1. Monday, January 25 th Bell Work: Please pick up the handout on the back table and find your assigned seat. Take out your homework assignment (The Year One) and take a moment to review over the article as Mr. Naruta takes attendance. In a moment we will hold a Socratic discussion on the article.

2. Daily Agenda: Bell Work: Socratic Discussion WOD -- monologue Activator: Collaborative BINGO Review Lecture: Classical Civilizations (Greece/Persia) Summarizer: Dear Absent Student Essential Question: What was life like in 1 CE? To what extent did it matter where you lived? Homework: Read Ch. 5 in your review book (Quiz Wednesday).

3. Hollywood films are full of many memorable, dramatic monologues. One classic example is from the Mel Gibson movie Braveheart. Upon facing a battle against a much larger, better equipped foe, William Wallace (Mel Gibson) implores his troops with the following monologue: “Many years from now, would you be willing to trade all the days — from this day to that — for one chance; just one chance to come back here and kill our enemies? That they may take our lives. But they’ll never take … OUR FREEDOM!” (Read Aloud) Monday, January 25 th, Block 1 monologue – a long speech made by one person (mono “one” + log “speech”) Click on the image to watch this monologue [Pronunciation]

4. Socratic Discussion Reminders: 1.A Socratic Discussion is student-driven. The idea is to elicit your ideas and responses. (Bonus points for active, verbal participation) 2.Please remember to keep your responses relevant to the discussion. 3.Whenever possible, support your positions with information from your reading or past learning. (Extra points for referring to the text) 4.No personal attacks. Keep comments centered around the discussion. No interrupting speakers. Raise your hand if you would like to speak and wait for the ball. 5.Remember, everyone is responsible for completing the Active Listening Notes worksheet during the discussion.

5. Socratic Discussion: Based on your reading, would you have wanted to live in the Year One (C.E.)? To what extent would location or social position affect your answer to the previous question? If these factor did matter, where would you have wanted to live in 1 C.E.? What social status would you want? Is that still true today? In what ways was life not that different from today? What was the most surprising thing that you learned about life in that era?

6. Classical Mediterranean Empires

7. What techniques did Classical empires create to administer their territories? PERSIAN EMPIRE Challenge: 70 distinct ethnic groups spread over the world’s largest empire Persepolis: Grand capital built to serve as a nerve center of the empire. Satrapies: Governors (Satraps) served as central administrators in 23 districts of the empires. What would stop these Satraps from challenging the power of the Emperor? Satraps power was checked by a contingent of imperial military officers and tax collectors and also by “the eyes and ears of the king.” General approach was to oversee all territory while respecting the traditions of each local people Under Darius, the empire standardized taxes, issued standardized coins, and attempted to codify laws (without imposing a uniform law code) Greek City-States Challenge: Greece’s mountainous and island geography makes it nearly impossible to unite Political Systems: Monarchy  Oligarchy  Tyranny  Democracy Does this progression equate to improvement? Athens: Creates Council of 500 randomly selected from citizenry for 1 year terms. Ostracism – Citizenry can vote to remove someone from society Sparta: Military state with 2 kings and council of elders All Spartan boys were taken from the homes at age 6, militarily trained by the state until 18, and expected to serve actively until 30. Only in isolated cases were alliances between states arranged (Delian League)

8. What techniques did Classical empires create to administer their territories?

9. ROMAN EMPIRE Challenge: Maintaining an expansive and increasingly diverse empire Romanization: creating public monuments and communal spaces open to all—such as forums, amphitheaters,racetracks and bath s—helped foster a sense of "Romanness". “Bread and Circuses”: To appease the growing poor masses of Rome, free bread was issue daily and gladiatorial contests, circuses, and festivals were held to distract people from their real problems. Patron-Client Relationship: The latifundia often looked after those who worked their land in exchange for their loyalty (in politics or military service)

10. What role did trade play in creating and maintaining empires? To expand the economy, Persian rulers adopted standardized coins, and created large markets in big cities (even banks and investment firms). Royal Road: 1677 mile road connecting Sardis to Susa (7 days travel rather than 90 days on foot) Canal of the Pharaohs: Man-made canal linking Red Sea and Nile River to expand maritime trade. Trade amongst and between the Anatolians, Mesopotamians, Egyptians, Phoenicians, Hindus, Central Asians, and Greeks Greek merchants dominated control of trade throughout the eastern Mediterranean Spirit of “Hellenes” fostered increased trade and interaction amongst isolated Greek city-states Greek poleis established large colonies in places as distant as north Africa, Italy, Spain, and the Black Sea

11. What role did trade play in creating and maintaining empires? Roman Republic Punic Wars were fought against Carthage to control and dominate Mediterranean trade Created a common currency used throughout the Mediterranean Roman Empire Created tens of thousands of miles of roads to facilitate trade Exported grains, precious metals, wine as far as China and India (Silk Road) ** Fun fact: The smallest coined currency in the Roman Republic was the as (or in its plural form asses)

12. What social classes and occupations were common in empires? Imperial Bureaucrats and Warriors Free Classes (Artisans, Priests, merchants, craftsmen, landowning peasants, laborers) Slaves (Prisoners of War, Rebels, or Debtors) Hoplites  Middle class citizens who served in the military in Greece Helots  Slave population of Ancient Sparta Equites  Roman Middle Class; served as forerunner to “Knights”

13. What unique social and economic characteristics existed in empires? PERSIAN EMPIRE Female labor  Women worked in the weaving/textile industry and received rations of grain, wine, beer, and meat from the empire/temple that employed them. Pregnancy: Pregnant and new mothers received higher rations than anyone. Extra bonuses given to mothers (and nurses) who give birth to boys. Higher rations for boys than girls. Agriculture: Relied on Mesopotamia, Egypt, and Northern India for agricultural surpluses for large bureaucracy. Qanats: Underground canals for irrigation throughout Iranian plateau Greek Society Athenian notion of slavery was unique. For one year, slaves were even used as the city’s police force. Citizenship in Sparta was limited to those white, male, land-owners born directly in Sparta. Women in Sparta were provided a well- rounded education that included boxing and wrestling. Why was this done? Spartan women were highly valued for their ability to create new Spartan citizens. Nearly every Hellenic polis practiced female infanticide (on some scale). Athenian women were very isolated; only allowed out in public with a male relative, for funerals, or for female festivals.

14. What unique social and economic characteristics existed in empires? Roman Republic Rape of the Sabine Women --> Illustrates women’s role in connecting families Women were granted citizenship in the Roman Republic, but could not vote or hold office Women were socially subservient to their male paterfamilias, but were valued as mothers Women could serve as Vestals: religious officials dedicated to perfecting religious rituals Roman women could initiate divorce, own businesses, and had social freedom. Slavery was common, and slave had no legal rights. However, upon manumission, former slaves were granted citizenship. Roman Empire Slavery in the Roman Empire was common; as many as 1/3 in Italy and 1/5 in the empire were slaves Slaves as served as gladiators Spartacus  former gladiator that led a revolt of 70,000 in 71 BC Generally, women’s lives were dominated by the paterfamilias – property decisions, arranged marriages, etc. Social promotion was possible through wealth, self-made men, etc.

15. Important Points of Periodization: 753 BCE – City of Rome founded (Romulus?) 550 BCE – Cyrus the Great founds the Achaemenid (Persian Empire) Empire 509 BCE – Roman Republic founded 499 – 459 BCE – Persian Wars 431-404 – Peloponnesian War 336-31 BCE – Hellenistic Era 264-146 BCE – Punic Wars 27 BCE – 285 CE – Roman Empire (Undivided) 285-476 CE – Western Roman Empire