100 miles ASSESS from chap04_f.pdfyour answer. Sparta and allies Athens and allies Neutral states Spartan victory Athenian victory CHAPTER 4 Section 3, 121–125 Answer: After the

124

3 ASSESSAssign Section 3 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

The Great Peloponnesian WarAfter the defeat of the Persians, the Greek world

came to be divided into two major camps: the Athe-nian Empire and Sparta. Athens and Sparta had builttwo very different kinds of societies, and neither statewas able to tolerate the other’s system. Sparta and itsallies feared the growing Athenian Empire, and aseries of disputes finally led to the outbreak of theGreat Peloponnesian War in 431 B.C.

At the beginning of the war, both sides believedthey had winning strategies. The Athenians plannedto remain behind the city’s protective walls and receivesupplies from their colonies and navy. The Spartansand their allies surrounded Athens, hoping that theAthenians would send out their army to fight beyondthe walls. Pericles knew, however, that the Spartanforces could beat the Athenians in open battles. He alsobelieved that Athens was secure behind its walls, sothe Athenians stayed put.

In the second year of the war, a plague broke outin overly crowded Athens, killing more than a thirdof the people. Pericles himself died the followingyear (429 B.C.). Despite these severe losses, the Athe-

nians fought on in a struggle that lasted for aboutanother 25 years. ; (See page 991 to read excerpts fromThucydides’ Plague in Athens in the Primary Sources Library.)

A crushing blow came in 405 B.C., when the Athenian fleet was destroyed at Aegospotami(EE•guh•SPAH•tuh•MEE) on the Hellespont. Withinthe next year, Athens surrendered. Its walls were torndown, the navy disbanded, and the Athenian Empiredestroyed. The great war was finally over.

The Great Peloponnesian War weakened the majorGreek states and ruined any possibility of coopera-tion among them. During the next 66 years, Sparta,Athens, and Thebes (a new Greek power) struggledto dominate Greek affairs. In continuing their pettywars, the Greeks ignored the growing power ofMacedonia to their north. This oversight would costthem their freedom.

Explaining How did the Great Pelo-ponnesian War weaken the Greek states?

Daily Life in Classical AthensIn the fifth century B.C., Athens had the largest

population of the Greek city-states. Before the plague

Reading Check

124 CHAPTER 4 Ancient Greece

N

S

EW

100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

25°E

30°E

40°N

35°N

20°E

A e g e a nS e a

I o n i a nS e a

Sea ofMarmara

Hellespont

Me d i t e r r a n e a nSe a

MACEDONIA

T H R A C E

P E R S I A NE M P I R E

IONIA

Peloponnesus

Delos

Rhodes

Crete

407 B.C.

406 B.C.

411 B.C.

429 B.C.

424 B.C.

418 B.C.

425 B.C.

422 B.C.

410 B.C.Aegospotami 405 B.C.

Sardis

Miletus

Pergamum

Sparta

Athens

Thebes

Corinth

Peloponnesian War, 431–404 B.C.

The Peloponnesian War pit-ted the Greek states againstone another, reducing possi-bilities for unity.

1. Interpreting MapsAnalyze the pattern ofalliances. What geo-graphical factors affectedthe ways in which thestates are allied?

2. Applying GeographySkills From a geo-graphic standpoint,which side, Sparta orAthens, had an advan-tage in the war? Explainyour answer.

Sparta and allies

Athens and allies

Neutral states

Spartan victory

Athenian victory

CHAPTER 4Section 3, 121–125CHAPTER 4

Section 3, 121–125

Answer: After the war, Sparta,Athens, and Thebes continued pettywars, ignoring the growing threat ofMacedonia to their north.

Section Quiz 4–3

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. starting point of Pheidippides’ 26-mile run

2. Persian monarch

3. Athenian defensive alliance

4. Athenian vote of banishment

5. height of Athenian power and brilliance

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. In Athens, by the mid-fifth century B.C., every citizenA. was lower class. C. was in the military.

Name �� Date �� Class ��

Score✔ ScoreChapter 4

Section Quiz 4-3

Column B

A. Delian League

B. ostracism

C. Age of Pericles

D. Marathon

E. Xerxes

Answers:1. States around Sparta were mostly

allied with Sparta; states to thenorth and on the coast to the eastwere allied with Athens; Crete,which is largely isolated fromeither, was neutral.

2. Answers will vary. Students mightargue that Sparta had the advan-tage because it was located far-ther inland and was thus lessvulnerable to a naval attack.

EXTENDING THE CONTENTProducing a Skit Divide the class into groups and ask the class to write and produce a skit thatshows typical activity in an ancient Greek marketplace. Assign groups to handle various activities:scriptwriting; designing and producing a simple set, costumes, program, and promotional materi-als; acting; and directing. Ask students to include a variety of people in the skit: women, slaves,children, aristocrats, artisans, and merchants. The skit should clearly convey the operation ofdemocracy in the polis through action and words. After the presentation, have students assess the skit to determine if this goal was accomplished. L1

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

L2

STUDENT EDITIONSUNSHINE STATE STANDARDS

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1. Key terms are in blue. 2. Darius (p. 121); Xerxes (p. 122);

Delian League (p. 123); Pericles (p. 123); Great Peloponnesian War(p. 124)

3. See chapter maps. 4. Every male citizen over 18 partici-

pated in the governing assemblyby voting on all major issues andelecting public officials.

5. Sparta, Athens, Thebes; Macedonia 6. Pericles dominanted Athenian

politics between 461 and 429 B.C.;period was the height of Athenianpower and brilliance.

7. Citizens (53%); Foreigners (12%);Slaves (35%)

8. Bust is not stylized like many ear-lier pieces but reflects some of its subject’s traits and flaws; implies

that Greeks valued the individual.Answers will vary.

9. Answers will vary. A male citizenmight write about attending anassembly meeting, a female citizenmight write about her life at home,and a slave might write aboutwork.

125

Connecting Across TimeThe development of the rule oflaw and rights and responsibili-ties began in the ancient world.Ask students how the culture ofancient and classical Greece con-tributed to the development oflaw and rights and responsibili-ties that we see today. L3

Reteaching ActivityAsk students to discuss why theform of government that Periclesintroduced was so popular withcitizens of ancient Athens. L1

4 CLOSEDuring a class discussion, askstudents to identify develop-ments from the Age of Periclesthat have had an importantimpact on the United States. L1

ELL

125CHAPTER 4 Ancient Greece

in 430 B.C., there were about 150,000 citizens living inAthens. About 43,000 of them were adult males withpolitical power. Foreigners living in Athens, whonumbered about 35,000, received the protection ofthe laws. They were also subject to some of theresponsibilities of citizens—namely, military serviceand the funding of festivals. The remaining socialgroup, the slaves, numbered around 100,000.

Slavery was common in the ancient world. Mostpeople in Athens—except the very poor—owned atleast one slave. The very wealthy might own largenumbers. Those who did usually employed them inindustry. Most often, slaves in Athens worked in thefields or in the home as cooks and maids. Someslaves were owned by the state and worked on pub-lic construction projects.

The Athenian Economy The Athenian economy waslargely based on farming and trade. Athenians grewgrains, vegetables, and fruit for local use. Grapes andolive trees were cultivated for wine and olive oil, whichwere used locally and also exported. The Atheniansraised sheep and goats for wool and milk products.

Because of the number of people and the lack offertile land, Athens had to import from 50 to 80 per-cent of its grain, a basic item in the Athenian diet.This meant that trade was highly important to theAthenian economy. The building of a port at nearbyPiraievs (PEE•reh•EFS) helped Athens become theleading trade center in the fifth-century Greek world.

The Family and the Role of Women The familywas an important institution in ancient Athens. Itwas composed of a husband, wife, and children,although other dependent relatives and slaves werealso regarded as part of the family. The family’s pri-mary social function was to produce new citizens.

Women were citizens who could take part in mostreligious festivals, but they were otherwise excludedfrom public life. They could not own propertybeyond personal items. They always had a maleguardian: if unmarried, a father; if married, a hus-band; if widowed, a son or male relative.

An Athenian woman was expected to be a goodwife. Her chief obligation was to bear children, espe-cially male children who would preserve the familyline. She was also expected to take care of her familyand her house. She either did the housework herselfor supervised the slaves who did the actual work.

Women were strictly controlled. Because theymarried at the age of 14 or 15, they were taught theirresponsibilities early. Although many managed tolearn to read and play musical instruments, theywere not provided any formal education.

Women were expected to remain at home, out ofsight, unless attending funerals or festivals. If theyleft the house, they had to have a companion.

Examining What kinds of work didslaves perform in classical Athens?

Reading Check

Foreigners Slaves

Citizens

Checking for Understanding1. Define Age of Pericles, direct democ-

racy, ostracism.

2. Identify Darius, Xerxes, Delian League,Pericles, Great Peloponnesian War.

3. Locate Asia Minor, Delos, Thebes,Macedonia.

4. Describe the system of direct democ-racy in Athens.

5. Identify which Greek states struggledfor power after the Great Pelopon-nesian War. What area to the northgrew in power and threatened thefreedom of the Greeks?

Critical Thinking6. Analyze What is meant by the phrase

“The Age of Pericles”?

7. Organizing Information Create a piediagram to show the ratio of citizens,foreigners, and slaves in classicalAthens.

Analyzing Visuals8. Examine the bust of Thucydides shown

on page 121 of your text. What does thissculpture tell you about the Greek viewof the human individual? Compare thisbust to artistic representations of peoplein earlier chapters of your text. What differences and similarities do you see?

9. Descriptive Writing Write threeshort journal entries about a particu-lar day or event. Write one entryfrom the perspective of an Athenianmale citizen, one as a female citizen,and one as a slave, contrasting theirdaily lives.


Section 3, 121–125

Reading Essentials andStudy Guide 4–3

Reading Essentials and Study GuideChapter 4, Section 3

Name Date Class

DRAWING FROM EXPERIENCEII

In what areas of life, if any, do you think women today still need to achieve equalitywith men? Why do you think so?

For use with textbook pages 121–125

CLASSICAL GREECE

KEY TERMS

Age of Pericles the period in Greek history between 461 and 429 B.C. when Athens’ power andbrilliance was at its height (page 123)

direct democracy a democratic system in which people participate directly in government deci-sion making through mass meetings (page 123)

ostracism the Athenian practice of banning a person from the city for 10 years, if at least sixthousand members of the assembly wrote the person’s name on pottery fragments, calledostrakon (page 123)

Answer: They worked in the fieldsor in the home as cooks and maids.Some slaves were owned by the state and worked on public constructionprojects.

L1/ELL

SS.A.2.4.4


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ANSWERS TO ANALYZING PRIMARY SOURCES

1. Women had authority over everything to do with thehome.

2. Answers will vary. Students might argue that the hus-band did respect his wife because he left her to runhis household, trusting her to manage it well and tonurture their children and raise them properly.

3. Answers will vary. Students might argue that, in manyways, men’s and women’s roles have been remark-ably similar through the years and from culture to cul-ture. Many women now work outside the home andhave careers; however, women are still responsible fora large share of household duties and childcare.

126

TEACHAnalyzing Primary SourcesStudents will probably not betimid about sharing their reac-tions to this primary source! Butto prevent students from makingprejudicial and unsupportedgeneralizations, ask them toidentify those statements fromthe reading that they believe areerroneous and then to refutethose statements. For example, a student might argue that thestatement “For he made theman’s body and mind morecapable of enduring cold andheat . . .” has been disproved byscientific evidence today. Womenlive longer than men and can, infact, endure just as much as menwith the same conditioning. L2

Writing ActivityAsk students to write a briefessay in which they describe thepolitical, economic, and culturalinfluence of women in ancientGreece.

126126

An Athenian Husband ExplainsHis Wife’s Duties

IN FIFTH-CENTURY ATHENS, A WOMAN’S PLACEwas in the home. She had two major responsibili-ties: the bearing and raising of children and thecare of the household. In his dialogue on estatemanagement, the Greek writer Xenophon relatesthe advice of an Athenian gentleman on how totrain a wife.

“[A man addresses his new wife.] For it seems tome, dear, that the gods have coupled together maleand female, as they are called, chiefly in order thatthey may form a perfect partnership in mutual serv-ice. For, in the first place, that the various species ofliving creatures may not fail, they are joined in wed-lock for the production of children. Secondly, off-spring to support them in old age is provided by thisunion, to human beings, at any rate. Thirdly, humanbeings live not in the open air, like beasts, but obvi-ously need shelter. Nevertheless, those who meanto win stores to fill the covered place, have need of someone to work at the open-air occupations;ploughing, sowing, planting and grazing are all suchopen-air employments; and these supply the need-ful food. . . . For he made the man’s body and mindmore capable of enduring cold and heat, and jour-neys and campaigns; and therefore imposed on him the outdoor tasks. To the woman, since he hadmade her body less capable of such endurance, Itake it that the gods have assigned the indoor tasks.And knowing that he had created in the woman andhad imposed on her the nourishment of the infants,he meted out to her a larger portion of affection fornew-born babes than to the man. . . .

Your duty will be to remain indoors and send outthose servants whose work is outside, and supervisethose who are to work indoors, and to receive theincomings, and distribute so much of them as mustbe spent, and watch over so much as is to be keptin store, and take care that the sum laid by for a

year be not spent in a month. And when wool isbrought to you, you must see that cloaks are madefor those that want them. You must see too that thedry corn is in good condition for making food. Oneof the duties that fall to you, however, will perhapsseem rather thankless: you will have to see that anyservant who is ill is cared for.”

—Xenophon, Memorabilia and Oeconomicus

Vases are an excellent source of information abouteveryday life in Greece.

Analyzing Primary Sources

1. Over what areas of life did an Athenian wife haveauthority?

2. Do you think the husband respected his wife? Why orwhy not?

3. How are the roles of men and women in America now different from their roles in ancient Greece? In what ways have these roles remained the same over the centuries?

FCAT LA.A.2.4.7


1

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127

1 FOCUSSection OverviewThis section explores the influ-ence of philosophy and religionon Greek culture and the impactof Greek culture on Western civilization.

CHAPTER # Chapter Title 127

776 B.C.The first OlympicFestival is held

c. 550 B.C.Pythagoras developsgeometrical theories

399 B.C.Socrates placed on trial

The Culture of Classical Greece

Preview of Events✦800 B.C. ✦700 B.C. ✦600 B.C. ✦500 B.C. ✦400 B.C. ✦300 B.C.

Main Ideas• Greek philosophers were concerned with

the development of critical or rationalthought about the nature of the universe.

• Greeks believed that ritualized religionwas necessary for the well-being of the state.

Key Termsritual, oracle, tragedy, philosophy,Socratic method

People to Identify Aeschylus, Sophocles, Pythagoras,Socrates, Plato, Aristotle, Thucydides

Places to LocateDelphi, Gulf of Corinth

Preview Questions1. In what ways was religion closely con-

nected to Greek life?2. How did defeat in the Peloponnesian

War change the Athenians?

Reading StrategySummarizing Information Create a chartlike the one below showing the majorGreek contributions to Western civiliza-tion.

CHAPTER 4 Ancient Greece

Guide to Reading

c. 387 B.C.Plato founds Academy in Athens

Major GreekContributions

Classical Greece, especially Athens under Pericles’ rule, witnessed a period ofremarkable intellectual and cultural growth that became the main source of Westernculture. Aristotle often wrote about the importance of intellectual life:

“The activity of the mind is not only the highest . . . but also the most continuous:we are able to study continuously more easily than to perform any kind of action. . . .It follows that the activity of our intelligence constitutes the complete happiness ofman. In other words, a life guided by intelligence is the best and most pleasant forman, inasmuch as intelligence, above all else, is man. Consequently, this kind of life isthe happiest.”

—Western Civilization, Margaret King, 2000

The philosopher Aristotle, with Socrates and Plato, established the foundations ofWestern philosophy.

Greek ReligionReligion affected every aspect of Greek life. Greeks considered religion neces-

sary to the well-being of the state. Temples dedicated to gods and goddesses werethe major buildings in Greek cities.

Homer described the gods worshiped in the Greek religion. Twelve chief godsand goddesses were thought to live on Mount Olympus, the highest mountain in

Voices from the Past

CHAPTER 4Section 4,127–133CHAPTER 4

Section 4,127–133

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 4-4

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Zeus 2. Athena 3. Poseidon 4. Hermes


1 Who was the father ofall of the gods?

Who do you thinkmight have been aspecial goddess to thepeople of Athens?

If you were making a trip across theMediterranean Sea,which god might youpray to?

If you were planningan important outdoorevent, which godmight you ask forhelp?

2 3 4

UNIT

1Chapter 4

GREEK GODS AND GODDESSESNAME GOD/GODDESS OF

Aphrodite Love

Apollo Sun & Poetry

Athena Wisdom & Crafts

Poseidon The Sea & Earthquakes

Zeus Father of the Gods

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 4–4

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 4–4• Daily Lecture and Discussion Notes 4–4• Guided Reading Activity 4–4• Section Quiz 4–4• Reading Essentials and Study Guide 4–4

Transparencies• Daily Focus Skills Transparency 4–4

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM


21

Guide to Reading

Answers to Graphic: Major GreekContributions: Olympic Games;development of drama; philosophy;writing of history; classical ideals inart and architecture

Preteaching VocabularyMake sure students understand the meaning of the word ritual. Askstudents to share personal ritualsthey might have. L2

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2 TEACH

The Greeks also had a great desire to learn the willof the gods. To do so, they made use of the oracle, asacred shrine where a god or goddess revealed thefuture through a priest or priestess. The most famouswas the oracle of Apollo at Delphi, located on the sideof Mount Parnassusoverlooking the Gulfof Corinth. At Delphi,a priestess, thought tobe inspired by Apollo,listened to questions.Her responses werethen interpreted bypriests and given in verse form to the persons askingthe questions. Representatives of states and individu-als traveled to Delphi to consult the oracle of Apollo.

The responses provided by the priests and priest-esses were often puzzling and could be interpreted in more than one way. For example, Croesus(KREE•suhs), king of Lydia and known for hisincredible wealth, sent messengers to the oracle atDelphi asking “whether he shall go to war with thePersians.” The oracle replied that if Croesus attacked

Rulers and GodsAll of the world’s earliest civilizations believed that

there was a close connection between rulers and gods.In Egypt, pharaohs were considered gods whose rolewas to maintain the order and harmony of the universein their own kingdoms. In Mesopotamia, India, andChina, rulers were thought to rule with divine assis-tance. Kings were often seen as rulers who derived theirpower from the gods and who were the agents or rep-resentatives of the gods. Many Romans certainlybelieved that their success in creating an empire was avisible sign of divine favor. As one Roman stated, “Wehave overcome all the nations of the world, because wehave realized that the world is directed and governedby the gods.”

The rulers’ supposed connection to the divine alsocaused them to seek divine aid in the affairs of theworld. This led to the art of divination—an organizedmethod to figure out the intentions of the gods. InMesopotamian and Roman society, divination took the

form of examining the livers ofsacrificed animals or the flightsof birds to determine the willof the gods. The Chinese usedoracle bones to receive advicefrom the gods. The Greeks con-sulted oracles.

Underlying all of these practiceswas a belief in a supernatural uni-verse—a world in which divine forceswere in charge and human well-beingdepended on those divine forces. Itwas not until the scientific revolution of the 1600s thatmany people began to believe in a natural world thatwas not governed by spiritual forces.

Why were rulers of early civilizations considered tohave divine powers? How did this affect their sys-tems of government?

Greece. Among the twelve were Zeus, the chief godand father of the gods; Athena, goddess of wisdomand crafts; Apollo, god of the sun and poetry; Ares,god of war; Aphrodite, goddess of love; and Poseidon,brother of Zeus and god of the seas and earthquakes.

Greek religion did not have a body of doctrine, nordid it focus on morality. The spirits of most people,regardless of what they had done in life, went to agloomy underworld ruled by the god Hades.Because the Greeks wanted the gods to look favor-ably upon their activities, rituals became important.Rituals are ceremonies or rites. Greek religious ritu-als involved prayers often combined with gifts to thegods based on the principle “I give so that you [thegods] will give [in return].”

Festivals also developed as a way to honor thegods and goddesses. Certain festivals were held atspecial locations, such as those dedicated to the wor-ship of Zeus at Olympia or to Apollo at Delphi.Numerous events took place in honor of the gods atthe great festivals, including athletic games to whichall Greeks were invited. The first such games wereheld at the Olympic festival in 776 B.C.

128

PELOPONNESUS

Olympia Corinth

Delphi

Gulf of Corinth

Mt. Parnassus

� An Athenianking consults the oracle at Delphi.


Section 4,127–133

Daily Lecture and Discussion Notes 1–1

Daily Lecture and Discussion Notes 4–4

I. Greek Religion (pages 127–129)

A. Religion affected all aspects of Greek life because Greeks considered religion necessaryfor the well being of the state. Temples to the gods and goddesses were the majorbuildings in Greek cities.

B. Homer described the deities of Greek religion. Most important were the twelve godsand goddesses that lived on Mount Olympus. The chief god and father of the godswas Zeus; Athena was the goddess of wisdom and crafts; Apollo the god of the sunand poetry; Aphrodite the goddess of love; Zeus’s brother, Poseidon, was the god ofthe sea.

C. Greek religion did not have a body of doctrine, nor was it focused on morality.Principally, it was focused on making the deities look favorably on people. Hence, rit-uals—ceremonies or rites—were the most important element of Greek religion. Afterdeath, the spirits of most people, good or bad, went to a gloomy underworld ruled byHades.

D. Religious festivals were used to honor the gods and goddesses. These festivals includ-ed athletic events. The games at Olympia honoring Zeus, first held in 776 B.C., are thebasis of the modern Olympic Games.

E. The Greeks wanted to know the will of the gods and goddesses. To this end, they con-sulted oracles, sacred shrines where priests or priestesses revealed the future throughinterpreting the will of the deities. The most famous oracle was at the shrine to Apolloat Delphi, on the side of Mount Parnassus overlooking the Gulf of Corinth.Representatives of states and individuals traveled to this oracle.

F. The responses of the priests and priestesses often could be interpreted in more thanone way. For example, Croesus, king of Lydia, asked the oracle if he should go to warwith the Persians. The oracle replied that if he did he would destroy a great empire.Thinking he would destroy the Persians, Croesus went to war and destroyed his ownempire.

Daily Lecture and Discussion Notes

Chapter 4, Section 4

Did You Know? Phidias’s statue of Zeus for the Temple of Zeusat Olympia is considered one of the Seven Wonders of the AncientWorld. The statue, fashioned of ivory and gold, stood 42 feet high—about seven times life size—and occupied the full height of thetemple.

turn

Copyright © by The McGraw-Hill Companies, Inc.

insert reduced page

Guided Reading Activity 4–4

Name Date Class


DIRECTIONS: Fill in the blanks below as you read Section 4.

I. affected every aspect of Greek life.

A. Greeks considered religion necessary to the of the state.

B. Twelve chief gods and goddesses were thought to live on .

II. The Greeks created drama as we know it in culture.

A. The first Greek dramas were , which were presented in a trilogy.

1. The only complete trilogy in existence today is the , by

Aeschylus.

2. Sophocles's most famous play was .

B. Greek comedy was used to criticize both and

.

Guided Reading Activity 4-4

Answer: Everything that happened wasbelieved to have happened because thegods wanted it to happen, so rulers musteither be gods themselves or rule withassistance of the gods. Kings ruled bydivine right, which lent authority to theirgovernment and allowed them to do asthey wished.

L1/ELL


21

READING THE TEXT

Using Graphic Organizers Word maps or concept web maps are designed to show relationshipsbetween words or concepts. Common maps of these types show a central bubble containing a key word or idea. Surrounding bubbles may be used to show semantic relationships or to explainstructure relationships. Create a word map on the board and write “Greek Philosophy” in the cen-ter bubble. Have students complete the surrounding bubbles to identify the major philosophistsand their ideas. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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129

Answer: They performed rituals inwhich prayers were often combinedwith gifts, they held festivals at spe-cial locations in honor of the gods,and they consulted oracles to helpthem make important decisions.


the Persians, he would destroy a mighty empire.Overjoyed to hear these words, Croesus made war onthe Persians but was crushed by his enemy. A mightyempire—that of Croesus—was destroyed!

Describing In what ways did theGreeks honor their gods and goddesses?

Greek DramaDrama as we know it in Western culture was cre-

ated by the Greeks. Plays were presented in outdoortheaters as part of religious festivals. The first Greekdramas were tragedies, which were presented in atrilogy (a set of three plays) built around a commontheme. The only complete trilogy we possess today,called the Oresteia, was composed by Aeschylus. Thisset of three plays relates the fate of Agamemnon, ahero in the Trojan War, and his family after his returnfrom the war. In the plays, evil acts are shown tobreed evil acts and suffering. In the end, however,reason triumphs over the forces of evil.

Another great Athenian playwright was Sopho-cles, whose most famous play was Oedipus Rex. Inthis play, the oracle of Apollo foretells how Oedipuswill kill his own father and marry his mother. Despiteall attempts to prevent this, Oedipus does committhese tragic acts.

Reading Check

A third outstanding Athenian dramatist, Euripi-des, tried to create more realistic characters. His plotsbecame more complex and showed a greater interestin real-life situations. Euripides was controversial.He questioned traditional values. He portrayed waras brutal and barbaric and expressed deep compas-sion for the women and children who suffered as aresult of it.

Greek tragedies dealt with universal themes stillrelevant today. They examined such problems as thenature of good and evil, the rights of the individual,the nature of divine forces, and the nature of humanbeings. In the world of the Greek tragedies, strivingto do the best thing may not always lead to success,but the attempt is a worthy endeavor. Greek pride inaccomplishment and independence was real. As thechorus chanted in Sophocles’ Antigone, “Is there any-thing more wonderful on earth, our marvelousplanet, than the miracle of man?”

Greek comedy developed later than tragedy. It wasused to criticize both politicians and intellectuals.Comedy tried to make a point, intending to bothentertain and provoke a reaction. The plays of Aris-tophanes are good examples.

Identifying Name three Greektragedies that examine universal themes.

Reading Check

History through Architecture

Greeks often attended outdoor per-formances of plays in amphitheaters. Howdoes this amphitheater differ from mod-ern theaters?


Section 4,127–133

English Arrange with an Englishteacher to discuss Greek theater withthe class, especially Greek tragedy,focusing on the playwrights men-tioned in this section. If available,you may wish to show part of avideotape of one of the morefamous plays, such as Antigone orOedipus Rex. L2


Answer: Most modern theaters areenclosed in buildings and have araised stage that is framed by an arch.

Theaters in Greece were built in nat-urally occurring amphitheaters. Theaction took place within a level circlecalled the orchestra. The audience satin naturally tiered seats set into thehillside. On the opposite side of theorchestra, a façade (false front) waserected that served two purposes: a changing room for the actors and a backdrop for scenery.

Who?What?Where?When?

Answer: Oresteia, Oedipus Rex,Antigone

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Divide the class into several small groups, and assign each group a specificGreek myth to read aloud together. After the group has read the myth, ask each group to create itsown myth. Each member of the group should take part in this activity. Students will create thestory line, write the myth, illustrate it, and present it to the class. During the presentation, the groupshould summarize the original Greek myth they read before presenting their original myth. Afterthe presentation, students should point out similarities and differences between the two myths. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR.

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EnrichAsk students to write one-pageessays contrasting Plato’s andAristotle’s approaches to thestudy of philosophy. (Platobelieved in the idea of an eternal and perfect form for every object and that reality was a “shadow” ofthis perfect form. Aristotle did notbelieve in the existence of the perfectideal, but rather observed all formsof life and analyzed and classifiedthem.) L1

CHAPTER 4 Ancient Greece

The Olympic Games of the Greeks

The Olympic games were the greatestof all the ancient Greek sports festivals.

They were held at Olympia every fouryears beginning in 776 B.C. to honor Zeus,father of the gods.

At first, the Olympic games consistedonly of footraces. Later, wrestling, box-ing, javelin and discus throwing, longjumping, and chariot racing were added.Competitions were always betweenindividuals, not groups. Only young mentook part until contests for boys wereadded by 632 B.C. Beginning in 472 B.C.,the games were held over a five-dayperiod.

In the Olympic games, each event hadonly one winner. His prize was simply awreath made of olive leaves, consideredsacred to Zeus. However, the Greekslooked on winning athletes as great heroesand often rewarded them in other ways.The people of a city in Sicily welcomedhome the winner of the 200-meter racewith a parade of 300 chariots pulled bywhite horses. Some communitiesrewarded their winners with money andfree rents for life.

The long-held belief that athletes in theOlympic games were amateurs is simplynot true. City-states supported both ath-letes and their trainers. This practice freedthem to train for long periods of time in

Greek PhilosophyPhilosophy refers to an organized system of

thought. The term comes from a Greek word thatmeans “love of wisdom.” Early Greek philosopherswere concerned with the development of critical orrational thought about the nature of the universe.

Many early Greek philosophers tried to explainthe universe on the basis of unifying principles. Inthe sixth century B.C., for example, Pythagoras,familiar to geometry students for his Pythagoreantheorem, taught that the essence of the universecould be found in music and numbers. In the fifthand fourth centuries B.C., Socrates, Plato, and Aristo-tle raised basic questions that have been debated fortwo thousand years.

Sophists The Sophists were a group of travelingteachers in ancient Greece who rejected speculationsuch as that of Pythagoras as foolish. They arguedthat it was simply beyond the reach of the humanmind to understand the universe. It was more impor-tant for individuals to improve themselves.

The Sophists sold their services as professionalteachers to the young men of Greece, especially those

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of Athens. The Sophists stressed the importance ofrhetoric (the art of persuasive speaking in winningdebates and swaying an audience). This skill wasespecially valuable in democratic Athens.

To the Sophists, there was no absolute right orwrong. What was right for one individual might bewrong for another. True wisdom consisted of beingable to perceive and pursue one’s own good. Becauseof these ideas, many people viewed the Sophists asharmful to society and especially dangerous to thevalues of young people.

Socrates One of the critics of the Sophists wasSocrates, a sculptor whose true love was philosophy.Because Socrates left no writings, we know about himonly what we have learned from the writings of hispupils, such as Plato. Socrates taught many pupils,but he accepted no pay. He believed that the goal ofeducation was only to improve the individual.

Socrates used a teaching method that is stillknown by his name. The Socratic method of teachinguses a question-and-answer format to lead pupils tosee things for themselves by using their own reason.Socrates believed that all real knowledge is alreadypresent within each person. Only critical examina-tion is needed to call it forth. This is the real task of


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INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYSports The first modern marathon—named after the battle that led to the famous run of Pheidip-pides—was held at the Olympic Games in Athens in 1896. The length of the marathon varied until1908 when it was officially set at 26 miles, 385 yards (42.19 kilometers). Have students researchand report on famous marathons of today, such as those of Boston; New York City; Los Angeles;Portland, Oregon; and Dublin, Ireland. Students’ reports should include the history of the event, thetime and place in which it is staged, the average number of runners, the names of importantrecent winners, and the time it took these people to run the race. L2

Writing ActivityAlthough famous for his innerbeauty, historians know thatSocrates was a physically unat-tractive person—he was pot-bellied, had bulging eyes, and a snub nose. Today appearanceplays a larger role in how indi-viduals are perceived, especiallyon television and in print media.Ask students to write para-graphs stating whether theythink Socrates could be as influ-ential today as he was in ancientGreece. Remind them to includelogical statements that supporttheir point of view. L2

Connecting Across Time Because Socrates questionedauthority and government, hewas labeled a troublemaker andexecuted. During a class discus-sion, ask students what happensto individuals who questionauthority and the government inthe United States. Then ask how this treatment compares tosomeone who lives in anotherpart of the world. L2


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the hope that they would bring back victo-ries—and glory—to their communities.Larger city-states even bribed winners fromother city-states to move to their commu-nities and compete for them in the nextgames.

Olympic games could be dangerous.Wrestlers, for example, were allowed togouge eyes and even pick up their com-petitors and bring them down head firstonto a hard surface. Boxers wrapped theirhands and forearms with heavy leatherthongs, making their blows damaging.Some athletes were killed during thegames.

The Greek Olympic games came to anend in A.D. 393, when a Christian Romanemperor banned them as pagan exercises.Fifteen hundred years later, the gameswere revived through the efforts of a

French baron,Pierre de Cou-bertin, who wasinspired by theideals of theancient Greeks. In1896, the firstmodern Olympicgames were heldin Athens, Greece.

Discobolos, a famous Greekstatue, pays tribute toathletes and the Greek ideals of sound mind andsound body.

CONNECTING TO THE PAST1. Explaining Why were winning athletes so enthusi-

astically rewarded by their communities?

2. Writing about History How were the GreekOlympics influenced by governments and politics?

philosophy, because, as Socrates said, “The unexam-ined life is not worth living.” This belief in the indi-vidual’s ability to reason was an importantcontribution of the Greeks.

Socrates questioned authority, and this soon ledhim into trouble. Athens had had a tradition of freethought and inquiry, but defeat in the Pelopon-nesian War changed the Athenians. They no longertrusted open debate. Socrates was accused and con-victed of corrupting the youth of Athens by teach-ing them to question and think for themselves. AnAthenian jury sentenced him to die by drinkinghemlock, a poison.

Plato One of Socrates’ students was Plato, consid-ered by many the greatest philosopher of Westerncivilization. Unlike his teacher Socrates, who did notwrite down his thoughts, Plato wrote a great deal. Hewas fascinated with the question of reality. How dowe know what is real?

According to Plato, a higher world of eternal,unchanging Forms has always existed. These idealForms make up reality and only a trained mind—thegoal of philosophy—can become aware of or under-stand these Forms. To Plato, the objects that we per-ceive with our senses (trees, for example) are simply

reflections of the ideal Forms (treeness). They (thetrees) are but shadows. Reality is found in the Form(treeness) itself.

Plato explained his ideas about government in awork entitled The Republic. Based on his experience inAthens, Plato had come to distrust the workings ofdemocracy. To him, individuals could not achieve agood life unless they lived in a just and rational state.

Plato’s search for the just state led him to constructan ideal state in which people were divided intothree basic groups. At the top was an upper class ofphilosopher-kings: “Unless either philosophersbecome kings in their countries or those who are nowcalled kings and rulers come to be sufficientlyinspired with a genuine desire for wisdom; unless,that is to say, political power and philosophy meettogether . . . there can be no rest from troubles . . . forstates, nor for all mankind.”

The second group in Plato’s ideal state were war-riors who protected society. The third group con-tained all the rest, the masses, people driven not bywisdom or courage but by desire. They would be theproducers of society—artisans, tradespeople, andfarmers. Contrary to Greek custom, Plato alsobelieved that men and women should have the sameeducation and equal access to all positions.


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CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Information Drama played a major role in Greek culture, as it conveyed values, por-trayed real-life situations, and focused on universal themes. It also satirized society, using humor tocriticize certain aspects of life. Drama followed very strict rules. One rule limited all speaking partsto three actors. Another rule insisted the actors wear masks. During a class discussion, ask: 1. Whydo you think Greek drama had such strict rules? 2. What reasons could it have for limiting the num-ber of actors? 3. Why do you think the actors were required to wear masks? (Answers may include:1. plays easier to write if the form restricted; 2. difficult to find actors; 3. masks suspended reality,males could play female characters.) L3

Answers:1. because they brought them glory2. Larger city-states bribed winners

from other city-states to move totheir communities and competefor them.

Critical ThinkingIn this two-part critical thinkingactivity, ask students to useprint or Internet resources toanalyze examples of Greek art,architecture, literature, music,and drama. In the first part oftheir essays have students iden-tify how these examples reflectGreek history and culture. Inthe second part of their essaysask students to identify howGreek art, architecture, litera-ture, music, and drama havetranscended the culture, howthey convey universal themes,and how they have influencedcontemporary culture. L3 FCAT LA.A.2.4.4


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Answer: Unlike Plato, Aristotle didnot seek an ideal state, but he triedto find the best form of governmentattainable by analyzing existing gov-ernments. He favored constitutionalgovernment as the best form formost people, while Plato favored rule by philosopher-kings.

132 CHAPTER 4 Ancient Greece

“I tell you that virtue does not come from money, but that money comes from virtue, as does every other good of man, public and private.”—The Apology of Socrates, Plato

Socrates

Aristotle Plato established a school in Athensknown as the Academy. One of his pupils, who stud-ied at the Academy for 20 years, was Aristotle. Aris-totle did not accept Plato’s theory of ideal forms. Hethought that by examining individual objects (trees),we could perceive their form (treeness). However, hedid not believe that these forms existed in a separate,higher world of reality beyond material things.Rather, he thought of forms as a part of things them-selves. (In other words, we know what treeness is byexamining trees.)

Aristotle’s interests, then, lay in analyzing andclassifying things based on observation and investi-gation. His interests were wide ranging. He wroteabout many subjects, including ethics, logic, politics,poetry, astronomy, geology, biology, and physics.Until the seventeenth century, science in the Westernworld remained largely based on Aristotle’s ideas.

Like Plato, Aristotle wanted an effective form ofgovernment that would rationally direct humanaffairs. Unlike Plato, he did not seek an ideal state buttried to find the best form of government by analyzingexisting governments. For his Politics, Aristotle lookedat the constitutions of 158 states and found three goodforms of government: monarchy, aristocracy, and con-stitutional government. He favored constitutionalgovernment as the best form for most people.

Contrasting How did Aristotle’s ideaof government differ from Plato’s?

The Writing of HistoryHistory as we know it—as a systematic analysis of

past events—was created in the Western world by

Reading Check

the Greeks. Herodotus (hih•RAH•duh•tuhs) wasthe author of History of the Persian Wars, a work com-monly regarded as the first real history in Westerncivilization. The central theme of this work is the con-flict between the Greeks and the Persians, whichHerodotus viewed as a struggle between Greek free-dom and Persian despotism.

Herodotus traveled widely and questioned manypeople as a means of obtaining his information. Hewas a master storyteller.

Many historians today consider Thucydides(thoo•SIH•duh•DEEZ) the greatest historian of theancient world. Thucydides was an Athenian generalwho fought in the Great Peloponnesian War. A defeatin battle led the Athenian assembly to send him intoexile. This gave him the opportunity to write his His-tory of the Peloponnesian War.

Unlike Herodotus, Thucydides was not concernedwith divine forces or gods as causal factors in history.He saw war and politics in purely human terms, asthe activities of human beings. He examined thecauses and the course of the Peloponnesian Warclearly and fairly, placing much emphasis on theaccuracy of his facts. As he stated, “And with regardto my factual reporting of the events of the war I havemade it a principle not to write down the first storythat came my way, and not even to be guided by myown general impressions; either I was present myselfat the events which I have described or else I heard ofthem from eye-witnesses whose reports I havechecked with as much thoroughness as possible.”Thucydides also provided remarkable insight into thehuman condition. He believed that the study of his-tory is of great value in understanding the present.

Contrasting How did Thucydides’view of history differ from Herodotus’s view?

The Classical Ideals of Greek ArtThe arts of the Western world have been largely

dominated by the standards set by the Greeks of theclassical period. Classical Greek art was concernedwith expressing eternal ideals. The subject matter ofthis art was the human being, presented as an objectof great beauty. The classic style, based on the idealsof reason, moderation, balance, and harmony in allthings, was meant to civilize the emotions.

In architecture, the most important form was thetemple dedicated to a god or goddess. At the centerof Greek temples were walled rooms that housedboth the statues of deities and treasuries in whichgifts to the gods and goddesses were safeguarded.

Reading Check


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EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTDualism The belief that the mind and the body are two different things—dualism—was proposedby Plato and accepted by most European philosophers and theologians for the next two thousandyears. The “mind” acquired a mystical nature apart from the “body.” As scientists discovered moreand more about human anatomy, physiology, and behavior, it became apparent that the “mind”was indeed the “brain,” very much a part of the body and of the material world, conforming to thelaws of nature. Although it is not at all mystical, the brain is a tremendously complex part of ourhuman apparatus.

Answer: Thucydides did not believethat divine forces or gods werecausal factors in history. He believedthat the study of history is of greatvalue to understanding the present.

EnrichAsk students to use outsideresources to identify significantexamples of art and architecturethat demonstrate an artistic idealor visual principle from ancientGreece.

3 ASSESSAssign Section 4 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 4–4

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. home of the chief gods and goddesses

2. sacred shrine where priests revealed the future

3. Socrates’ student

4. famous temple to Athena

5. teaching approach using question/answer

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. Like other peoples, Greeks considered religionA. unnecessary.

Name �� Date �� Class ��

✔ ScoreChapter 4

Section Quiz 4-4

Column B

A. Plato

B. Mt. Olympus

C. Parthenon

D. Socratic method

E. oracle

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Reteaching ActivityAsk students to outline thephilosophies taught by Socrates,Plato, and Aristotle. L1


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Reading Essentials andStudy Guide 4–4

Reading Essentials and Study GuideChapter 4, Section 4

Name Date Class

DRAWING FROM EXPERIENCEII

Do you have a philosophy, or set of ideas, about what is important for having a goodlife? What are your ideas? What helped you formed your ideas?

In the last section, you read about the Greek city-states. In this section, you will learnabout Greek religion, philosophy, drama, and art

For use with textbook pages 127–133

THE CULTURE OF CLASSICAL GREECE

KEY TERMS

ritual a religious ceremony or rite (page 128)

oracle a sacred shrine where a god or goddess revealed the future through a priest or priestess(page 128)

tragedy a serious play or drama (page 129)

philosophy (“love of wisdom”) an organized system of thought (page 130)

Socratic method a teaching method used by Socrates in which a question and answer formatleads pupils to see things for themselves by using their own reason (page 130)

4 CLOSEThe pursuit of wisdom, supportfor the arts, and the endorsementof athletic prowess all playedprominent roles in classicalGreece. Ask students to statewhich of these areas was mostimportant and why. L1

Answer: the temple dedicated to a god or goddess, such as theParthenon in Athens


Answer: Answers will vary. The cary-atid was a style of column consistingof a draped female figure. Perhapsthey were used here because Athenawas the patron goddess of Athens.They could represent priestesses orhandmaidens of the gods.

1. Key terms are in blue. 2. Aeschylus (p. 129); Sophocles

(p.129); Pythagoras (p. 130);Socrates (p. 130); Plato (p. 131);Aristotle (p. 132); Thucydides (p. 132)

3. See chapter maps. 4. nature of good and evil, rights of

individual, nature of divine forces,

nature of human beings; see p. 1295. philosopher-kings, warriors, masses 6. Plato: objects are shadows that

reflect perfection of ideal formsthat exist in a higher world; Aristo-tle: forms do not exist in a higherworld, objects can be analyzed and classified; answers will vary

7. drama, philosophy, history, art

8. includes a portico supported bycolumns, it exhibits balance andharmony; often public buildings

9. oracle: revealed the future; priestor priestess: listened to questionsand provided answers that wereoften ambiguous; answers will vary

to Athena but also to the glory of Athensand the Athenians. The Parthenon showsthe principles of classical architecture: thesearch for calmness, clarity, and freedomfrom unnecessary detail.

Greek sculpture also developed a clas-sical style. Lifelike statues of the malenude, the favorite subject of Greek sculp-tors, showed relaxed attitudes. Their faces

were self-assured, their bodies flexible and smoothmuscled.

Greek sculptors did not seek to achieve realism,however, but rather a standard of ideal beauty. Poly-clitus (PAH•lih•KLY•tuhs), a fifth-century sculptor,wrote down systematic rules for proportions that heillustrated in a work known as the Doryphoros. Histheory maintained that the use of ideal proportions,based on mathematical ratios found in nature, couldproduce an ideal human form.

Identifying What was the mostimportant architectural form in ancient Greece?

Reading Check


Bodies of KnowledgeExplored by the Greeks

9. Descriptive Writing Describe andevaluate the roles of oracles, priest-esses, and priests in Greek religion.You may want to research theseroles in your school library. Afterwriting your descriptions of the roles,make comparisons to the roles ofreligious leaders in your community.

Checking for Understanding1. Define ritual, oracle, tragedy, philoso-

phy, Socratic method.

2. Identify Aeschylus, Sophocles,Pythagoras, Socrates, Plato, Aristotle,Thucydides.

3. Locate Delphi, Gulf of Corinth.

4. Describe the themes found in Greek tragedies. Identify one of the dramasdiscussed in the text, name the play-wright who wrote it, and describe thethemes it contains.

5. List the three basic groups of people inPlato’s ideal state.

Critical Thinking6. Summarize How does Plato’s theory of

ideal forms differ from Aristotle’s the-ory of forms? Which view makes moresense to you? Why?

7. Organizing Information Make a webdiagram that shows what bodies ofknowledge the Greeks explored.

Analyzing Visuals8. Examine the photograph of the

Erechtheum shown above and identifythe building’s defining architecturalcharacteristics. In what types of modernbuildings would you find examples ofclassical architecture?

These central rooms were surrounded by a screen ofcolumns that made Greek temples open structuresrather than closed ones. The columns were originallymade of wood. In the fifth century B.C., marble beganto be used.

Some of the finest examples of Greek classicalarchitecture were built in Athens in the fifth centuryB.C. The most famous building, regarded as the great-est example of the classical Greek temple, was theParthenon. It was built between 447 and 432 B.C.Dedicated to Athena, the patron goddess of Athens,the Parthenon was an expression of Athenian pridein their city-state. Indeed, it was dedicated not only


The Erechtheum near the Parthenon has figures ofmaidens in place of conventional columns. This type ofornamental support is called a caryatid. Why might thearchitect have decided to use female figures?

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100 miles ASSESS from chap04_f.pdfyour answer. Sparta and allies Athens and allies Neutral states Spartan victory Athenian victory CHAPTER 4 Section 3, 121–125 Answer: After the

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