Transcript Ch 5 Greeks Overview

QUIT
CHAPTER
Classical Greece, 2000 B.C. –300 B.C.
5
Chapter Overview
Time Line
MAP
GRAPH
SECTION
1 Cultures of the Mountains and the Sea
SECTION
2 Warring City-States
SECTION
3 Democracy and Greece’s Golden Age
SECTION
4 Alexander—Empire Builder
SECTION
5 The Spread of Hellenistic Culture
Visual Summary
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CHAPTER
5
Classical Greece, 2000 B.C. –300 B.C.
Chapter Overview
The early Mediterranean cultures set
standards in the arts, law, government, and
sciences that are spread by Alexander the
Great and eventually have a profound
influence on the thought and institutions of
Western nations.
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CHAPTER
5
Classical Greece, 2000 B.C. –300 B.C.
Time Line
2000 B.C. Minoan civilization
prospers on Crete.
About 1200 B.C. Trojan
War takes place.
479 B.C. Greece triumphs in
Persian Wars.
2000 B.C.
300 B.C.
1500 B.C. Mycenaean
culture thrives on Greek
mainland.
750 B.C. Greek citystates flourish.
334 B.C.
Alexander starts
to build his
Empire.
1
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Cultures of the
Mountains and the Sea
Key Idea
The island cultures of Minoa and Crete
develop in the Mediterranean, while
Greek-speaking peoples, separated by
mountainous terrain, establish individual
city-states.
Overview
Assessment
1
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Cultures of the
Mountains and the Sea
TERMS & NAMES
Overview
• Mycenaeans
• Trojan War
MAIN IDEA
WHY IT MATTERS NOW
• Dorians
Physical geography
caused separate groups of
Greek-speaking peoples to
develop isolated societies.
The seeds of much of
Western cultural heritage
were planted during this
time period.
• Homer
Assessment
• epics
• myths
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Cultures of the
Mountains and the Sea
Section
1
Assessment
1. Look at the graphic to help organize your thoughts.
List examples of how geography affected early Greek
civilization.
Geographic Feature
Effects
Sea
United parts of Greece; sea trade was important as
Greece had few natural resources.
Land
Mountains made transportation, communication among
cities difficult; small, independent communities developed;
poor resources spurred growth of colonies; poor food
production limited population growth.
Climate
Moderate climate allowed for an outdoor lifestyle, openair discussions.
continued . . .
1
Cultures of the
Mountains and the Sea
Section
1
HOME
Assessment
2. Why did the lack of writing represent a setback to the
development of Greek civilization? THINK ABOUT
• Minoan and Mycenaean accomplishments
• uses of writing
• other forms of communication
ANSWER
Possible
Responses:
• No means to record information
• Communication limited to oral means—trade suffered
• Limited ability to transmit knowledge and culture to
succeeding generations
continued . . .
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Cultures of the
Mountains and the Sea
Section
1
HOME
Assessment
3. Why do you think that early Greek epics and myths
are so well known and studied in today’s society?
THINK ABOUT
• arete
• Greek ideals compared to ideals in today’s world
• early Greeks’ purpose of storytelling
ANSWER
Possible
Response:
America idealizes virtue and the individual, or the
hero, just as Greece did; people are still intrigued by
the mysteries of nature.
End of Section 1
2
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Warring City-States
MAP
Key Idea
Rival city-states develop distinct political systems.
Athens takes its first steps toward democracy, and
Sparta develops into a military state.
Overview
Assessment
2
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Warring City-States
MAP
TERMS & NAMES
Overview
• polis
• acropolis
MAIN IDEA
WHY IT MATTERS NOW
The growth of citystates in Greece led to
the development of
several political
systems, including
democracy.
Many political systems in
today’s world mirror the varied
forms of government that
evolved in Greece.
• monarchy
• aristocracy
• oligarchy
• phalanx
• tyrant
• helot
• democracy
• Persian Wars
Assessment
2
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Warring City-States
MAP
Section
2
Assessment
1. Look at the graphic to help organize your thoughts.
List the major battles of the Persian Wars in Greece.
For each battle, include the victor.
First Battle
Battle at Marathon
Third Battle
Salamis
Athenians
Athenians
Second Battle
Confrontation at
Thermopylae
Fourth Battle
Plataea Plain
Spartans
Persians
continued . . .
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Warring City-States
MAP
Section
2
Assessment
2. How was living in Athens different from living in
Sparta? THINK ABOUT
• roles of citizens
• type/form of government
• societal values
ANSWER
Possible
Responses:
• Athens had built a democracy, Sparta was ruled by kings
and was a military state
• For men, daily life in Athens was centered around the polis;
in Sparta, daily life for men was centered around military
training
• Athenians valued beauty, individuality, and freedom of
thought; Spartans valued duty, strength, and discipline. End of Section 2
3
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Democracy and
Greece’s Golden Age
Key Idea
Athens reaches a golden age in the arts, science,
economics, and military power. War with Sparta and
a plague bring an end to Athenian achievement.
Overview
Assessment
3
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Democracy and
Greece’s Golden Age
TERMS & NAMES
Overview
• direct democracy
• classical art
MAIN IDEA
WHY IT MATTERS NOW
• tragedy
Democratic principles and
classical culture flourished
during Greece’s golden
age.
At its height, Greece set
lasting standards in art,
politics, literature, and
philosophy that are still
adhered to today.
• comedy
• Peloponnesian War
• philosophers
• Socrates
• Plato
• Aristotle
Assessment
3
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Democracy and
Greece’s Golden Age
Section
3
Assessment
1. List Pericles’ three goals for Athens. Give at least
one example for each.
Pericles’ Goals
Strengthen Athens’
democracy:
Increased number of
paid officials,
increased citizen
participation
Hold and strengthen
empire:
Built navy through
Delian League’s funds,
protected overseas
trade
Glorify Athens:
Hired artists, built
architectural
projects and the
Parthenon
continued . . .
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Democracy and
Greece’s Golden Age
Section
3
Assessment
2. Socrates believed in absolute standards for truth and justice.
Sophists believed that standards of truth and justice are in the
eye of the beholder. What is your opinion? THINK ABOUT
• differences in values
• purpose of law
• circumstances
ANSWER
Possible
Responses:
• Agree with the Sophists: Many cultural differences exist
in the world; only one set of rules for justice and truth
would not work because people would rebel.
• Agree with Socrates: Standards exist for what is right and
wrong; governing people in this way is more feasible
because everyone knows what is expected.
continued . . .
3
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Democracy and
Greece’s Golden Age
Section
3
Assessment
3. How does the concept of “hubris” from Greek
tragedy apply to the Peloponnesian War? THINK ABOUT
• Spartans’ and Athenians’ opinion of themselves
• why “hubris” is a tragic flaw
• why the war started
ANSWER
Possible
Response:
“Hubris” means the excessive pride that often leads
to the downfall of a hero. Athens under Pericles
was excessively proud of its sea power and
seriously underestimated Sparta.
End of Section 3
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Alexander—
Empire Builder
Key Idea
Alexander conquers Greece, Persia, and
Egypt and extends his empire to the Indus
River. He spreads Greek culture
throughout the empire.
Overview
Assessment
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Alexander—
Empire Builder
TERMS & NAMES
Overview
• Philip II
• Macedonia
MAIN IDEA
WHY IT MATTERS NOW
• Demosthenes
Alexander the Great
conquered Persia and
Egypt and extended his
empire to the Indus
River in northwest India.
Alexander’s empire
extended across three
continents that today
consist of many nations
and diverse cultures.
• Alexander the Great
Assessment
• Darius III
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Alexander—
Empire Builder
Section
4
Assessment
1. Look at the graphic to help organize your thoughts.
Describe how far north, south, east, and west Alexander
ruled.
North
Macedonia
West
Greece
Alexander’s Rule
East
India
South
Egypt
continued . . .
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Alexander—
Empire Builder
Section
4
Assessment
2. If Alexander had lived, do you think he would have
been as successful in ruling his empire as he was in
building it? THINK ABOUT
• skills needed for military leadership
• skills needed to govern an empire
• Alexander’s demonstrated abilities
ANSWER
Possible
Responses:
• Yes. His ability to govern points to his intelligence
and ability to lead.
• No. He had an inflexible attitude, and military skills
are not the same as political skills.
End of Section 4
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The Spread of
Hellenistic Culture
GRAPH
Key Idea
Hellenistic culture, a blend of Greek and other
cultures, flourishes throughout Greece, Egypt, and
Asia. Its achievements have a lasting influence on
Western Europe.
Overview
Assessment
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The Spread of
Hellenistic Culture
GRAPH
TERMS & NAMES
Overview
• Hellenistic
• Alexandria
MAIN IDEA
WHY IT MATTERS NOW
• Euclid
Hellenistic culture, a
blend of Greek and other
influences, flourished
throughout Greece,
Egypt, and Asia.
Western civilization today
continues to be influenced
by diverse cultures.
• Archimedes
Assessment
• Colossus of Rhodes
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The Spread of
Hellenistic Culture
GRAPH
Section
5
Assessment
1. Look at the graphic to help organize your thoughts.
List Hellenistic achievements in each of the four
categories shown below.
Category
Achievements
astronomy
Disproved the belief that the sun was smaller than Greece,
advanced the theory that earth revolves around sun
geometry
Euclid’s The Elements, calculation of pi
philosophy
Stoicism, Epicureanism
art
Realism in sculpture, Colossus of Rhodes
continued . . .
5
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The Spread of
Hellenistic Culture
GRAPH
Section
5
Assessment
2. Describe how the growth of Alexander’s empire
spread Greek culture. THINK ABOUT
• public vs. private art
• realistic vs. ideal representations
• the decline of the polis
ANSWER
Possible
Response:
Greek culture and language traveled with Alexander’s
armies. Many Greek and Macedonian merchants,
artisans, and officials settled in the lands that he
conquered and the colonies that he established.
continued . . .
5
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The Spread of
Hellenistic Culture
GRAPH
Section
5
Assessment
3. The Hellenistic culture brought together Egyptian,
Greek, Persian, and Indian influences. How is American
culture a combination of different influences? Give
examples of those influences. THINK ABOUT
• American immigration
• geographic regions/influences
• your own cultural background
ANSWER
Possible
Response:
The United States has attracted peoples from many
cultures. Their various religions, foods, languages,
customs, and traditions have blended into or added to
U.S. culture.
End of Section 5