best form of government by analyzing existing governments. For his Politics, Aristotle looked at the constitutions of 158 states and found three good forms of government: monarchy, aristocracy, and constitutional government. He slightly favored constitutional government as the best form for most people.

Reading Progress CheckContrasting How did Plato and Aristotle differ in their opinions on government?

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Lesson 2 The Greek City-States

Review QuestionsDirections: Read the lesson and complete the outline below. Refer to your textbook to fill in the blanks.

I. Polis: The Center of Greek Life

A. The Greek city-state, or __________________ , was a community of people as well

as a place with a central hilltop meeting ground called the __________________ and

an open marketplace, or __________________.

II. Greek Expansion

A. Greeks established __________________ along the __________________ Sea,

on the shores of the Black Sea, and northward, in __________________.

B. Greeks on the __________________ , exported pottery, wine, and olive oil. They

imported grains and metals from the __________________ , and fish, timber, wheat,

metals, and enslaved people from the __________________ region.

C. Greek __________________ seized power by force from __________________

and kept power by using hired __________________.

D. When tyranny ended, some Greek city–states remained committed to

__________________ , but others developed __________________ , or government

by the people.

III. Two Rival City-States

A. Instead of starting new colonies, Sparta gained land by __________________ the

Laconians and Messenians and developed a __________________ state that would

keep them under control.

B. The __________________ government was an oligarchy headed by two kings and

five __________________ , all devoted exclusively to the arts of

__________________.

C. By 700 B.C., __________________ had become a unified __________________

on the peninsula of Attica, but within a century, it became an oligarchy under the

control of its __________________.

D. After unsuccessful reforms led to internal strife and __________________ ,

Cleisthenes empowered the Athenian __________________ and created the

foundation for Athenian __________________.

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What were the rights and responsibilities of Greek citizens?

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Lesson 4 Classical Greek Culture

Review QuestionsDirections: Locate each heading below in your textbook. Then use the information under the correct heading and subheading to help you write each answer.

I. Greek Religion

A. When and where did ancient Greeks hold festivals, and why were they important?

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B. What was the role of oracles in ancient Greece?

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II. Classical Greek Arts and Literature

A. What do the arts of the Western world owe to ancient Greece?

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B. Who developed a theory of ideal proportions, and what did the theory suggest?

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C. Who were some major Greek playwrights, and what themes did they explore?

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D. How did the ancient Greeks contribute to the study of history?

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III. Greek Philosophy

A. What is the root meaning of the term philosophy?

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B. Who were the Sophists?

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C. What was the Socratic method, and why did it lead to the demise of Socrates?

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D. What were Plato’s two main philosophical concerns?

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E. What was Aristotle’s philosophical method?

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What did the philosophies of Aristotle and Plato have in common? How did they differ?

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Lesson 5 Alexander and the Hellenistic Era

ESSENTIAL QUESTIONSHow can geography influence political organization? How can political and cultural differences lead to conflict and change?

Reading HELPDESKAcademic Vocabulary subsidizing aiding or promoting with public moneyfounder one who founds or establishes

Content Vocabularylegacy something handed down by or left by an ancestor or previous generationHellenistic Era the age of Alexander the Great; period when the Greek language and ideas were

carried to the non-Greek worldEpicureanism the school of thought developed by the philosopher Epicurus in Hellenistic Athens; it

held that happiness is the chief goal in life, and the means to achieve happiness was the pursuit of pleasure

Stoicism the school of thought developed by the teacher Zeno in Hellenistic Athens; it says that happiness can be achieved only when people gain inner peace by living in harmony with the will of God and that people should bear whatever life offers

TAKING NOTES: IdentifyingACTIVITY Use this interactive graphic organizer to summarize the accomplishments of Hellenistic scientists and philosophers.

Philosopher/Scientist Accomplishment/Theory

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Lesson 5 Alexander and the Hellenistic Era, continued

IT MATTERS BECAUSEMacedonians and Greeks united to invade and conquer the Persian Empire under the leadership of Alexander the Great. Greeks and non-Greeks formed a new society in the conquered lands during the Hellenistic era.

Macedonians Invade GreeceGuiding Question How did the Macedonians and Greeks conquer the Persian Empire?The Greeks viewed their northern neighbors, the Macedonians, as barbarians, or people without civilization and education. The Macedonians were rural people organized in groups, not in city-states like the Greeks. Even so, Macedonia emerged as a powerful kingdom by the end of the fifth century b.c.

Philip and AlexanderPhilip II became the ruler of Macedonia in 359 b.c. He built a powerful army and turned Macedonia into the main power of the Greek world. Philip became involved in Greek affairs. He admired Greek culture and wanted to unite all of Greece under Macedonia. The Athenians feared Philip. They allied with a number of other Greek states and fought the Macedonians at the Battle of Chaeronea (KEHR•uh•NEE•uh), near Thebes, in 338 b.c. The Macedonian army crushed the Greeks.

Philip quickly brought an end to the freedom of the Greek city-states. He insisted that the Greek states form a league, or group. He wanted them to cooperate with him in a war against Persia, but Philip was assassinated before he could invade Persia. The task was left to his son Alexander.

Alexander the Great was only 20 years old when he became king of Macedonia. Philip had carefully prepared his son to be king. He took Alexander along with him on military campaigns, which taught Alexander the basics of military leadership. Alexander moved quickly to fulfill his father’s dream of invading the Persian Empire after his father’s death. He was motivated by the desire for glory and empire, but he also wanted to avenge the burning of Athens by the Persians in 480 b.c.

Alexander’s ConquestsAlexander was taking a chance in attacking the Persian Empire. The Persian Empire was weakened, but it was still a strong state. Alexander entered Asia Minor in the spring of 334 b.c. with an army of some 37,000 men. The soldiers were both Macedonians and Greeks. The cavalry numbered about 5,000, and it would play an important role as a striking, or attacking, force.

By the next year, Alexander had freed the Ionian Greek cities of western Asia Minor from the Persians. He also defeated a large Persian army at Issus. He then turned south. Alexander had Syria and Egypt under his control by the winter of 332 b.c. He built Alexandria as the Greek capital of Egypt. It became and remains today one of the most important cities in both Egypt and the Mediterranean world. It was also the first of a series of cities named after Alexander.

Alexander turned east and fought an important battle with the Persians at Gaugamela, not far from Babylon, in 331 b.c. Soon, Alexander controlled the rest of the Persian Empire. He moved as far as modern Pakistan over the next three years. He reached India in 326 b.c., where the campaigning was difficult. He agreed to go home when his soldiers refused to go farther. Alexander led his troops across the desert of today’s southern Iran. Many were dying of thirst. A soldier found a little water at one point and offered it to Alexander. Alexander poured it onto the ground, according to an ancient Greek

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writer. The water Alexander wasted had a huge effect on the soldiers—they felt that it was as good as a drink for every man.

Alexander returned to Babylon. He planned more conquests, but he was exhausted from wounds, fever, and too much alcohol. He died in 323 b.c. when he was 32 years old.

Alexander’s LegacyAlexander’s leadership and military skills explain his extraordinary success. He was a master of strategy and tactics. He was able to fight in all kinds of land and against all kinds of opponents. He was brave, and he was even reckless because he risked his own life. He provided an example that inspired his soldiers to follow him. Alexander wanted to imitate, or copy, Achilles, the hero of Homer’s Iliad. He kept a copy of the Iliad and a dagger (a small knife) under his pillow.

Alexander’s legacy was enormous. He extended Greek and Macedonian rule over a large area. Those who ruled after Alexander tried to imitate him. They used force and claims of divine rule to create military monarchies. Mainland Greeks remained committed to the ideals of the city-state, but the creation of monarchies became part of Alexander’s political legacy.

Alexander also left a cultural legacy. Greek language, architecture, literature, art, and religions spread throughout parts of Asia and North Africa. Greek culture blended with parts of Eastern culture to become a new Hellenistic culture.

Reading Progress CheckDetermining Cause and Effect How did the rule of Alexander the Great affect Greek culture?

The Hellenistic EraGuiding Question What was the significance of Hellenistic cities as a result of Alexander the Great’s conquests?Alexander created a new age, called the Hellenistic Era. The word Hellenistic comes from Greek roots meaning “to imitate Greeks.” It is a good way to describe an age that saw the expansion of the Greek language and ideas to the non-Greek world of Southwest Asia and beyond.

Hellenistic KingdomsThe empire that Alexander created by his conquests fell apart soon after his death. This was because the most important Macedonian generals fought each other for power. By 300 b.c., any hope of unity was dead. Four Hellenistic kingdoms emerged after Alexander: Macedonia, Syria in the east, the kingdom of Pergamum in western Asia Minor, and Egypt. The Romans eventually conquered all of them.

Alexander the Great had planned to join Macedonians, Greeks, and Persians in his new empire. He wanted to use Persians as officials, and he encouraged his soldiers to marry native women. The Hellenistic monarchs who succeeded him used only Greeks and Macedonians to form the new ruling

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class. People from eastern regions who did advance to important government posts had learned Greek. All government business was done in the Greek language.

Alexander had created a series of new cities and military settlements in his conquests. The Hellenistic kings also created new population centers. These centers varied in size. Some were military settlements of only a few hundred men, and others were cities with thousands of people. Alexander had founded Alexandria in Egypt, and it was the largest city in the Mediterranean region by the first century b.c.

Hellenistic rulers encouraged Greek colonists to spread to Southwest Asia. Greeks and Macedonians provided new soldiers for the army, and they also provided a group of civilian administrators and workers for their kingdoms. Architects, engineers, dramatists, and actors were all in high demand in the new Greek cities. The Greek cities of the Hellenistic Era became the main ways Greek culture spread into Southwest Asia. In fact, it spread as far as modern Afghanistan and India.

Hellenistic Arts and LiteratureThe Hellenistic Era was a period of great cultural accomplishment in many areas, especially in science and philosophy. These achievements occurred throughout the Hellenistic world, but Alexandria stood out. It became home to poets, writers, philosophers, and scientists. The library in Alexandria became the largest in ancient times, with more than 500,000 scrolls. The library encouraged the study of literature and language. There was also a museum that was used for research.

The creation of new cities and the rebuilding old ones offered opportunities for Greek architects and sculptors. Hellenistic kings were very willing to spend money to make the cities within their states more beautiful. The buildings like those in the Greek homeland lined the streets of these cities. They included baths, theaters, and temples.

Both Hellenistic kings and rich citizens patronized, or supported, sculptors. Thousands of statues were put up in towns and cities all over the Hellenistic world. Hellenistic sculptors kept the technical skill of the classical period, but they moved away from the idealism of earlier times to a more emotional and realistic art. This change is seen in the many statues of old women and young children.

The Hellenistic age also produced a great deal of literature. Hellenistic leaders admired writing talent, spending large amounts of money subsidizing writers. Unfortunately, very little of this literature has survived. Apollonius of Rhodes wrote the epic poem Argonautica, which tells the story of Jason’s search for the Golden Fleece. Theocritus wrote short poems about a love of nature and an appreciation of its beauty.

Athens remained the center of Greek theater. A new type of comedy developed that sought only to entertain and amuse and avoided political commentary. Menander was perhaps the most successful of these new playwrights.

Science and PhilosophyThe Hellenistic age witnessed many advances in astronomy and mathematics. Aristarchus (AR•uh•STAHR•kuhs) of Samos was an astronomer. He developed the theory that the Sun is at the center of the universe while Earth rotates around the Sun in a circular orbit. The common view was that Earth was at the center of the universe, and so this new theory was not widely accepted at the time.

Eratosthenes (ehr•uh•TAHS•thuh•neez) was another important astronomer. He determined that Earth was round. He calculated Earth’s circumference (distance around a round object) at 24,675 miles (39,702 km). This number was within 185 miles (298 km) of the actual figure. The mathematician Euclid wrote Elements, a textbook on plane geometry. This work has been used up to modern times.

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The most famous scientist of the Hellenistic Era was Archimedes (ahr • kuh • MEE • deez) of Syracuse. He worked on the geometry of spheres and cylinders and also established the value of the mathematical constant pi. A practical inventor too, he may have devised the “Archimedes’ screw,” a machine used to pump water out of mines and to lift irrigation water. Archimedes’ achievements inspired a number of stories. Supposedly, he discovered specific gravity by observing the water he displaced in his bath. He then became so excited by his realization that he jumped out of the water and ran home naked, shouting, “Eureka!” (“I have found it!”).

Athens remained the chief center for philosophy in the Hellenistic Era, attracting famous thinkers from all over who established schools there. The development of two new systems of thought, Epicureanism and Stoicism, strengthened Athens’s reputation as a philosophical center.

Epicurus was the founder of Epicureanism. He began a school in Athens at the end of the fourth century b.c. He believed that human beings were free to follow their own self-interest and make happiness their goal. The way to find happiness was through pleasure, the only true good. Epicurus did not speak of the pursuit of pleasure in a physical sense. This is what our word epicurean has come to mean. Instead, to him, pleasure meant freedom from emotional problems and worry. People had to free themselves from public activity to achieve this.

Another school of thought was Stoicism. It became the most popular philosophy of the Hellenistic world and later flourished in the Roman Empire as well. Stoicism was the product of a teacher named Zeno. Zeno came to Athens and began to teach in a building known as the Painted Portico, or the Stoa Poikile. This is where the word Stoicism is from.

Stoics wanted to find happiness like Epicureans, but they thought it could be found only by living in harmony with the will of God. Then they could accept whatever life offered. This is where our word stoic comes from. Unlike Epicureans, Stoics did not want to separate themselves from the world. Public service was regarded as noble, or good, by the Stoics. The real Stoic was a good citizen.

Reading Progress CheckAnalyzing Information How are the arts and the sciences of the Hellenistic Age connected?

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Lesson 3 Classical Greece

Review QuestionsDirections: Read each main idea. Use your textbook to supply the details that support or explain each main idea.

A. Main Idea: After rival Greek city-states united to defeat the Persians, they were free to develop their own empire.

1. Detail: In the mid-sixth century B.C., the Persian Empire controlled the

__________________ Greek cities in western __________________ , and in

490 B.C., they made an unsuccessful attempt to capture __________________.

2. Detail: After an extended war against __________________ , the Greeks,

Spartans, and Athenians united to defeat the Persians at __________________ and

again at __________________.

B. Main Idea: The Classical period of Athenian and Greek history lasted from and 461 B.C. to 429 B.C. Historians have called this period the Age of Pericles, in which Athens reached the height of its power and brilliance.

1. Detail: Under Athenian leadership, the __________________ League liberated

virtually all of the Greek states in the __________________ from Persian control.

2. Detail: Pericles created a direct __________________ that included every male

citizen and used __________________ to protect against ambitious politicians.

3. Detail: Most people in the ancient world owned __________________ , who

worked in the __________________ , in the home, or on government

__________________ projects.

4. Detail: Athenian women were __________________ , but they were excluded from

__________________ life and expected to work chiefly at __________________.

C. Main Idea: After they defeated Persia, the Greek city-states returned to rivalry and war among themselves.

1. Detail: After they defeated the Persians, Athens and the Delian League formed the

__________________ Empire, while Sparta and its supporters formed a rival

__________________ League.

2. Detail: The Great __________________ between Sparta and

__________________ weakened the major Greek states and allowed them to fall prey

to the growing __________________ empire.

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How did the relationship between Athens and Sparta influence the rise and fall of Greek power?

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Documents

Guided Reading Activity netw rks - STEADMAN-BAUMHOLDER€¦ · The Ancient Greeks, c. 1600 b.c.–c. 133 b.c Reading Essentials and Study Guide NAME _____ DATE _____ CLASS _____ Lesson

Guided Reading Activity netw rks - STEADMAN-BAUMHOLDER€¦ · The Ancient Greeks, c. 1600 b.c.–c. 133 b.c Reading Essentials and Study Guide NAME ___ DATE _ CLASS ___ Lesson