1. Greece: Day 1 Warm-up (pre-assessment)
“Classical Greece” reading assignment with questions
Greece notes on geography, economy, and mythology
Greece maps
Terms through 15
Study for quiz tomorrow
Objective: WHI.5
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies and describing Greek mythology and religion on a reading worksheet, map, and vocabulary list

2. Warm-up 1
Land surrounded on three sides by water is called a/an island or peninsula?
What sea separates Greece from Egypt (see map)?
Another name for Anatolia (Turkey today) is Asia Minor or Italy?
Aegean
Mediterannean
4. Greece had a polytheistic religion which means they believed in many gods or one god?
The chief Greek god is Apollo or Zeus?
In Greece, each city had it’s own government. We call these
city-states or empires?

3. Ancient Greece I
2000 BCE to 449 BCE

4. Introduction to Greece

5. Geography
Ancient Greece was located on the Balkan and Peloponnesus Peninsulas (in Europe) and on the coast of Asia Minor (Anatolia)

6. It was surrounded by the Aegean and Mediterranean Seas
Balkan Peninsula
Asia Minor
Aegean
Sea
Peloponnesus
Mediterranean Sea

7. City- States
Mountainous terrain and islands led to the formation of independent city-states (instead of a united empire)
City states had independent governments but shared the same language, religion and culture.

8. Polis- city and its surrounding countryside
Acropolis – high city with temples to the gods

9. Rebuilt Greek Marketplace (Agora)
Greek cities were centers of trade and politics
Rebuilt Greek Marketplace (Agora)

10. Greek Trade
Greece was dependent on trade because it had limited arable (farmable) land
Greece became prosperous because of what? Why was Greece dependent on trade?

11. Trade spread Hellenic (Greek) culture
Greeks set up colonies around the Mediterranean due to overpopulation and the search for arable (farmable) land.
Trade spread Hellenic (Greek) culture
Why did Greece set up colonies?

12. Increased trade led to a switch from barter to a money economy
What did increased trade lead to?

13. Geography and City-States

14. Fought over control over control of trade through the Dardanelles
Trojan War
Fought over control over control of trade through the Dardanelles

15. Dardanelles: a strait linking the Mediterranean (Aegean) and Black Seas
Troy

16. Homer Blind poet who composed the epics The Illiad and The Odyssey
Epics: story-poems that tell of heroic deeds (passed down orally)

17. The Illiad
Tells of Trojan War and the warriors Achilles of Greece and Hector of Troy

18. Tells of Odysseus’ adventures on his ten year journey home from Troy
The Odyssey
Tells of Odysseus’ adventures on his ten year journey home from Troy
Odysseus and the sirens
Odysseus meets the sirens

19. Homer’s Odyssey

20. Greek Mythology Polytheistic Religion
Explained natural phenomena, life events and human qualities

21. Greek gods and goddesses
Serve as symbols in and images in Western literature, art, and architecture.

22. Zeus and Hera chief god god of thunder wife of Zeus
goddess of marriage

23. Apollo and Artemis Twins god of the sun, light, logic, and music
goddess of the moon, and hunting

24. goddess of war and wisdom
Athena and Aphrodite
goddess of war and wisdom
goddess of love

25. Greek Mythology

26. Greece in Europe EUROPE Black Sea Greece ASIA MINOR Mediterranean Sea
ITALY
Rome
Black Sea
Greece
ASIA MINOR
Aegean Sea
Mediterranean Sea
AFRICA
Egypt

27. PELOPONNESUS PENINSULA
Maps
Macedonia
Dardanelles Strait
Troy
ASIA MINOR
BALKAN PENINSULA
Aegean Sea
Athens
PELOPONNESUS PENINSULA
Sparta
Mediterranean Sea

28. Warm-up 2 Give the number of Greece Egypt Black Sea Give the letter of
4. Sparta
5. Troy
6. Greece’ geography could be described as mountainous or flat?
7. The Odyssey and Illiad were composed by Homer or Apollo?
8. The goddess of love was Artemis or Aphrodite? 4 4 2 1 3 2 1 C A A B C

29. Greece: Day 2 Warm-up questions Quiz on geography/mythology
Notes on Athens and Sparta
Graphic organizer on stages of government in Athens
Complete terms
Study for quiz tomorrow
WHI.5
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-states of Athens and Sparta on a graphic organizer and terms list.

30. Developed the world’s first (limited) democracy
Athens
Developed the world’s first (limited) democracy
Democracy crowning Athens. Stele (marble slab) with a relief showing Democracy as a woman crowning an old man, the Demos (the Athenian People). The inscription is an Athenian law forbidding cooperation with those plotting an antidemocratic coup (Agora Museum).

31. Stages of Athenian Government
Monarchy
Aristocracy
Rule by one person, a king or queen
Rule by a small group of wealthy land owners

32. tyranny
democracy
Rule by one person, a tyrant, who seizes power
Rule by the people

33. Tyrants Draco and Solon
Seized power (often with the support of the common people)
Made laws and worked for reforms which led to democracy
These documents bear witness to the birth of the jury trial and of democratic rhetoric.

34. Draco The first Greek legal code
Harsh laws – most crimes punishable by death
Began debt slavery
Jury system
It was not until the middle of the seventh century BC that the Greeks first began to establish official laws.
Around 620 BC Draco, the lawgiver, set down the first known written law of Ancient Greece. These laws were so harsh that his name gave rise to our English word "Daconian" meaning an unreasonably harsh law.

35. Solon Allowed all citizens to debate in the assembly
Allowed all citizens access to court system
Outlawed debt slavery
Solon,an Athenian statesman and lawmaker, refined Draco's laws and is credited with "democratizing" justice by making the courts more accessible to citizens. Solon created many new laws that fit into the four basic categories of Ancient Greek law. The only one of Draco's laws that Solon kept when he was appointed law giver in about 594 BC was the law that established exile as the penalty for homicide.

36. Citizens Free adult males could vote (one-fifth of the population)
Women, foreigners, and slaves had no political rights

37. Public Debate in Athens
Citizens debated laws before voting on them
Citizens were expected to skilled public speakers

38. Direct Democracy
Ordinary citizens were able to vote on all laws and other major decisions and their votes are counted directly
From an illustration by Nigel Longden in Ancient Greece, See Through History series, Hamlyn Children's Books, London, 1992, p 22. Reproduced with permission of Reed Education Professional Education (Heinemann Education), Melbourne.
Bronze jury ballots from the Athenian Agora (Agora Museum). The one on the left has a solid axle and bears the letter epsilon, E, which might designate a jury section. The one on the right has a pierced axle and is inscribed "psephos demosia", i.e. public ballot.  
Athens also had a method of protecting itself from tyrants. A vote of citizens could be used to expel a person from the city. This was meant to be used to get rid of people who might otherwise become tyrants.
But who was a ‘citizen’ in ancient Athens? In Athens, poor people as well as the rich were ‘citizens’, with equal rights, but it is important to realise that many people were not allowed to be citizens:
adult women
slaves
people born outside Athens
people with parents born outside Athens (after 440 BC)
children.
The two largest groups of non-citizens were women and slaves.
Women
The role of women in Athens was to have children and look after the home. They were expected to keep out of public affairs. Euripides wrote a play called Medea, about a foreign sorceress. It would have shocked and annoyed its first audience in 433 BC when they heard her say:
Surely, of all creatures that live, we women Suffer more than anyone. We have to pay Ridiculous amounts of money for a husband, Then he becomes our master, and if he’s bad There’s nothing we can do about it But suffer in silence and misery. If our husband is good, life is enviable. If not, death is better. And they tell us We women live safe at home While men face the dangers of battle - Fools! I’d rather stand three times in the front line Than give birth to one child.
Freely adapted from Euripides: Medea and Other Plays, translated by Philip Vellacott, Penguin Books, Harmondsworth, 1963, pp 24-5.
A woman would not choose her husband; he was chosen by her father who paid money (dowry) to the husband. She usually married a much older man when she was between 14 and 16 years old. A woman could not leave the house unless accompanied by a slave or member of the household. Under the laws of Athens a woman was the property of her father until she married, when she became the property of her husband.
Women could not own property and were not allowed to give evidence in court because they were considered untrustworthy. If they wanted a divorce, they needed the support of their father and brothers and had to petition the court. If a man wanted a divorce, all he had to do was return the dowry and that was it.
Slaves
Athens and other city-states had many slaves. Slaves were mostly people who were captured in war. It seems that slaves who lived with a family were often well-treated, but the conditions of slaves who worked in the silver mines were very bad. It was possible for slaves to buy their freedom.
If you think the ancient Greeks were cruel for having slaves, or that it is hard to believe that they could believe so strongly in freedom when they kept slaves, think of the United States of America. The United States Constitution says ‘all men are created equal’, and yet the man who wrote those words was a slave owner. It took almost another hundred years for the United States to get rid of slavery. And ‘men’ in the United States Constitution did not mean women. It took more than a hundred years before women got the vote in the United States.
Life in ancient Sparta
To contrast aspects of life in ancient Athens with life in an ancient society without democracy, consider the case of Sparta during the same period. Athens and Sparta were so different from each other that you could almost say they were opposites.
Athens was a place where citizens were free to have their say. They were excited by ideas and discussed them openly and constantly. Sparta was like an armed camp, fearful of new ideas. In Athens, even slaves had rights before the law. In Sparta, a Spartan citizen had the right to murder slaves. In Athens, citizens lived freely with their families and were expected to express their opinions and vote on decisions. In Sparta, newborn babies were inspected for signs of weakness and, if they had such signs, they were left naked on a mountainside to die. Boys at the age of seven were taken from their families to live in army barracks with older men. They were not allowed to live with their families again until the age of 60, according to some sources, even though most had wives and children of their own by the time they turned 30
Spartans lived only for war. Forbidden from holding what we might call ‘ordinary’ jobs, the citizens lived as a sort of permanent army, constantly training and deliberately living in tough, uncomfortable conditions with poor clothing and food which other Greeks said was inedible. They were highly disciplined and trained from birth to put Sparta before even their own lives.
It seems that Sparta was a mixture of three different types of government - monarchy, aristocracy and democracy - but free speech and new ideas were discouraged.
Sparta had two kings, but they had little real power. Each took it in turns to either lead the Spartans in war or to stay in Sparta. The city-state was actually ruled by a small group of men - an oligarchy. Each year five rulers, called ethors, were elected by the citizens, but final power was controlled by a council of men aged 65 and over.
The Spartans voted by shouting. Members of the council of elders listened in a room and judged whether ‘yes’ or ‘no’ got the loudest shout, making it possible for the elders to twist the decision of the vote to their opinion if they didn’t like what they heard.
Activity 1: Crossword
Complete this crossword puzzle.
Across
1. A city-state where the citizens trained constantly for war
5. In Athens, people were chosen for some important jobs by this method
6. A person from Athens is called an ...
7. Spartans did this by shouting
11. The system of government in which the ordinary people rule, is called a ...
13. A philosopher who didn’t like democracy
14. The Greek name for a city-state
Down
1. These people were not counted as citizens in Athens
2. You can cook food in this
3. The goddess of the city of Athens
4. Where only ‘the best’ rule
8. Athenian citizens were expected to become ... in time of war
9. These people could not vote or go out of the house on their own
10. The most famous democratic leader of Athens
12. Same as 5 across
Activity 2: Contrasting Athens and Sparta
Copy the following grid into your workbook and complete it by including as many contrasts as you can find between the two city-states.
Differences between Athens and Sparta
AthensSparta     
     
Assessment task
Group newspaper
In groups of up to four, produce a group newspaper or magazine set in ancient Athens some time between 450 BC and 390 BC.
Decide on a name for your newspaper.
The sections of your newspaper should include news, letters, features, entertainment and sport.
Include one article which comments on differences between Athens and Sparta.
The content of your newspaper should be consistent with the time. For example, you would not have articles about cars, radio, or TV.
Use the information from this unit and from other sources such as the Stories of Democracy CD ROM and the school and local library.
Specify the date of your paper. You may use items from different dates, but make sure you always put the date on the article or picture.
Make sure that your headlines attract the attention of the reader. Use of pictures, layout and presentation should also attract the reader.
If you have other ideas apart from those mentioned here, discuss them with your teacher.
Here are some possible topics to get you going:
Assessment criteria
Your work will be assessed on:
the quality of your research, in particular, finding interesting facts and illustrations
your understanding of the information, shown by the way you have used your own words in your articles, headlines and captions, and by your selection and organisation of the material
presentation.
ESL activities
Back to 'Should the People Rule? - At a glance'

39. Athens

40. Sparta Located on the Peloponnesus peninsula
Conquered nearby city-state and forced the people to work for the state
PELOPONNESUS

41. Spartan Government
Oligarchy: Government ruled by a few powerful people
Council of Elders
5 elected ephors
Assembly of citizens
Council of Elders

42. Spartan Society Militaristic and aggressive
Valued duty, strength, and discipline
Rigid social structure

43. Rigid Social Structure
1. Ruling families who owned the land
2. Free non-citizens (artisans and merchants)
3. Helots – peasants; little more than slaves.

44. Sparta

45. Differences between Athens and Sparta

46. Warm-up 3 (don’t guess-use your notes)
The world’s first democratic government was formed in the Greek city-state of Athens or Sparta?
At first, the city of Athens was ruled by a king. This is called oligarchy or monarchy?
Over time, a small group of wealthy landowners took power. This form of government is called an aristocracy or tyranny?
The common people demanded more rights, so a series of tyrants seized power from the aristocrats and made reforms. Rule by a person who takes power by force is called democracy or tyranny?
Some tyrants were good and some were bad. The tyrant who made harsh laws and began debt slavery was Draco or Solon?
Eventually all free (male) citizens gained the right to vote. Rule by the people is called oligarchy or democracy?
Sparta did not have a democracy. It was a militaristic society ruled by a small group of powerful families called an oligarchy or aristocracy?

47. Stop talking.

48. Greece: Day 3 Warm-up questions/review maps Quiz on Athens and Sparta
Notes on Persian Wars
Foldable on Athens, Sparta, Persian Wars, and Mythology
Finish Terms
Objective: WHI.5
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies and describing Greek mythology and religion on a quiz, foldable, and vocabulary list

49. Greece vs. Persian Empire
Persian Wars
Greece vs. Persian Empire
499 – 449 BCE

50. Persian Wars
The Persian Wars united Athens and Sparta against the mighty Persian Empire

51. Battle of Marathon
Though heavily outnumbered, Greeks defeated the Persians
Pheidippides ran 26 miles to tell Athenians not to give up their city
The long-distance race is named after the battle

52. Battle at Salamis
Athenian ships trapped and rammed the Persian fleet in this narrow strait.
This great naval battle was fought between the Greeks and Persians in 480 BC in the narrow straight between Salamis and Attica. The Persian fleet was lessened somewhat because of a storm but it was still a vastly larger force than the Greeks. The Persians had around seven hundred ships, the Greeks around three hundred. The Spartans and other allies were encamped in the Isthmus of Corinth, awaiting the outcome of the sea battle.
Xerxes was sure of victory. He had his throne placed on a hill overlooking the sea, in part to savor his victory and in part so his commanders would know that their king was watching them.
The Greek forces were led by Themistocles, an Athenian statesman, who was responsible for devising the strategy used during the battle. However, he was not the general who carried out the plan; this was done by Eurybiades, a Spartan commander. The lighter Greek ships rowed out in a circular fashion and rammed the front of their ships into the Persian vessel . The narrow straight, the speed and maneuverability of the Greek ships and their knowledge of the waters enabled them to sink two hundred Persian ships.

53. Victories at Marathon and Salamis gave the Greeks control of the Aegean Sea

54. Results of the Persian Wars
Greece won and preserved its independence
Athens experienced a Golden Age and continued innovations in government and culture.

55. Greece Quiz

56. Greece: Day 4 Warm-up Unit Review Textbook worksheet “Ancient Greece”
Finish Packet and STUDY for test tomorrow
Objective: WHI.5
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by assessing the influence of geography on Greek economic, social, and political development on a unit review.

57. Warm-up 4
On the map above of Greece and the Persian Empire, what color are the Greek City-States - Peach or Green?
Who won the Persian Wars. Greece or Persian Empire?
A long distance race is named after this battle won by Athens - Marathon or Thermopylae?
Athens trapped and rammed Persian ships in this sea battle – Plataea or Salamis?
As a result of winning the wars against Persia, which sea did Athens gain control of – Red or Aegean?
Which city-state experienced a golden age as a result of winning the Persian Wars – Athens or Sparta?

58. Greece: Day 5 Warm-up Turn in packets Test Begin Greece 2 unit
Objective: WHI.5
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by assessing the influence of geography on Greek economic, social, and political development on a test.

59. Warm-up 5