G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Tuesday, July 24, 2012
World History I: Chapter 4: Ancient Greece
Chapter Overviews
Early Greek civilization consisted of many small, independent city-states. Trade led to Greek colonies, and Greek civilization gradually spread throughout the Mediterranean world.
Section 1 Early Civilizations in Greece
The Minoan civilization flourished on the island of Crete from 2700 B.C. to 1450 B.C. Most historians believe it was destroyed by the Mycenaeans from the Greek mainland. The Mycenaean civilization consisted of powerful monarchies that flourished between 1600 B.C. and 1100 B.C. After the collapse of this civilization, Greece entered a period known as the Dark Age. Food production decreased, and the population declined. At the same time, Greeks sailed extensively on the Aegean Sea and settled on islands and in Asia Minor. Iron replaced bronze in the making of tools and weapons. During the eighth century, the Greeks adopted the Phoenician alphabet, and Homer wrote his famous epic poems, the Iliad and the Odyssey, chronicling the Trojan War.
Section 2 The Greek City-States
By 750 B.C. independent city-states became the focus of Greek life. Trade and the search for new farmland led to colonies throughout the western Mediterranean and the spread of Greek culture. Trade also produced a new group of wealthy individuals who resented the power of the aristocrats. The new rich, along with many peasants, supported the rise of tyrants who seized power from the aristocrats. When the rule of tyrants declined, some city-states became oligarchies. In Sparta, a military state, a small group of men decided what issues to place before adult male voters. In Athens, aristocratic rule dissolved into political strife between peasants and aristocrats. Leadership shifted between reform-minded aristocrats and tyrants, until land reform and an assembly served as the foundations of Athenian democracy.
Section 3 Classical Greece
As the Greeks spread throughout the Mediterranean, they came into conflict with the Persians. Although Athens itself was partly destroyed in a war, Greece emerged victorious, and Athens became the center of power of a Greek empire. Pericles was the dominant figure in Athens and undertook the rebuilding of the city. During the Age of Pericles, the Greek empire expanded. At home, a direct democracy flourished, in which all adult male citizens could vote. A woman's primary role was to be a good wife, mother, and manager of the household. Distrust between Athens and Sparta led to the Great Peloponnesian War. After Athens was badly defeated, Sparta, Athens, and Thebes struggled to dominate Greek affairs.
Section 4 The Culture of Classical Greece
Religion was central to daily life in Greece. The Greek religion focused on performing rituals to gain the favor of the Greek gods. To learn the will of the gods, Greeks made use of oracles. Greek drama developed during this period. Classical Greek philosophers, such as Socrates, Plato, and Aristotle, devoted themselves to rational thought as a means of understanding the nature of the universe. Aristotle also created the foundations of Western science. Herodotus and Thucydides wrote the first histories in Western civilization with their lengthy works on the Persian and Peloponnesian wars respectively. Classical Greek art, which sought to express eternal ideals, is reflected in temples and sculptures.
Section 5 Alexander and the Hellenistic Era
In 359 B.C., Philip II came to the throne in Macedonia and built a powerful army. He longed to unite Greece and Macedonia. Fearful of Philip's intentions, the Greeks formed a defensive alliance, but they were defeated. Philip's son Alexander, who became known as Alexander the Great, within a few years defeated the Persian Empire and expanded his empire as far east as modern Pakistan. Although Alexander's empire was short-lived, it was successful in spreading Greek culture in the region. During the Hellenistic Era, Greek colonies thrived in Southwest Asia, and important works of science, philosophy, art, and architecture were produced throughout the Hellenistic world.
Student Web Activity Lesson Plans Alexander the Great
Introduction
Alexander conquered a large amount of territory in a remarkably short time. Despite his many invasions and conquests, he gained the respect of many of those he conquered by showing respect for local cultures and rulers. Although his empire was short-lived, it left an enduring Greek cultural imprint on the civilizations that had been conquered. In this activity students will learn more about Alexander's life and conquests.
Lesson Description Students will explore a Web site about Alexander the Great to read about Alexander's conquests of Persia and India. They will answer four questions about what they have read and will then write a fictional Indian or Persian newspaper article reporting on local reactions to Alexander's conquest.
Instructional Objectives
The learner will be able to sequence Alexander’s conquests and successes in Persia and Egypt.
The learner will be able to analyze the complexities of Alexander's motivations as a leader.
Alexander the Great
Introduction
Alexander conquered a large amount of territory in a remarkably short time. Despite his many invasions and conquests, he gained the respect of many of those he conquered by showing respect for local cultures. Although his empire was short-lived, it left an enduring Greek influence on the civilizations he conquered. In this activity you will learn more about Alexander's life and conquests.
Destination Title: Alexander the Great
http://faq.macedonia.org/history/alexander.the.great.html
Directions
Scroll through the Website and read the information.
Take notes as you scan the text.
Use the information you found to answer the following questions.
1. What is the legend of the Gordian knot?
2. Give an example of Alexander's attempts to blend Greek and Persian cultures.
3. What did Alexander do when he found the Persian King Darius, his main opponent, dead? Analyze the reasons for his actions.
4. How did Alexander treat important local rulers, such as Porus, a powerful Indian leader?
5. Write a short newspaper article from an Indian or Persian perspective reporting on local reactions to Alexander's conquest. As you "report," take into account as many consequences of the invasion as you can identify from your reading.
Suggested Answers
Student Web Activity Answers
1. Legend had it that the person who could untie the Gordian Knot would rule the world. Alexander is said to have slashed the Gordian Knot, unraveling it.
2. Alexander married a Persian woman. He also established programs to teach the Persians about Greek and Macedonian cultures, and he encouraged marriage between his officers and Persian women.
3. When the emperor Darius was killed by his own men, Alexander executed the men and gave Darius a royal funeral. Alexander’s actions show respect toward the Persian ruler, but they also suggest that Alexander wanted to win over the support of the Persians.
4. Alexander treated many of his defeated enemies with great respect. Following the capture of Porus, Alexander allowed Porus to continue to govern. Alexander even granted Porus an additional province.
5. Students' newspaper articles will vary but should include details on Alexander's conquests mentioned on the Web site.
In-class
Reading Strategy
Compare and Contrast
Use the diagram to help you study for the Minoan and Mycenaean civilizations.
Section Spotlight Video
Early Civilizations in Greece
http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078745256&VIDEO=3967&CHAPTER=4&MODE=2
Section Spotlight Video Transcript
Early Civilizations in Greece
Male Speaker: Now if there was a Trojan war, we would look to the layer six, which is the fortification wall which you can see over there. Narrator: A very different Troy emerged from that layer. With physical features that seem to match some of Homer’s descriptions. Here seemed to be his fine towers…his wide streets and lofty gates. The city was indeed well walled, as the myth described. The city that emerged seemed to be drawn from the pages of Homer. Here was a royal citadel, robustly defended, with imposing watch towers dominating the land as Homer described, but there was one feature that just didn’t fit the myth. The city of legend had been mighty enough to withstand a siege for 10 years. Male Speaker: The city is probably too small, that it doesn’t fit what Homer describes. Yes, it is wealthy, yes may be powerful, may be some trade, but there aren’t enough people there. It is simply too small. Narrator: Once again, doubters suggested that there might be nothing to the myth at all, that perhaps Homer’s Troy never existed. *****
Chapter
4
Ancient Greece : 1750 B.C.–133 B.C.
Witness History
The Highest Good
The independent sovereignty of the city-state was the basic political structure of ancient Greece. Although the governments that ruled the city-states were varied and numerous, the goals these communities strived to attain were similar as described in Politics by the great philosopher Aristotle.
“Every State is a community of some kind, and every community is established with a view to some good; for mankind always act in order to obtain that which they think good. But, if all communities aim at some good, the state or political community, which is the highest of all, and which embraces all the rest, aims at good in a greater degree than any other, and at the highest good.”
Listen to the Witness History audio to hear more about Greek government and philosophy.
Men voting under the watchful eye of the Greek goddess Athena
Chapter Preview
Learn
Chapter Focus Question
What enduring traditions and institutions did Greek culture extend to most of the Western world?
Early People of the Aegean
The Rise of Greek City-States
Conflict in the Greek World
The Glory That Was Greece
Alexander and the Hellenistic Age
The Greek philosopher Aristotle
Sixth century B.C. bronze helmet
Relief tile depicting Plato and his student Aristotle
For: Note Taking and Concept Connector worksheets
Web Code: nad-0401
TRY AGAIN
In-class
Review
Summarize
References
Interactive Maps
Classical Greece and the Mediterranean basin, 800-500 B.C.E.
http://glencoe.mcgraw-hill.com/sites/dl/free/0078799813/195015/map09.html
Early Greek civilization consisted of many small, independent city-states. Trade led to Greek colonies, and Greek civilization gradually spread throughout the Mediterranean world.
Section 1 Early Civilizations in Greece
The Minoan civilization flourished on the island of Crete from 2700 B.C. to 1450 B.C. Most historians believe it was destroyed by the Mycenaeans from the Greek mainland. The Mycenaean civilization consisted of powerful monarchies that flourished between 1600 B.C. and 1100 B.C. After the collapse of this civilization, Greece entered a period known as the Dark Age. Food production decreased, and the population declined. At the same time, Greeks sailed extensively on the Aegean Sea and settled on islands and in Asia Minor. Iron replaced bronze in the making of tools and weapons. During the eighth century, the Greeks adopted the Phoenician alphabet, and Homer wrote his famous epic poems, the Iliad and the Odyssey, chronicling the Trojan War.
Section 2 The Greek City-States
By 750 B.C. independent city-states became the focus of Greek life. Trade and the search for new farmland led to colonies throughout the western Mediterranean and the spread of Greek culture. Trade also produced a new group of wealthy individuals who resented the power of the aristocrats. The new rich, along with many peasants, supported the rise of tyrants who seized power from the aristocrats. When the rule of tyrants declined, some city-states became oligarchies. In Sparta, a military state, a small group of men decided what issues to place before adult male voters. In Athens, aristocratic rule dissolved into political strife between peasants and aristocrats. Leadership shifted between reform-minded aristocrats and tyrants, until land reform and an assembly served as the foundations of Athenian democracy.
Section 3 Classical Greece
As the Greeks spread throughout the Mediterranean, they came into conflict with the Persians. Although Athens itself was partly destroyed in a war, Greece emerged victorious, and Athens became the center of power of a Greek empire. Pericles was the dominant figure in Athens and undertook the rebuilding of the city. During the Age of Pericles, the Greek empire expanded. At home, a direct democracy flourished, in which all adult male citizens could vote. A woman's primary role was to be a good wife, mother, and manager of the household. Distrust between Athens and Sparta led to the Great Peloponnesian War. After Athens was badly defeated, Sparta, Athens, and Thebes struggled to dominate Greek affairs.
Section 4 The Culture of Classical Greece
Religion was central to daily life in Greece. The Greek religion focused on performing rituals to gain the favor of the Greek gods. To learn the will of the gods, Greeks made use of oracles. Greek drama developed during this period. Classical Greek philosophers, such as Socrates, Plato, and Aristotle, devoted themselves to rational thought as a means of understanding the nature of the universe. Aristotle also created the foundations of Western science. Herodotus and Thucydides wrote the first histories in Western civilization with their lengthy works on the Persian and Peloponnesian wars respectively. Classical Greek art, which sought to express eternal ideals, is reflected in temples and sculptures.
Section 5 Alexander and the Hellenistic Era
In 359 B.C., Philip II came to the throne in Macedonia and built a powerful army. He longed to unite Greece and Macedonia. Fearful of Philip's intentions, the Greeks formed a defensive alliance, but they were defeated. Philip's son Alexander, who became known as Alexander the Great, within a few years defeated the Persian Empire and expanded his empire as far east as modern Pakistan. Although Alexander's empire was short-lived, it was successful in spreading Greek culture in the region. During the Hellenistic Era, Greek colonies thrived in Southwest Asia, and important works of science, philosophy, art, and architecture were produced throughout the Hellenistic world.
Student Web Activity Lesson Plans Alexander the Great
Introduction
Alexander conquered a large amount of territory in a remarkably short time. Despite his many invasions and conquests, he gained the respect of many of those he conquered by showing respect for local cultures and rulers. Although his empire was short-lived, it left an enduring Greek cultural imprint on the civilizations that had been conquered. In this activity students will learn more about Alexander's life and conquests.
Lesson Description Students will explore a Web site about Alexander the Great to read about Alexander's conquests of Persia and India. They will answer four questions about what they have read and will then write a fictional Indian or Persian newspaper article reporting on local reactions to Alexander's conquest.
Instructional Objectives
The learner will be able to sequence Alexander’s conquests and successes in Persia and Egypt.
The learner will be able to analyze the complexities of Alexander's motivations as a leader.
Alexander the Great
Introduction
Alexander conquered a large amount of territory in a remarkably short time. Despite his many invasions and conquests, he gained the respect of many of those he conquered by showing respect for local cultures. Although his empire was short-lived, it left an enduring Greek influence on the civilizations he conquered. In this activity you will learn more about Alexander's life and conquests.
Destination Title: Alexander the Great
http://faq.macedonia.org/history/alexander.the.great.html
Directions
Scroll through the Website and read the information.
Take notes as you scan the text.
Use the information you found to answer the following questions.
1. What is the legend of the Gordian knot?
2. Give an example of Alexander's attempts to blend Greek and Persian cultures.
3. What did Alexander do when he found the Persian King Darius, his main opponent, dead? Analyze the reasons for his actions.
4. How did Alexander treat important local rulers, such as Porus, a powerful Indian leader?
5. Write a short newspaper article from an Indian or Persian perspective reporting on local reactions to Alexander's conquest. As you "report," take into account as many consequences of the invasion as you can identify from your reading.
Suggested Answers
Student Web Activity Answers
1. Legend had it that the person who could untie the Gordian Knot would rule the world. Alexander is said to have slashed the Gordian Knot, unraveling it.
2. Alexander married a Persian woman. He also established programs to teach the Persians about Greek and Macedonian cultures, and he encouraged marriage between his officers and Persian women.
3. When the emperor Darius was killed by his own men, Alexander executed the men and gave Darius a royal funeral. Alexander’s actions show respect toward the Persian ruler, but they also suggest that Alexander wanted to win over the support of the Persians.
4. Alexander treated many of his defeated enemies with great respect. Following the capture of Porus, Alexander allowed Porus to continue to govern. Alexander even granted Porus an additional province.
5. Students' newspaper articles will vary but should include details on Alexander's conquests mentioned on the Web site.
In-class
Reading Strategy
Compare and Contrast
Use the diagram to help you study for the Minoan and Mycenaean civilizations.
Section Spotlight Video
Early Civilizations in Greece
http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078745256&VIDEO=3967&CHAPTER=4&MODE=2
Section Spotlight Video Transcript
Early Civilizations in Greece
Male Speaker: Now if there was a Trojan war, we would look to the layer six, which is the fortification wall which you can see over there. Narrator: A very different Troy emerged from that layer. With physical features that seem to match some of Homer’s descriptions. Here seemed to be his fine towers…his wide streets and lofty gates. The city was indeed well walled, as the myth described. The city that emerged seemed to be drawn from the pages of Homer. Here was a royal citadel, robustly defended, with imposing watch towers dominating the land as Homer described, but there was one feature that just didn’t fit the myth. The city of legend had been mighty enough to withstand a siege for 10 years. Male Speaker: The city is probably too small, that it doesn’t fit what Homer describes. Yes, it is wealthy, yes may be powerful, may be some trade, but there aren’t enough people there. It is simply too small. Narrator: Once again, doubters suggested that there might be nothing to the myth at all, that perhaps Homer’s Troy never existed. *****
Chapter
4
Ancient Greece : 1750 B.C.–133 B.C.
Witness History
The Highest Good
The independent sovereignty of the city-state was the basic political structure of ancient Greece. Although the governments that ruled the city-states were varied and numerous, the goals these communities strived to attain were similar as described in Politics by the great philosopher Aristotle.
“Every State is a community of some kind, and every community is established with a view to some good; for mankind always act in order to obtain that which they think good. But, if all communities aim at some good, the state or political community, which is the highest of all, and which embraces all the rest, aims at good in a greater degree than any other, and at the highest good.”
Listen to the Witness History audio to hear more about Greek government and philosophy.
Men voting under the watchful eye of the Greek goddess Athena
Chapter Preview
Learn
Chapter Focus Question
What enduring traditions and institutions did Greek culture extend to most of the Western world?
Early People of the Aegean
The Rise of Greek City-States
Conflict in the Greek World
The Glory That Was Greece
Alexander and the Hellenistic Age
The Greek philosopher Aristotle
Sixth century B.C. bronze helmet
Relief tile depicting Plato and his student Aristotle
For: Note Taking and Concept Connector worksheets
Web Code: nad-0401
TRY AGAIN
In-class
Review
Summarize
Interactive Maps
Classical Greece and the Mediterranean basin, 800-500 B.C.E.
http://glencoe.mcgraw-hill.com/sites/dl/free/0078799813/195015/map09.html
Wednesday, July 18, 2012
Tuesday, July 17, 2012
Sunday, July 15, 2012
World History I: The Roman Republic Grows
The Roman Republic Grows
Cf. http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-133374-7/audio.html?fname=audio/audio_WH_C05S1e.mov
As Rome’s political and social systems evolved at home, its armies expanded Roman power across Italy. Roman armies conquered first the Etruscans and then the Greek city-states in the south. By about 270 B.C., Rome controlled most of the Italian peninsula.
Citizen-Soldiers Make Up the Roman Army
Rome’s success was due to skillful diplomacy and to its loyal, well-trained army. The basic military unit was the legion, each of which included about 5,000 men. As in Greece, Roman armies consisted of citizen-soldiers who originally fought without being paid and had to supply their own weapons. Eventually, they received a small stipend, or payment, but their main compensation was always a share of the spoils of victory. Roman citizens often made good soldiers because they were brought up to value loyalty, courage, and respect for authority.
To ensure success, Roman commanders mixed rewards with harsh punishment. Young soldiers who showed courage in action won praise and gifts. If a unit fled from battle, however, one out of every ten men from the disgraced unit was put to death.
During the time of the late republic, praetorians (above), or bodyguards, began protecting army generals. Later, they would become an elite guard for Roman emperors.
Rome Is Just With Conquered Lands
Rome generally treated its defeated enemies with justice. Conquered peoples had to acknowledge Roman leadership, pay taxes, and supply soldiers for the Roman army. In return, Rome let them keep their own customs, money, and local government.
To a few privileged groups among the conquered people, Rome gave the highly prized right of full citizenship. Others became partial citizens, who were allowed to marry Romans and carry on trade in Rome. As a result of such generous policies, most conquered lands remained loyal to Rome even in troubled times.
Maintaining the State
To protect its conquests, Rome posted soldiers throughout the land. It also built a network of all-weather military roads to link distant territories to Rome. As trade and travel increased, local peoples incorporated Latin into their languages and adopted many Roman customs and beliefs. Slowly, Italy began to unite under Roman rule.
Checkpoint
How did the Romans treat the people they conquered?
World History I: Characterizing Roman Society
Characterizing Roman Society
Cf. http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-133374-7/audio.html?fname=audio/audio_WH_C05S1d.mov
The family was the basic unit of Roman society. Under Roman law, the male head of the household—usually the father—had absolute power in the family. He enforced strict discipline and demanded total respect for his authority. His wife was subject to his authority and was not allowed to administer her own affairs. The ideal Roman woman was loving, dutiful, dignified, and strong.
The Role of Women Changes Over Time
Roman women played a larger role in society than did Greek women. They could own property, and, in later Roman times, women from all classes ran a variety of businesses, from small shops to major shipyards. Those who made their fortunes earned respect by supporting the arts or paying for public festivals. However, most women worked at home, raising their families, spinning, and weaving.
Over the centuries, Roman women gained greater freedom and influence. Patrician women went to the public baths, dined out, and attended the theater or other forms of public entertainment with their husbands. Some women, such as Livia and Agrippina the Younger, had highly visible public roles and exercised significant political influence.
Romans Educate all Children
Both girls and boys from the upper and lower classes, all learned to read and write. By the later years of the republic, many wealthy Romans would hire private tutors, often Greeks, to supervise the education of their children. Under their guidance, children memorized major events and developments in Roman history. Rhetoric was an important subject for boys who wanted to pursue political careers.
Roman Religious Practices
The Romans believed in numerous gods and goddesses, many of whom they adapted from Greek religion. Like the Greek god Zeus, the Roman god Jupiter ruled over the sky and the other gods. His wife Juno, like the Greek goddess Hera, protected marriage. Romans also prayed to Neptune, god of the sea, whose powers were the same as those of the Greek god Poseidon. On the battlefield, they turned to Mars, the god of war.
The Roman calendar was full of feasts and other celebrations to honor the gods and goddesses and to ensure divine favor for the city. As loyal citizens, most Romans joined in these festivals, which inspired a sense of community. Throughout Rome, dozens of temples housed statues of the gods. In front of these temples, Romans took part in ritual activities such as worshipping the gods and asking for divine assistance.
Checkpoint
What social rights did Roman women have?
World History I: The Romans Establish a Republic
The Romans Establish a Republic
Audio:
http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-133374-7/audio.html?fname=audio/audio_WH_C05S1c.mov
The Romans drove out their Etruscan ruler in 509 B.C. This date is traditionally considered to mark the founding of the Roman state, which would last for 500 years. The Romans established their state with a form of government called in Latin a res publica, or “that which belongs to the people.” In this form of government, which today we call a republic, the people chose some of the officials. A republic, Romans thought, would prevent any individual from gaining too much power.
Infographic
The Roman Cursus Honorum
http://www.pearsonsuccessnet.com/ebook/products/0-13-133374-7/view1_WH07A03679.pdf
Thinking Critically
Two questions
Structuring the Republic
In the early republic, the most powerful governing body was the senate. Originally, its 300 members were all patricians, or members of the landholding upper class. Senators, who served for life, strongly influenced the republic’s laws.
Each year, the senators nominated two consuls from the patrician class. Their job was to supervise the business of government and command the armies. Consuls, however, could serve only one term. They were also expected to approve each other’s decisions. By limiting their time in office and making them responsible to each other, Rome had a system of checks on the power of government.
In the event of war, the senate might choose a dictator, or ruler who has complete control over a government. Each Roman dictator was granted power to rule for six months. After that time, he had to give up power. Romans particularly admired Cincinnatus as a model dictator. Cincinnatus organized an army, led the Romans to victory over the attacking enemy, attended victory celebrations, and returned to his farmlands—all within 15 days.
Plebeians Fight for Their Rights
At first, all government officials were patricians. Plebeians (plih bee unz), the farmers, merchants, artisans, and traders who made up the bulk of the population, had little influence. The efforts of the plebeians to gain power shaped politics in the early republic.
In time, the plebeians gained the right to elect their own officials, called tribunes, to protect their interests. The tribunes could veto, or block, those laws that they felt were harmful to plebeians. Little by little, plebeians forced the senate to choose plebeians as consuls, appoint plebeians to other high offices, and finally to open the senate itself to plebeians.
Another breakthrough for the plebeians came in 450 B.C., when the government oversaw the inscription of the laws of Rome on 12 tablets, which were set up in the Forum, Rome’s marketplace. Plebeians had protested that citizens could not know what the laws were because they were not written down. The Laws of the Twelve Tables made it possible for the first time for plebeians to appeal a judgment handed down by a patrician judge.
Romans Leave a Lasting Legacy
Although the senate still dominated the government, the common people had gained access to power and won safeguards for their rights without having to resort to war or revolution. More than 2,000 years later, the framers of the United States Constitution would adapt such Roman ideas as the senate, the veto, and checks on political power.
Vocabulary Builder
dominated—(dahm uh nayt id) vt. had authority over
Checkpoint
How did the membership of the senate change over time?
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