Student Study Guide to the Ancient Greek World 9780199770243, 9780195221602

Citation preview

T;HE ANCIElVr

GREEK WORLD

STUDENT STUDY GUIDE

OXPORD UNIVERSITY PRESS

Oxford University Press, Inc., publishes works that further Oxford University's objective of excellence in research, scholarship, and education. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Copyright © 2005 by Oxford University Press, Inc. Published by Oxford University Press, Inc. 198 Madison Avenue, New York, NY 10016 www.oup.com Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. ISBN-13: 978-0-19-522292-0 (California edition) ISBN-10: 0-19-522292-X (California edition) Writer: Scott Ingram Editor: Lelia Mander Project Director: Jacqueline A. Ball Education Consultant: Diane L. Brooks, Ed.D. Design: designlabnyc Casper Grathwohl, Publisher

9876543 Printed in the United States of America on acid-free paper

ISBN-13: 978-0-19-522160-2 ISBN-10: 0-19-522160-5

Dear Parents, Guardians, and Students: This study guide has been created to increase student enjoyment and understanding of The Ancient Greek World. It has been developed to help students access the text. As they do so, they can learn history and the social sciences and improve reading, language arts, and study skills. The study guide offers a wide variety of interactive exercises to support every chapter. Parents or other family members can participate in activities marked "With a Parent or Partner." Adults can help in other ways, too. One important way is to encourage students to create and use a history journal as they work through the exercises in the guide. The journal can simply be an off-the-shelf notebook or three-ring-binder used only for this purpose. Some students might like to customize their journals with markers, colored paper, drawings, or computer graphics. No matter what it looks like, a journal is a student's very own place to organize thoughts, practice writing, and make notes on important information. It will serve as a personal report of ongoing progress that your child's teacher can evaluate regularly. When completed, it will be a source of satisfaction and accomplishment for your child. Sincerely,

Casper Grathwohl Publisher

This book belongs to:

CONTENTS How to Use the Student Study Guides to The World in Ancient Times

6 8 10 11

Models of Graphic Organizers Important Vocabulary Words Chapter 1 What's a Greek? Greece and Greeks The ancient Greeks spoke the same language and worshipped the same gods, but they were not a united country. Instead, because of the area's mountainous terrain, they lived in separate city-states. Chapter 2 13 Gods, Priests, and Oracles: Greek Religion The Greeks believed that their gods interacted with humans, but that the gods were immortal and lived on Mount Olympus. Chapter 3 15 Mysterious Minoans: The Earliest Greeks Little is known about the Minoans who settled on the island of Crete and developed the earliest civilization that was recognized as "Greek." Chapter 4 17 A Great Civilization is Born: Mighty Mycenaeans The Mycenaean civilization arose when people on the Greek mainland conquered Crete and began to blend their culture with that of the Minoans. Chapter 5 19 Always Look a Gift Horse in the Belly: The Trojan War The story of the Trojan War, a mix of fact and fiction, was one of the most important legends of ancient Greece and has had a great influence on other cultures for thousands of years. Chapter 6 21 Sing, Muse: Early Poets Poetry, a combination of words and music, helped to unify inspire, and entertain the people of ancient Greece. Chapter 7 23 Greece Spreads Its Wings: Colonies and City-States The polis, or city-state, became the main type of settlement in ancient Greece and in the colonies that were founded by Greek explorers and merchants. Chapter 8 25 Who's in Charge Here? The Rise of Athens As Athens rose to importance through trade, its form of government developed from an oligarchy toI a democracy before being ruled by tyrants. Chapter 9 27 "A Living Possession": Slavery Slaves, who made up a large percentage of the population of Greek city-states, worked at all levels of society. Chapter 10 29 Growing Up Greek: Greek Childhood Children in ancient Greece often died young, and only the children of the wealthy classes were educated. Others worked in fields or did manual labor as soon as they were old enough. Chapter 11 31 "A Shadowy Existence": The Women of Ancient Greece Women's lives were very restricted in ancient Greece, and women were considered inferior intellectually and emotionally to men. Chapter 12 33 The Spartan Experiment: Daily Life in Ancient Sparta Sparta became a powerful city-state in which a strong army and a powerful monarchy controlled every part of Spartan life. Chapter 13 35 "Woe to the Land of Persia!": The Persian Empire and Its War with Greece Over a 20-year period, Greek city-states united to fight off invasion by Persian forces that invaded the Greek peninsula from Asia Minor.

4

CONTENTS

Chapter 14 "The Hands of the Many": Democracy in Athens Athens was the first Greek city-state, and the first city in the ancient world, to develop a government that allowed most men to vote about issues that affected their lives.

37

Chapter 15 Hoplites and Triremes: Warfare Warfare was common in ancient Greece, and city-states devoted large amounts of money to building armies and navies. Chapter 16 The Greek World War: The Peloponnesian War A period of warfare between Athens and Sparta in the 5th century BCE eventually led to the defeat of Athenian democracy and rule by the Spartan oligarchy.

39

Chapter 17 Take Two Vulture's Eggs and Call Me in the Morning: Science and Medicine Greek mathematicians, scientists, and doctors rejected myths and used experiments, logic, and observation to develop theories.

43

Chapter 18 "Freed from the Clash of Arms": The Olympic Games Because almost all Greeks admired athletic skill, the Olympic games were one of the most important unifying events held in ancient Greece.

45

Chapter 19 Striving for Perfection: The Visual Arts Artistic expression, especially in the creation of buildings and statues, played a central role in the culture of ancient Greece from Minoan times on.

47

Chapter 20 "All the World's a Stage": Greek Drama Plays, both tragedies and comedies, were popular in ancient Greece. Today, they are considered among the greatest contributions to our culture.

49

41

Chapter 21 51 Going to School: Greek Education Education in ancient Greece was mainly for boys. It was focused on preparing them for leadership positions by teaching them reading, writing, music, and athletic skills. Chapter 22 53 How Do We Know What We Know? Greek Philosophy Socrates was a famous Greek philosopher who challenged the Athenians to examine their accepted beliefs more closely. Chapter 23 55 Two Philosophers: Plato and Aristotle Plato and Aristotle, who had very different opinions about the nature of reality, were the two most famous philosophers of ancient Greece. Chapter 24 57 "A Pestilent Man": Philip of Macedon Philip and his son, Alexander, conquered much of Greece. Philip's assassination allowed Alexander to take absolute power of Greece and Macedonia. Chapter 25 59 Worlds to Conquer: Alexander the Great Alexander conquered most of the Middle East and Central Asia. In his short life, he became one of the most respected, feared, and worshipped leaders of the ancient world. Chapter 26 But Is It Still Greek? The Hellenistic World The death of Alexander led to a series of wars between his generals and finally to the collapse of the ancient Greek world. Today, the influence of ancient Greece is still present in the politics, language, and culture.

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Reports and Special Projects

63

Library Media Center Research Log

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THE ANCIENT GREEK WORLD

5

HOW TO USE THE STUDENT STUDY GUIDES TO

THE WORLD IN ANCIENT TIMES The World in Ancient Times will introduce you to some of the greatest civilizations in history, such as ancient Rome, China, and Egypt. You will read about rulers, generals, and politicians. You will learn about scientists, writers, and artists. The daily lives of these people were far different from your life today. The study guides to The World in Ancient Times will help you as you read the books. They will help you learn and enjoy history while building thinking and writing skills. And they will also help you pass important tests and just enjoy learning. The sample pages below show the books' special features. Take a look! Before you read • Have a notebook or extra paper and a pen handy to make a history journal. A dictionary and thesaurus will help you too. • Read the two-part chapter title and predict what you will learn from the chapter. • Quotation marks in the margin show the sources of ancient writings. The main primary sources are listed next to the chapter title. • Study all maps and photos. Read the captions closely. (This caption tells that the statue itself is a primary source. Artifacts are records of history, just like writings.)

6

CHAPTER 5

FATHERS, GODS, AND GODDESSES .RELIGION IN ANCIENT ROME

As you read Keep a list of questions. Note boldfaced words in text. They are defined in the margins. —————————

Their root words art given in italics. Look up other unfamiliar words in a dictionary.

After you read Find important places on the map on pp. 12-13. Look up names in Cast of Characters on pp. 9-11 to learn pronunciation.

Compare what you have learned with what you thought you would learn before you began the chapter.

Read the sidebars. They contain information to build your understanding.

The next two pages have models of graphic organizers. You will need these to do the activities for each chapter on the pages after that. Go back to the book as often as you need to.

7

GRAPHIC ORGANIZERS As you read and study history, geography, and the social sciences, you'll start to collect a lot of information. Using a graphic organizer is one way to make information clearer and easier to understand. You can choose from different types of organizers, depending on the information.

MAIN IDEA MAP

OUTUW

Outline

Main Idea Map

To build an outline, first identify your main idea. Write this at the top. Then, in the lines below, list the details that support the main idea. Keep adding main ideas and details as you need to.

Write down your main idea in the central circle. Write details in the connecting circles.

K-W-L CHART

8

K

W

L

What 1 Know

What f Wane to Knew

What 1 Learned

K-W-L Chart Before you read a chapter, write down what you already know about a subject in the left column. Then write what you want to know in the center column. Then write what you learned in the last column. You can make a two-column version of this. Write what you know in the left and what you learned after reading the chapter.

VENN DIAGRAM

TIMELINE

Venn Diagram

Timeline

These overlapping circles show differences and similarities among topics. Each topic is shown as a circle. Any details the topics have in common go in the areas where those circles overlap. List the differences where the circles do not overlap.

A timeline divides a time period into equal chunks of time. Then it shows when events happened during that time. Decide how to divide up the timeline. Then write events in the boxes to the right when they happened. Connect them to the date line.

SEaUENCi OF EVENTS CHART

T-CHAHT

Sequence of Events Chart

T-Chart

Historical events bring about changes. These result in other events and changes. A sequence of events chart uses linked boxes to show how one event leads to another, and then another.

Use this chart to separate information into two columns. To separate causes and effects, list events, or causes, in one column. In the other column, list the change, or effect, each event brought about.

9

IMPORTANT MOCABULAiliiORDS The Word Bank section of each lesson will give you practice with important vocabulary words from the book. The words below are also important. They're listed in the order in which they appear in each chapter. Use a dictionary to look up any you don't know. Chapter 1 communities alliances civilization communication piracy economy Chapter 2 eternal eventually mortal nourished sacrifice oracle Chapter 3 millennium earthquake fertility lawgiver ferocious labyrinth Chapter 4 excavate calamity symbol artisan tribute syllabary epidemic Chapter 5 suspicious civilian pessimistic wily legend convince artifact Chapter 6 memorize repetition chorus recite compose disgrace Chapter 7 government society inhabit settlement fortified

10

exhilarating colony prosperity

citizen rebellion overseer

Chapter 8 politician class bankrupt revolution tyranny landowner jury mint assassinate corrupt Chapter 9 slavery laborer debt metalworking warship descendant specialized property revolt abolish

Chapter 13 exception foreigner expand destruction fortunately pass slaughter traitor inhabitants maneuverable Chapter 14 democracy prudent treasury suspicious skeptical consequence orator inheritance

Chapter 10 weave household commemorate virtue sanitation epitaph nutrition Chapter 11 assume supervise steadfast accustomed dedicated unfaithful exaggerate evidence mingle restricted Chapter 12 deprived exercise pampered benefit structured

Chapter 15 patron reminder oppressed plunder defensive coastline fragile oarsmen chariot phalanx execute playwright Chapter 16 looming infantry prohibition plague truce ambitious sacrilege vanquish Chapter 17 philosophy experiment investigate revolutionary

universe theorem rational supernatural phenomena arithmetic overflow sphere Chapter 18 athlete participate sprint competition fine amateur Chapter 19 represents practical ringlet sculpture proportion rigid architecture Chapter 20 comedy tragedy current protagonist chorus mouthpiece commentary Chapter 21 communicate alphabet literacy tablet lyre javelin elementary rhetoric argument acoustic Chapter 22 accuracy judgement definitive stonemason wisdom corrupt gadfly

hemlock Chapter 23 pupil recall observation constitution ideal justice guardian auxiliary agreeable disorder Chapter 24 unified statesman despotism heir spectacle co-conspirator Chapter 25 severity narrow quarters invincible reluctant mummified Chapter 26 insist ambitious barbarian colonnade magistrate restriction latitude longitude navigation imposing monument Epilogue transform inspire rediscover regulation immigrant vowel expression cultivate ingredient replica reference

CHAPTER

1

WHAT'S A GREEK? GREECE AND GREEKS

CHAPTER SUMMARY The ancient Greeks spoke the same language and worshipped the same gods, but they were not a united country. Instead, because of the area's mountainous terrain, they lived in separate city-states.

ACCESS WITH A PARENT OR PARTNER Think about the meaning of the terms Greece and Greek. With a parent or partner, discuss the terms America and Americans. Write down any words or phrases that come to mind. Discuss which words most accurately describe America and Americans. BUILDING BACKGROUND Copy the outline graphic organizer from page 8 into your history journal. For the main idea line, write the title of the chapter. As you read, fill in at least three topics and their supporting details.

CAST OF CHARACTERS Write one sentence describing each character. Tell whether the character was a person, a literary character, or a god. Homer Odysseus (oh-DIS-ee-uhs) Athena (uh-THEE-nuh) Zeus (zoose)

WORD BANK Hellenes

Indo-European Parthenon

Odyssey

Complete the sentences with words from the Word Bank above. One word is not used. 1. The famous temple called the 2. The ancient Greeks called themselves 3. The ancient Greeks spoke an

was built by ancient Greeks. . language called Greek.

Look through the chapter for the word that was not used. Then write a sentence that shows the meaning of that word.

WHAT HAPPENED WHEN? 2000 BCE

725 BCE

THE ANCIENT GREEK WORLD

11

ALL OVER THE MAP Mountains and sea were the two main geographic features that pfayed a farge part in the daify life of the ancient Greeks. Review the chapter to understand the physical geography of Greece. Then study the map of Greece on page 17 and answer these questions in your history journal. 1. Using the mileage scale, measure the distances between the three cities on the Greek mainland. Write these distances in your journal. 2. What is the distance between Athens and Sparta going by land? By water? Which way would take longer? Explain your answer. 3. Measure the distance from Syracuse and Miletus to the Greek mainland, respectively. Write the distances in your journal. 4. Which cities were most influenced by mountains, and which cities were most influenced by the sea? Explain your answers.

MAKING INFERENCES The following statements about daily life in Greece refer either to mountains or seas. Write "M" next to each statement from the book that explains how mountains affected the ancient Greeks. Write "S" by each statement that explains how seas affected life in ancient Greece. 1. These covered four-fifths of the mainland. 2. The Greeks didn't feel united with one another. 3. They had to travel to trade olive oil and wine for supplies such as wood, metal ores, grain, and animal products. 4. The warm water kept the winters from being very cold. 5. It took days or weeks to get from one city to another on foot. 6. Sheep, goats, and pigs thrive in areas too steep for cows and other large animals. 7. They developed fast, sturdy boats. 8. Olives and grapes grow well on slopes. 9. The Greeks learned how to navigate. 10. Messengers took a long time to carry word from one place to another.

WORKING WITH PRIMARY SOURCES On The Early History of the Hellenes (Thucydides, about 395 BCE) Read the excerpt below and answer the following questions in complete sentences. Hellas was not regularly settled in ancient times. The people . . . left their homes whenever they were overpowered by numbers. [T]ribes . . . had no ... wealth, and did not plant the ground; for, being without walls, they were never sure that an invader might not come . . . so that they had neither great cities nor any . . . resources. [T]he best parts of [Greek] . . . land increased the power of individuals; this . . . was a source of quarrels by which communities were ruined, while . . . they were more exposed to attacks from without. [Athens had] soil [that] was poor and thin, [and] enjoyed a long freedom from civil strife. 1. What does the word Hellas mean? 2. Why was it difficult at first for some groups, or tribes, to have "great cities"? 3. What led to "quarrels" between communities? 4. In what ways were the people of Athens fortunate to have "poor and thin" soil? 5. Put a check in front of the words that have the same or almost the same meaning as "civil strife." quarrels attacks freedom overpowered wealth 6. If you lived in ancient Greece, would you rather live in a community with wealth and resources or one that has "freedom from civil strife"? Explain. Write your answer in your history journal.

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CHAPTER 1

CHAPTER

2

GODS, PRIESTS, AND ORACLES: GREEK RELIGION

CHAPTER SUMMARY The Greeks believed that their gods interacted with humans, but that the gods were immortal and lived on Mount Olympus.

ACCESS WHAT DO YOU KNOW? This chapter will discuss gods in Greek mythology who had superhuman powers. Who is your favorite super hero? What is it about that hero that you admire? If you could have any special powers, what would they be? Make a list of the powers you would like to have. Compare your wishes with those of other people in class.

BUILDING BACKGROUND Like many gods in the ancient world, Greek gods were sometimes godlike and sometimes very human. In your history journal, copy the two-column T-chart graphic organizer from page 9 of this study guide. Give one column the heading God. Give the other column the heading Human. As you read the chapter, list each personality trait of the gods in the appropriate column.

CAST OF CHARACTERS Write a sentence describing each character below. Hades (HAY-deez) Poseidon (puh-SIDE-un) Hera (HAIR-uh)

WORD BANK prophet

ambrosia

oracle

temple

mortal

Complete the sentences below with words from the Word Bank above. Two words are not used. 1. Ancient Greeks might travel to an 2. Ancient Greeks might learn about the future from a 3. Ancient Greeks could not eat

to learn about the future. . because it was food of gods.

WORD PLAY Look up in a dictionary one of the words that wasn't used. Write a sentence using this word that also shows its meaning.

THE ANCIENT GREEK WORLD

13

COMPREHENSION Study the chart on page 24 and then close the book. Do the following exercise to test your understanding of Greek mythology. Draw a line from the god or goddess in the left column to match the name to the correct description in the right column. 1. Hera

(a) messenger of the gods

2. Zeus

(b) god of war

3. Poseidon

(c) goddess of love

4. Artemis

(d) lord of the underworld

5. Aphrodite

(e) lord of metalworking

6. Hephaestus

(0 lord of oceans and earthquakes

7. Apollo 8. Athena

(g) queen of the gods (h) goddess of war and wisdom

9. Ares

(i) god of the arts and the sun

10. Hades 1 1 . Dionysus

(j) goddess of hunting and the moon (k) king of the gods lord of the sky

12. Hermes

(1) god of wine

WORKING WITH PRIMARY SOURCES The Iliad (Homer, about 750 BCE) Read the following description of a sacrifice. Then answer the questions that follow in complete sentences. And they did sacrifice . . . praying for escape from death [in] . . . battle . . . Agamemnon, king of men, [offered] a fat bull of five years . . . and called the elders . . . [who] . . . took the barley meal . . . Agamemnon . . . said: "Zeus most glorious, most great god of the storm cloud, that lives in the heavens, make not the sun set upon us, nor the darkness come near . . ." Now, when . . . they . . . scattered the barley meal, they . . . drew back the bull's head and cut his throat and . . . cut slices from the thighs and wrapped them in fat . . . And these they burnt. . . [W]hen the thighs were burnt. . . they [sliced] all the rest . . . roasted i t . . . and . . . feasted . . . f . How is the sacrifice of Agamemnon like the "presents" described on page 26? 2. What did Agamemnon want in return for his sacrifice? 3. Why did the Greeks burn the meat they offered to Zeus? (Hint: See page 26.) 4. In what other ways was the bull used besides a sacrifice?

HISTORY JOURNAL

Don't forget to share your history journal with your classmates, and ask if you can see what their journals look like. You might be surprised—and get some new ideas.

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CHAPTER 2

CHAPTER

MYSTERIOUS MINOANS: THE EARLIEST GREEKS

3

CHAPTER SUMMARY Little is known about the Minoans who settled on the island of Crete and developed the earliest civilization that was recognized as "Greek."

ACCESS BUILDING BACKGROUND Some facts are known about the Minoans. Other information is a mystery. In your history journal, make a chart with two columns. The first column should be called What is Known About Minoans. List at least five facts that historians know. The second column should be called What is Uncertain. In that column, list the questions historians still have about the Minoan civilization.

CAST OF CHARACTERS Write a sentence that describes each character below. Minoans Minos (MY-nus) Minotaur Theseus (THEE-see-us) Ariadne

WORD BANK bronze catastrophe palace labyrinth frescoes Complete the sentences below with the correct words from the Word Bank above. Two words are not used. 1. 2.

originally meant "turning over" but now means "disaster." Minotaur lived.

3.

is another word for "maze," but was originally an area where the originated when copper and tin were mixed together.

WORD PLAY Look up in a dictionary one of the words that wasn't used. Write a sentence using that word that shows its meaning.

WHAT HAPPENED WHEN? 3000-1000 BCE

1700 BCE 1450 BCE

THE ANCIENT GREEK WORLD

15

BUILDING A TIMELINE In your history journal, copy the timeline graphic organizer from page 9 of this study guide. Begin at 3000 BCE and end at 500 BCE. Mark the date line in 500-year segments. Fill out your timeline with the dates above and with events listed in the first two chapters.

CRITICAL THINKING LEGEND OR FACT? Write "L" in front of the sentences from the chapter that are part of the Minoan legend. Write "F" in front of the sentences that are facts about the Minoan civilization. 1. 2. 3. 4. 5. 6. 7. 8. 9.

King Minos was "companion of mighty Zeus." Minos had a son who was half human and half bull. Many ancient religions had gods that looked like animals. Minos kept the Minotaur in a labyrinth under his palace. The Minotaur was so ferocious he ate only human flesh. Child sacrifice wasn't unheard of in the Mediterranean. Minos ordered the Athenians to send their children for the monster to eat. After Theseus killed the Minotaur, he followed the yarn back out of the labyrinth. Paintings showed young men charging a bull and somersaulting onto its back.

WORKING WITH PRIMARY SOURCES The Life of Theseus (Plutarch, c. 100 CE) Read the excerpt below. Then answer the questions that follow with complete sentences. Athenians . . . agreed to send to Crete . . . a tribute of seven young men and as many virgins . . . [where] the Minotaur destroyed them, or ... finding no possible means of getting out, they miserably ended their lives [in the labyrinth]. Theseus . . . thinking . . . of the sufferings of his fellow-citizens, offered himself. . . . When he arrived at Crete, having a clue of thread given him by Ariadne . . . and instructed by her how to use it ... through the windings of the labyrinth . . . slew the Minotaur, and [escaped to Athens] . . . taking . . . with him the Athenian captives. 1. What does Plutarch's story call the "children" on page 31 who were sent to Minos? 2. How does Plutarch explain Theseus's reason for going to Crete? 3. What does Plutarch mean when he says that Theseus had a "clue of thread given him by Ariadne"? (check more than one) a) a plan of escape b) a secret path c) a ball of yarn d) a special weapon 4. The word "slew" means a) burned b) fought c) killed d) ran from

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CHAPTER 3

CHAPTER

4

A GREAT CIVILIZATION IS BORN: MIGHTY MYCENAEANS

CHAPTER SUMMARY The Mycenaean civilization arose when people on the Greek mainland conquered Crete and began to blend their culture with that of the Minoans.

ACCESS WITH A PARENT OR PARTNER Today most people tend to take written communication for granted. Talk about these questions with a parent or partner: How often do you write every day? When do you usually write? What do you use to write? How often do you read written words? BUILDING BACKGROUND A good way to understand the work of Micheal Ventris in deciphering Linear B is to create a sequence of events chart in your history journal, similar to the graphic organizer on page 9 of this study guide. In the first box, write a fact about Ventris's childhood. In the boxes that follow, fill in the major events of his work on Linear B.

CAST OF CHARACTERS Write a sentence to describe the characters below. Michael Ventris Mycenaeans

WORD BANK hieroglyphs

syllabary

archaic

script

\vanax

Complete the sentences below with the correct words from the Word Bank above. Two words are not used. 1. Michael Ventris became interested ancient languages by studying the picture carvings of Egyptian .

2. He went on to study Linear B language and connect it to the Mycenaeans. 3. Ventris helped to crack the old, or

of the

, language of ancient Greece.

Look up in a dictionary the words that weren't used. Write a sentence using both of those words.

THE ANCIENT GREEK WORLD

17

COMPREHENSION MAIN IDEA AND SUPPORTING DETAILS Each sentences in Italics below states a main idea from the chapter. Put a check mark in the blanks in front of each detail that supports or tells more about the main idea. 1. Once Ventris and other scholars were able to translate the tablets, they found out more about the Minoans. (a) Many of the tablets contained lists. (b) The fact that Minoans kept lists showed they had an organized society. (c) It must have been an unhappy time for the Minoans. (d) They thought it was important to keep track of things. 2. By piecing together evidence from different tablets, the archeaolo gists have figured out some details about the Mycenaean civilization. (a) They found out that a wanax, or leader, ruled over lower officials. (b) People had to pay taxes. (c) The Mycenaeans didn't have writing of their own. (d) Wool and flax were important, and women did the spinning and the weaving. (e) Most people were farmers. 3. Most Mycenaean settlements were in mainland Greece. (a) The Mycenaeans didn't have a written language of their own. (b) Archaeologists excavated large palaces on the Greek mainland. (c) They unearthed enormous walls designed to protect the cities. (d) Their pottery has been found in the western Mediterranean.

WORKING WITH PRIMARY SOURCES On The Early History of the Hellenes (Thucydides, c. 395 BCE) Read the excerpt below. Then answer the questions that follow in complete sentences. With respect to ... [Mycenaean] towns . . . we find the shores becoming the site of walled towns . . . occupied for the purposes of [trade] and defense against a neighbor. . . . The coast population now began to apply themselves more closely to the acquisition of wealth, and their life became more settled; some even began to build themselves walls on the strength of their newly acquired riches . . . Agamemnon's strength, [allowed him to] ... assume the [throne] of Mycenae. . . . He had . . . a navy far stronger than his contemporaries, so that. . . fear was strong . . . in the formation of the [Mycenaean empire]. 1. What does Thucydides write in the first sentence that agrees with the final paragraph on page 38?

2. Once the towns were built, how did the people begin to "apply themselves"?

3. What is another word for "wealth" used by Thucydides? 4. What made Agamemnon strong enough to take the Mycenaean throne?

18

CHAPTER 4

CHAPTER

5

ALWAYS LOOK A GIFT HORSE IN THE BELLY: THE TROJAN WAR

CHAPTER SUMMARY The story of the Trojan War, a mix of fact and fiction, was one of the most important legends of ancient Greece and has had a great influence on other cultures for thousands of years.

ACCESS WITH A PARENT OR PARTNER This chapter will explain one of the most famous wars in history. With a parent or partner, talk about what comes to mind when you hear the word war. Discuss these questions: Why are wars fought? What differences are there in the wars fought in the ancient world and modern times? How are ancient and modern wars similar? BUILDING BACKGROUND In your history journal, list the events of the Trojan War in a sequence of events graphic organizer (see page 9 of this study guide). In the first box, describe in your own words the event that set the war in motion: Paris was asked to give a golden apple to a beautiful princess. Fill in the remaining boxes with events that cover the 10 years of the war.

CAST OF CHARACTERS Write a sentence to describe the characters below. Indicate whether each person was Greek or Trojan. Paris Hector Helen of Troy Achilles (ah-KIL-eez) Clytemnestra (KLIE-tim-NES-truh)

WORD BANK Achilles' heel

Trojan horse

war ship

Iliad

Odyssey

artifact

Complete the sentences below with the correct words or phrases from the Word Bank above. Two words are not used. 1. The trick of a helped a weaker army defeat a stronger force. 2. The weakness of an 3. In the 4. In the

cost a strong warrior his life. , Odysseus led soldiers into Troy. , Odysseus returns to Greece.

In a dictionary, look up the words that were not used. Write a sentence in your history journal using each word.

THE ANCIENT GREEK WORLD

19

WHAT HAPPENED WHEN? 1200 BCE 750 BCE

CRITICAL THINKING CAUSE AND EFFECT Organize the following statements into a cause and effect chart (see page 9 of this study guide). Each effect should be directly across from its cause. (Note that there is one extra effect.)

CAUSE

EFFECT

1. Paris must decide which goddess is the most beautiful,

a. Greek forces sail to Troy to capture Helen.

2. Menelaus asks Agamemnon to help get Helen back,

b. the Trojans open their gates for the Trojan horse. c. Aphrodite promises Helen to Paris.

3. Paris takes Helen from Menelaus,

d. Troy is destroyed.

4. Greeks and Trojans fight for ten years,

e. Paris takes Helen to Troy.

5. Odysseus builds the Trojan horse,

f. neither side can win total victory.

6. Greek soldiers hide inside the horse,

g. Homer writes the Odyssey.

WITH A PARENT OR PARTNER When you have completed the chart, read aloud each cause-and-effect pairing to a parent or partner. Use the word "so" to connect each cause with each effect.

WORKING WITH PRIMARY SOURCES excerpt from the Iliad (Homer, c. 750 BCE) Read this passage and then answer the questions that follow in complete sentences. Ucalegon and Antenor, elders of the people, were . . . too old to fight. . . .When they saw Helen coming towards the tower, they said softly to one another, "Small wonder that Trojans and [Greeks] should endure so much and so long, for the sake of a woman so . . . lovely. Still, fair though she be, let them take her and go, or she will breed sorrow for us and for our children after us." But [the Trojan king called] her . . . "My child," said he, "take your seat . . . that you may see your former husband, your kinsmen and your friends. I lay no blame upon you, it is the gods, not you who are to blame. [T]hey . . . have brought about this terrible war." f . When is the part of the story described above taking place? (check all that apply) a)

after Paris took Helen

b)

after the Trojan War started

c)

before Paris took Helen

d)

before the Trojan horse was built

2. What do "the elders of the people" think of Helen's beauty? 3. What is their opinion of what should happen to Helen? 4. Who is Helen's "former husband"? 5. Why do you think the king blames the gods for the war?

20

CHAPTER 5

CHAPTER

SING, MUSE: EARLY POETS

6

CHAPTER SUMMARY Poetry a combination of words and music, helped to unify, inspire, and entertain the people of ancient Greece.

ACCESS WHAT DO YOU KNOW? In this chapter, you will read about Greek poets. In ancient Greece, poets were similar in some ways to popular singers today. What is your favorite current popular song? How does that song differ from "Happy Birthday" or "Take Me Out to the Ballgame," which were songs written more than 100 years ago?

BUILDING BACKGROUND In your history journal, copy the main idea map from page 9 of this study guide. In the main circle in the center, write Poets and Poetry. Fill in the smaller circle with facts about each topic as you read the chapter.

CAST OF CHARACTERS Write a sentence to describe each character below. Hesiod (HE-see-ud) Sappho (SAF-oh)

WORD BANK poet

epitaph

mousike

alphabet

Complete the sentences below with the correct word from the Word Bank above. One word is not used. 1. The Greek word

means both "music" and "poetry."

2. Two Greek letters make up the modern word 3. An

.

was written on a Greek tomb.

WORD PLAY Find the sentence on page 46 that contains the word that was not used. Look up the word in a dictionary and rewrite the sentence using the definition in place of the word.

WHAT HAPPENED WHEN? 700 BCE 600 BCE

THE ANCIENT GREEK WORLD

21

CRITICAL THINKING DRAWING CONCLUSIONS Each of the lines in italics below is taken from a poem in the chapter. Put a check mark in front of the conclusions that can be drawn from reading the lines. 1. Whom the Muse had loved greatly . . . She had deprived him of sight, but she gave him the sweet singing art. . . (Homer) a) The Muse punished the poet. d) The Muse was a woman. b) The poet was blind. e) The poet was angry about his blindness. c) "Singing art" is another way to say "poetry." 2. And into me they breathed voice divine to celebrate the future and the past (Hesiod) a) Hesiod was a god. c) "Celebrate" means "praise." b) Hesiod believed gods made him a poet, d) Poets sang their words. 3. You will die and be still, never shall memory be left of you (Sappho) a) The poet is a woman. c) Remembering the dead was b) The poet dislikes the person important. called "you." d) Greeks feared death. 4. Go tell the Spartans, stranger passing by, That here obeying their commands, we lie. (Simonides) a) More than one person died. c) Spartans disliked following orders. b) Spartans were ordered to fight d) The "stranger" had to go to Sparta. to the death.

WORKING WITH PRIMARY SOURCES Two poems by Sappho (c. 600 BCE) Read the poems and answer the questions that follow in complete sentences. I II The stars about the lovely moon By the cool water the breeze murmurs, rustling Fade back and vanish very soon, Through apple branches, while from quivering leaves When, round and full, her silver face Streams down deep slumber Swims into sight, and lights all space. 1. How are Sappho's poems above different from her first poem in the chapter? 2. How are the poems above like the second poem in the chapter? 3. How do you know Sappho is writing about the night in poem I? 4. What is Sappho writing about in Poem II? 5. What words does Sappho use to describe the moon?

6. What verbs does Sappho use to make the moon and the breeze seem alive?

7. Why do you think water is an important part of Sappho's poems?

Write a sentence describing the poetry of Sappho to someone who has never read her poems before. On a separate paper, draw a picture of one of the scenes Sappho describes.

22

CHAPTER 6

CHAPTER

7

GREECE SPREADS ITS WINGS: COLONIES AND CITY-STATES

CHAPTER SUMMARY The polls, or city-state, became the main type of settlement in ancient Greece and in the colonies that were founded by Greek explorers and merchants.

ACCESS WHAT DO YOU KNOW? In this chapter you will read about Greeks who traveled far from their homes to set up colonies. What is the longest trip you have taken with your family? Why did you take the trip? If you had a chance to move to another part of the United States, where would you move?

BUILDING BACKGROUND Copy the cause and effect graphic organizer from page 9 of this study guide into your history journal. List the causes that led to the establishment of colonies outside of Greece as you read the chapter.

WORD BANK aristocracy

oligarchy

polis

acropolis

colonies

Complete the sentences below with the correct word from the Word Bank above. One word is not used. 1. Wealthy landowners who supported government by the few called this form of government an 2. Common people who disliked government by the few considered this form of government an 3. When danger threatened the , its people fled to the , which was built on high ground.

WORD PLAY Look this word up in a dictionary and rewrite the sentence, using the word's definition in place of the word.

WHAT HAPPENED WHEN? 1250-750 BCE 750-550 BCE

TIMELINE Review all of the key dates given in the chapters you have read so far. In your history journal, list each date, the event, and label it Dark Age or Archaic Age. Which age has more key dates? Explain your answer in one or two sentences.

THE ANCIENT GREEK WORLD

23

ALL OVER THE MAP MOVEMENT PUSH overpopulation lack of land poverty laws

PULL land freedom trade

During the Archaic Age, Greeks migrated from one place to another for two main reasons. They were either pushed out of a location where they had settled, or they were pulled to a location that was better than the one where they had settled. Read the sentences from the chapter below. Then decide if the migration resulted from a "push" or a "pull." Lastly, choose a reason for the migration from the chart above.

1. "If anyone is unwilling to set sail when sent by the city, let him be subject to the death penalty." (push or pull) (reason) 2. "During the years of relative peace under the oligarchs, the population grew." (push or pull) (reason) 3. "Greece's rocky islands and mountains leave little land that can be farmed." (push or pull) (reason) 4. "People had to think of new ways to acquire goods that their polis couldn't supply." (push or pull)

(reason)

WORKING WITH PRIMARY SOURCES Excerpt from The History (Herodotus, c. 430 BCE) Read the excerpt about the Greek polis of Thera, which established a colony on the island of Platea off the coast of the North African country of Libya. Answer the questions that follow. Seven years passed . . . and not a drop of rain fell in Thera: all the trees . . . except one were killed with the drought. After a while, everything began to go wrong. The Therans went to [the oracle] to inquire for what reason they were afflicted. The [priest] . . . [said] . . . "if they . . . make a settlement at Gyrene in Libya, things would go better with them." So ... a few persons then sailed from Thera . . . to the island of Platea . . . and returned home with all speed to give . . . an account of the island. f . What caused some of the Therans to leave their polis? 2. Why did the Therans go to an oracle when the people in the polis were suffering?

3. The fact that the Therans "returned home with all speed" means that they (check more than one) (a) liked Platea. (b) did not like Platea. (c) thought other Therans would want to move to Platea. (d) were under attack. HISTORY JOURNAL

Don't forget to share your history journal with your classmates, and ask if you can see what their journals look like. You might be surprised—and get some new ideas.

24

CHAPTER 7

CHAPTER

8

WHO'S IN CHARGE HERE? THE RISE OF ATHENS

CHAPTER SUMMARY As Athens rose to importance through trade, its form of government developed from an oligarchy to a democracy before being ruled by tyrants.

ACCESS WITH A PARENT OR PARTNER In this chapter, you will read about the famous city of Athens. How many cities in the United States are named after this famous city? In what other ways is the name used? With a parent or partner, use an encyclopedia or atlas to locate any places in the United States named Athens.

BUILDING BACKGROUND To organize the information in the chapter, copy the K-W-L graphic organizer (see page 8 of this study guide) in your history journal. In the K column, write everything you know about the Greek city-state of Athens so far. In the W column, write questions about what you want to know about Athens. After you finish the chapter, fill in the L column with what you learned about Athens.

CAST OF CHARACTERS Write a sentence describing each character below. Solon (SOH-lun) Dionysius (DIE-un-EYE-shus) I Peisistratus (pi-SIS-truh-tus)

WORD BANK democracy

tyrant poleis

Complete the sentence below with the correct words from the Word Bank above. One word is not used. The modern words

, government by the people, and

,

a ruler with absolute power, had different meanings to the people of Athens.

WORD PLAY Write a sentence that explains the meaning of the word that is not used.

WHAT HAPPENED WHEN? In a complete sentence, tell what happened on each of the following dates. 600 BCE 527 BCE 514 BCE

THE ANCIENT GREEK WORLD

25

DO THE MATH Check off the correct answer. 1. The year 514 BCE is in the 5th century BCE. 2. The year 514 BCE is early in the century.

6th century BCE. late in the century.

COMPREHENSION MAIN IDEA AND SUPPORTING DETAILS Each sentence in italics below states a main idea from the chapter. Put a check mark in the blanks in front of each detail that supports or tells more about the main idea. 1. Solon also developed a system based on dividing society into four classes. a) A man's income determined which class and his family were in. b) Men from the two highest classes could hold the most important government positions. c) Solon's immediate concern was the economy. d) Men from the third class held lower offices. 2. One of the most successful tyrants was a clever Athenian named Peisistratus. a) He got into power by wounding himself and asking his bodyguards to protect him. b) The tyrant didn't have to obey any rules. c) He used his bodyguards to seize power. d) He ruled Athens for about five years and then was kicked out. e) He came up with a plan to get back into power. 3. As tyrant, Peisistratus was most interested in building up the Athenian economy. a) Other forms of government were tested in Athens and elsewhere. b) He loaned money and even gave away land to people who needed it. c) He encouraged the export of pottery, one of the greatest Athenian crafts. d) During his rule, elections were continued to be held. e) The increased trade helped Athens to become even more powerful.

WORKING WITH PRIMARY SOURCES Read Plutarch's description of Peisistratus's rise to power, written about 100 CE. Use complete sentences to answer the questions that follow Now when Peisistratus, having wounded himself, was brought into the market-place in a chariot, and stirred up the people, as if he had been thus treated by his opponents because of his political conduct, a great many were enraged and cried out. After this, the people were eager to protect Peisistratus and . . . allow[ed] Peisistratus fifty club-bearers for a guard to his person . . . Now, the people, having passed the law, took no notice of the number of his club-bearers, until he seized the Acropolis. 1. Who did Peisistratus blame for his wounds? 2. Where was he taken after he was wounded? 3. Why do you think he was taken there instead of to a place where his wounds could be bandaged? 4. How did the passage of a law protecting Peisistratus help him to take power?

26

CHAPTER 8

CHAPTER

"A LIVING POSSESSION": SLAVERY

9

CHAPTER SUMMARY Slaves, who made up a large percentage of the population of Greek city-states, worked at all levels of society.

ACCESS WHAT DO YOU KNOW? In this chapter, you will read about the many different occupations of slaves in ancient Greece. Think about the jobs that people do in your own community. Where do the adults in your family work? Do they do the same jobs their parents did? Do you plan to follow your parents or other adults into the same occupation?

BUILDING BACKGROUND In your history journal, make a Venn diagram like the one found on page 9 of this study guide. In the area where the circles overlap, write Greek workers. Label one circle slave and the other circle free. As you read about the different tasks that were done in ancient Greece, write them inside either the slave circle, if the work was done by a slave, or the/ree circle, if the job was done by a free person. If the work was done by both free workers and slaves (for example, farming land), write it in the overlapping area between the two circles.

CAST OF CHARACTERS Write a sentence describing each character below. Aesop (EE-sop) Pasion (PAHZ-ee-ohn) Xenophon (ZEN-uh-fun)

TRUE OR FALSE? 1. All slaves were uneducated. 2. How does the Cast of Characters help to explain your answer?

WORD BANK slaves

citizens

abolish

fable

Complete the sentences below with the correct word from the Word Bank above. One word is not used. 1.

were free to participate in public life.

2. Foreigners who were captured in war or seized by pirates were often sold as 3. Many Greeks wanted to

, or end, the practice of slavery.

Write a sentence that explains the meaning of the word that is not used.

THE ANCIENT GREEK WORLD

27

CRITICAL THINKING FACT OR OPINION? A fact is a statement that can be proved. An opinion judges things or people, but it cannot be proved or disproved. Label each sentence from the chapter "F" if it is a fact, or "O" if it is an opinion.

1.

A slave is a living possession.

2.

And if you were meant to be a slave, the gods made you a slave.

3. 4. 5.

I reward the better worker with better clothing. Slaves could not participate in many religious sects. The best form of the state will not make the laborer a citizen.

6.

There were some states, in the earliest of times, where the class of laborers was composed of slaves or foreigners exclusively.

7.

A high percentage of the ancient Greek population was made up of enslaved people.

8.

The slave utterly lacks the capacity for thinking.

WORKING WITH PRIMARY SOURCES On Slavery by Aristotle (about 330 BCE) After reading the following excerpt, answer the questions in complete sentences. But is there any one . . . intended by nature to be a slave? There is no difficulty in answering this question . . . From the hour of their birth, some are marked out for subjection, others for rule. [Because] . . . there is such a difference . . . between men . . . the lower sort are by nature slaves, and it is better for them . . . [to] be under the rule of a master. Whereas . . . lower animals . . . obey their instincts . . . the use made of slaves and of tame animals is not very different; for both with their bodies [serve other's] . . . needs. It is clear, then, that some men are by nature free, and others slaves, and that for these latter slavery is ... both [necessary] and right. 1. Why do you think Aristotle finds "no difficulty in answering" the question he asks in the first two lines? 2. In your own words, rewrite Aristotle's answer to the question he asks in the first two lines.

3. In what ways does Aristotle think that slaves and animals are alike?

4. From what you have read in Chapter 9, would you say that most Greeks would agree or disagree with Aristotle's words? Explain your answer.

GROUP TOGETHER Wouldn't it be interesting to know what other students think about Aristotle's On Slavery? Get a few friends together and ask your teacher to help you organize a discussion group at school. Have one person take notes and another person present the group's ideas to the class.

28

CHAPTER 9

CHAPTER

10

GROWING UP GREEK: GREEK CHILDHOOD

CHAPTER SUMMARY Children in ancient Greece often died young, and only the children of the wealthy classes were educated. Others worked in fields or did manual labor as soon as they were old enough.

ACCESS WHAT DO YOU KNOW? This chapter will describe the family life of children in ancient Greece. How does your family keep a record of your childhood and that of your siblings? What would a historian looking at your family photos, cards, letters, or awards learn about your life? Think about why historians would want to learn about the daily life and times of people of the past. BUILDING BACKGROUND To organize the information in the chapter, draw a K-W-L graphic organizer (see page 8 of this study guide) in your history journal. In the K column, write everything you know about family life in ancient Greece. In the W column, write questions about what you want to know about family life in Greece. After you finish the chapter, fill in the L column with what you learned about family life in Greece.

CAST OF CHARACTERS Explain in a complete sentence why this character was important. Plato (PLAY-toe)

WORD BANK virtue infancy expose Complete the sentences below with the correct word from the Word Bank above. One word is not used. 1. People who strive to be good and honest are seeking a life of 2. Parents of poor families would sometimes hoping the baby would be found and raised by others.

. an unhealthy baby, perhaps

WORD PLAY Look up in a dictionary the word you did not use. Then write a sentence using that word.

THE ANCIENT GREEK WORLD

29

CRITICAL THINKING COMPARE AND CONTRAST The phrases below describe aspects of the lives of Greek children. Some phrases describe the lives of wealthy children. Some describe the lives of poor children. Some phrases describe all children. In your history journal, copy the Venn diagram from page 9 of this study guide. Label one circle wealthy children. Label the other circle poor children. Copy the corresponding numbers of each phrase into the correct circle. Words that describe both types of children should go in the area where the circles overlap. 1. one in three died before the age of one

7. spent day in separate part of house

2. put to work as soon as possible

8. spent days in fields or shops

3. breast-fed by hired nurse 4. spent the day in school

9. played ball games 10. unhealthy infants sometimes left outside

5. learned to read and write

11. lived on vegetables, cheese, grains, and olives

6. family supported only by the father

WORKING WITH PRIMARY SOURCES Read paragraph 5 on page 69. Then answer the following questions. 1. Why might writers in ancient times give "advice about how to behave"? 2 . What types of advice to do writers offer today about raising children?

Read the advice below, written about 100 CE by Plutarch. Then answer the following questions. [C]hildhood is ... easily [made] into any shape . . . children readily receive the impressions of those things that are dropped into them while they are yet but soft . . . as soft wax is apt to take the stamp of the seal, so are the minds of children to receive the instructions imprinted on them at [an early] age . . . [Parents must] take . . . care . . . that [their] children's play-fellows, be well-mannered, and next that they speak plain, natural Greek . . . For it is a true proverb, that if you live with a lame man, you will learn to limp. 1. What does Plutarch mean when he says that childhood is "easily made into any shape"? 2. Is Plutarch writing about wealthy or average children? Explain your answer 3. Which words best describe Plutarch's feelings about children? a)

silly

b) c)

easily influenced disobedient

d)

empty-headed

4. Why does Plutarch advise parents to keep an eye on their children's friends?

5. What does the proverb "if you live with a lame man, you will learn to limp" mean? (check more than one) a)

Surroundings shape personality.

b)

The gods can hurt people.

c) d)

Kids copy their friends. Parents aren't perfect.

30

CHAPTER 10

CHAPTER

11

"A SHADOWY EXISTENCE": THE WOMEN OF ANCIENT GREECE

CHAPTER SUMMARY Women's lives were very restricted in ancient Greece, and women were considered inferior intellectually and emotionally to men.

ACCESS WHAT DO YOU KNOW? In this chapter, you will read about the role of women in the ancient Greek world. By interpreting the writing of the time, historians have created a picture of the daily life of women in ancient Greece. What is daily life like for women in your community? What sorts of tasks and jobs do the women in your family and neighborhood perform? Is this the same kind of work that their mothers did?

BUILDING BACKGROUND In your history journal, make a main idea map like the one found on page 8 of this study guide. In the largest circle, write the words women's work in ancient Greece. Label the smaller circles for the different categories of work, such as child-rearing, running the household, and working in the fields. As you read the chapter, write down specific tasks where they fit in each circle. Add a checkmark next to those tasks that are still performed by women today.

CAST OF CHARACTERS Write a sentence describing each of the characters below. Artemesia (AHR-ti-MIZ-ee-uh) Clytemnestra (KLIE-tim-NES-truh) Euripides (yoo-RIP-i-deez) Penelope (puh-NEL-uh-pee) Phintys (FIN-tis)

WHAT HAPPENED WHEN? In a complete sentence, state what happened on each of the dates below.

413 BCE 200 BCE

DO THE MATH 1. How many years elapsed between the two dates above? 2. Subtract the number you have just written above from the current year. What year is it?

THE ANCIENT GREEK WORLD

31

CRITICAL THINKING DRAWING CONCLUSIONS Each of the sentences in italics below is taken from the chapter. Put a check mark in front of the conclusions that can be drawn from each italicized statement. 1. The problem is that nobody knows precisely how women lived and what they did in ancient Greece. (a) There were fewer women than men. (b) Historians did not write about women. (c) Women were not historians. (d) Ancient Greek women were very private. 2. In general, females were not as highly valued as males in ancient Greece. (a) Sons were more important than daughters. (b) Women had more rights in other cultures. (c) Women did very little work. (d) Men lived longer than women. 3. In most periods of Greek history, upper-class women were supposed to stay indoors all the time. (a) Greeks treated women better than other cultures treated their women. (b) Poor women worked outdoors. (c) It was not considered proper for upper-class women to be seen in the marketplace. (d) Women did not want to go outdoors. 4. Many women had to work, of course. (a) Women, like men, were divided by class. (b) Women who worked did not belong to the upper class. (c) Working women were respected. (d) Women who worked earned money for their labor.

WORKING WITH PRIMARY SOURCES The Condition of Women by Euripides (about 420 BCE) Read the following excerpt. Then answer the questions that follow. We women are the most unfortunate creatures. Firstly, . . . it is required for us to [have] a husband and . . . a master; for not to take one is even worse. And . . . there is no ... escape. For a woman [cannot] say no to her marriage . . . A man, when he's tired of ... his home . . . goes out . . . and puts an end to his boredom. But we are forced to [stay] alone . . . at home, while they do the fighting in war . . . I would very much rather stand . . . in the front of battle than bear one child. 1. List the three reasons given by the speaker for women being "unfortunate creatures." a) b) c) 2. In ancient Greece, a "husband" was also considered a " .' 3. From reading this piece, what conclusion could you could draw about divorce in ancient Greece? 4. What is another way to express the opinion given in these words "I would very much rather stand . . . in the front of battle than bear one child." (check more than one) (a) Having a child is like fighting an enemy. (b) Men have no idea about the pain of childbirth. (c) Women are as brave as men. (d) Women were afraid of the dangers and pain of childbirth.

32

CHAPTER 11

CHAPTER

THE SPARTAN EXPERIMENT:

12THESPARTANEXPERIMENT:

DAILY LIFE IN ANCIENT SPARTA

CHAPTER SUMMARY Sparta became a powerful city-state in which a strong army and a powerful monarchy controlled every part of Spartan life.

ACCESS WITH A PARENT OR PARTNER In this chapter, you will read about a Greek city-state, or polls, in which the lives of individual people were less important than the well-being of the city. With a parent or partner, discuss situations in your lives where individual contributions help to make a larger group successful. These might include sports teams, musical groups, student council, and other experiences. In your history journal, take notes on your discussion. BUILDING BACKGROUND In your history journal, copy the outline graphic organizer from page 8 of this study guide. For the main idea, write Daily Life in Ancient Sparta. Fill in at least three topics and their supporting details. Be sure to include information about the government of Sparta.

CAST OF CHARACTERS Write a sentence describing the character below Lycurgus (lie-KUHR-gus)

WORD BANK monarchy

laconic

helots

Complete the sentences below with the correct words. One word is not used Two kings, rather than one, shared power in the Spartan The

.

Spartans were known for using few words.

WORD PLAY Find the page on which the unused word appears. Write a sentence using that word.

WHAT HAPPENED WHEN? State in a complete sentence what happened on this date. 371 BCE

THE ANCIENT GREEK WORLD

33

CRITICAL THINKING The government of Sparta was an unusual monarchy because Spartan kings were not the highest power in the polls. Complete the sentences below to show which groups held power over others. Select words from the word list to complete the sentences. Equals

army

Gerousia

polls

Ephors

religious duties

kings 1. The only Spartans who could vote were the 2. The elected

.

, or Council of Elders, was made up of 28 men.

3. The elders selected two

.

4. One king ruled the

.

5. One king ruled the

.

6. Both kings were responsible for the

of the monarchy.

7. A group of five men, the

, made sure that everyone followed the laws.

Using the same word list, complete the following sentences to explain how Sparta was ruled. 8. The men who protected Sparta were the

.

9. This group elected the elders, or the f 0. These men selected two

. .

f f. One of men who was selected ruled the 12. The other man ruled the

. .

13. The two men ruled under the direction of overseers called

WORKING WITH PRIMARY SOURCES From The Polity of the Spartans, by Xenophon (c. 375 BCE) Read the following excerpt about Spartan boys and answer the questions below. A guardian . . . had authority [over] . . . boys and . . . whips to inflict punishment when necessary . . . Instead of softening their feet with shoe or sandal, his rule was to make them hardy through going barefoot. [They wore] . . . a single garment the whole year through to be ... prepared to withstand . . . heat and cold. In the . . . streets the [boys] were to ... walk in silence and . . . to keep their eyes upon the ground before them . . . [Y] ou might sooner expect a stone [statue] to find voice than one of these Spartan youths. f . Who had control over Spartan boys when they left home? 2. When do you think punishment was "necessary" for boys? 3. How were they punished? 4. What does the word "hardy" mean in the second sentence? 5. What is another way to say Spartan boys wore "a single garment the whole year through"? 6. How would you recognize Spartan boys walking into your town?

IN YOUR WORDS In your history journal, rewrite the excerpt using your own words.

34

CHAPTER 1 2

CHAPTER

13

"WOE TO THE LAND OF PERSIA!": THE PERSIAN EMPIRE AND ITS WAR WITH GREECE

CHAPTER SUMMARY Over a 20-year period, Greek city-states united to fight off invasion by Persian forces that invaded the Greek peninsula from Asia Minor.

ACCESS WITH A PARENT OR PARTNER In this chapter, you will learn about the men who became heroes in ancient Greece when they defeated the Persians. Work with a partner to develop your own definition of "hero." Then make a list of the people who you think are heroes. BUILDING BACKGROUND To organize the events in the this chapter, make a sequence of events chart in your history journal like the one on page 9 of this study guide. The first event in the series should be the attempt of Aristagoras to unite the Greek city-states. The final event should be the defeat of the Persian fleet at Salamis. Fill in the remaining events in the chapter in the order that they occur.

CAST OF CHARACTERS Write a sentence describing each character below Aeschylus (ES-kuh-lus) Aristagorus (ar-i-STAG-uh-rus) Darius (duh-RYE-us) Leonidas (lee-AHN-i-dus) Themistocles (thuh-MIS-tuh-kleez) Xerxes (ZURK-seez)

WORD BANK xenophobic marathon helots Complete the sentences below with the correct words. One word is not used. 1. People who are might dislike or distrust foreigners. 2. A person who runs a covers more than 26 miles. Find the page in the chapter on which the unused word appears. Write a synonym for that word.

WHAT HAPPENED WHEN? State in a complete sentence what happened on the following dates. 490 BCE 480 BCE 478 BCE What battle did the Athenians win? What battle did the Spartans lose?

THE ANCIENT GREEK WORLD

35

TIMELINE In your history journal, make a timeline like the one on page 9 of this study guide. Fill out the important dates of the Persian Wars, using the timeline sidebar on page 91.

COMPREHENSION BEFORE OR AFTER? Complete the sentences below by writing either "before" or "after" in the blanks. 1. Aristagoras wanted other poleis to revolt the Persians attacked Greece. 2. Darius of Persia attacked Greek cities the revolt of Miletus led by Aristagoras 3. The Athenians at Marathon sent a runner to Sparta 4. Themistocles wanted Athens to build a strong navy 5. Xerxes put together a fleet of warships 6. The Spartans exercised and combed their hair 7. The Athenians left Athens 8. The Greeks formed the Delian League

the Persians attacked. the victory at Marathon. the death of his father Darius.

the battle of Thermopylae. the Persians burned down the city. the victory of the Persians at Salamis.

WORKING WITH PRIMARY SOURCES Read the description of the battle of Marathon, written by Herodotus in about 440 BCE. Answer the questions that follow. The Athenians . . . were the first of the [Greeks] . . . to make . . . a running charge against enemy warriors. . . . While they were battling at Marathon a long time passed, and . . . the Athenians were the victors. And as the Persians fled, they followed, cutting them down . . . In this battle at Marathon were killed, of the Persians about six thousand four hundred men, and of the Athenians one hundred and ninety-two . . . 1. What two words tell how the Athenians attacked? 2. When the two armies began "battling," what weapons do you think soldiers on both sides used? 3. What did the Athenians do when the Persians "fled"? 4. How many more Persians than Athenians died in the battle?

COMPREHENSION 1. Read the sidebar And with One Hand Tied Behind Our Backs on page 92. What weapon did the Persians use when the Athenians attacked? 2. Read paragraph 2 on page 89. How did "fighting for their freedom" give the Greeks "an extra boost" at the battle of Marathon? 3. What other words mean the same or almost the same as "boost"? a) support b) courage c)

fear

d)

push

WRITE ABOUT IT Imagine that you are leading Greek troops at Marathon. Write a short "fight" speech that you would give to "boost" your men as they prepared for battle. Begin with "Men of Hellas! Today, your glory will be great!"

36

CHAPTER 1 3

CHAPTER

14

"THE HANDS OF THE MANY": DEMOCRACY IN ATHENS

CHAPTER SUMMARY Athens was the first Greek city-state, and the first city in the ancient world, to develop a government that allowed most men to vote about issues that affected their lives.

ACCESS WITH A PARENT OR PARTNER In this chapter, you will read about the people of Athens who tried to create a perfect form of government for their city-state. With a parent or partner, make a list of the six things would make your school a "perfect" place to become educated.

BUILDING BACKGROUND To organize the information in this chapter, make a two-column chart in your history journal. Label the first column What I Know. List everything you know so far about Greek city-states. (If you don't know anything, review Chapters 8 and 12.) Label the second column What I Learned. After you finish the chapter, write down in this column at least five facts you learned about the Athenian form of democracy.

CAST OF CHARACTERS Write a sentence to describe each character below. Isocrates (eye-SAHK-ruh-teez) Pericles (PAIR-i-kleez) Aristedes (ar-i-STEE-deez)

WORD BANK WORDS IN CONTEXT Draw a line under the word or words that have about the same meaning as the word in italics. 1. They had not forgotten the tyrants, and had no intention of ever again being ruled by someone with such power. (a) generals (b) un-elected leaders (c) senators (d) soldiers 2. All eligible citizens could come to the meetings and voice their opinions, and most important, they could vote. (a) disqualified (b) entitled (c) barred (d) enslaved

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37

3. Also, there was a lot of bribery around election time. (a) arguing (b) campaigning (c) violence (d) corruption

CRITICAL THINKING DRAWING CONCLUSIONS Each of the sentences in italics below is taken from the chapter. Put a check mark in front of the conclusions that can be drawn from each sentence. 1. Eventually, all the important matters were decided by the [Athenians] as a whole, not by the officials. (a) Athenians played an important part in their own government. (b) "As a whole" means all people, including women. (c) "As a whole" means only people who had the right to vote—men. (d) In other poleis, officials rather than the people usually decided important matters. 2. So, to keep one power-hungry man from gaining too much control, an archon couldn't serve for more than one year. (a) Athenians did not want to be governed by power-hungry men. (b) An archon had an important position in Athenian government. (c) After one year, another man took over the archon position. (d) An archon was always a wealthy person. 3. When any matter came up for a vote, the ekklesia, or assembly, met. (a) Only men were in the assembly. (b) The assembly had a great deal of power. (c) The ekklesia voted for members of the Athenian government. (d) The assembly did not meet very often.

WORKING WITH PRIMARY SOURCES The Politics by Aristotle (c. 340 BCE) Read the following excerpt, then answer the questions that follow. [T]he perfect state cannot exist without. . . [these things]. First, there must be food; secondly, arts, for life requires many instruments; thirdly, there must be arms, for the members of a community have need of them . . . fourthly, there must be a certain amount of [money], both for internal needs, and for the purposes of war; fifthly . . . there must be a care of religion . . . ; sixthly, and most necessary of all, there must be a power of deciding what is for the public interest. 1. What does Aristotle mean by the word "arts"? 2. For what two reasons does Aristotle say that a state needs money? 3. How do you think a "perfect state" would raise the money it needed? 4. What does Aristotle mean when he writes that a state must have "a care of religion"? 5. How important is the "public interest" in Aristotle's opinion? 6. Which polls would Aristotle say comes closet to being a "perfect" state, " Athens or Sparta? Explain your answer.

38

CHAPTER 14

CHAPTER

HOPLITES AND TRIREMES: WARFARE

15

CHAPTER SUMMARY Warfare was common in ancient Greece, and city-states devoted large amounts of money to building armies and navies.

ACCESS WHAT DO YOU KNOW? This chapter will describe what the life of a soldier in ancient Greece. Find pictures of modern soldiers in magazines. What would a historian looking at these photos learn about military life? Why do you think historians would want to learn about daily life?

BUILDING BACKGROUND To organize the information in the chapter, copy the K-W-L graphic organizer from page 8 of this study guide into your history journal. In the K column, write everything you know about soldiers in ancient Greece. In the W column, write questions about what you want to know about soldiers. After you finish the chapter, fill in the L column with what you learned about soldiers in ancient Greece.

CAST OF CHARACTERS Write a sentence describing each character below. Tyrtaeus (tur-TEE-us) Nike (NIE-kee)

THINK ABOUT IT Why do you think a sporting goods company took its name from the goddess of victory in war?

WORD BANK tactic

trophy

trireme

hoplites

Complete the sentences below with the correct words from the Word Bank above. One word is not used 1. The first syllable of the word 2. The term 3. A "defeat."

means "three." comes from the Greek word for the "art of arrangement."

given to the winner of a contest comes from the Greek word meaning

Find the unused word in the chapter. Write a different sentence correctly using the word.

THE ANCIENT GREEK WORLD

39

CRITICAL THINKING FACT OR OPINION? A fact is a statement that can be proved. An opinion judges things or people, but it cannot be proved or disproved. Label each sentence from the chapter "F" if it is a fact, or "O" if it is an opinion. 1. Greece is a land of rough mountains, beaches, plains, and seas. 2. A trireme could cover over 200 miles without stopping, at a speed of about 9 miles per hour. 3. This might not sound like much, but it was breathtaking in those days. 4. Hoplites were really heavily armed—the helmet, breastplate, greaves (shin guards), sword and shield weighed between 50 and 70 pounds. 5. This would be a burden today and must have seemed even heavier then, when people were generally smaller than they are now. 6. Hoplites moved in an organized unit called a phalanx, rows of soldiers usually 8 to 12 men deep. 7. Ancient war must have been deafening—the rattling armor, the whinnying horses, the shouting men. 8. It was noisy, chaotic, terrifying, and bloody. 9. The aftermath of the battle wasn't much better. 10. Survivors on the losing side were executed, held for ransom, or taken into slavery which was often a death sentence. 11. So warfare was brutal and ugly.

WORKING WITH PRIMARY SOURCES Read the untitled poem on page 99. Does the poem describe "a young man" before or after a battle? What lines explain your answer?

Now read the final lines of the poem by Tyrtaeus that follow the lines in your book. Answer the questions that follow. Now fallen, the noblest of the [soldiers] . . . dies! His city by the heroic death [saved]; his low-bent father marking where he lies, the shield, the breastplate hacked by many a wound. Though mixed with earth . . . his name shall live, while glory loves to tell, True to his country . . . how firm the hero stood, how calm he fell! [Onward] . . . to reach such . . . fame; to gain such acclaim . . . my youths! 1. In the first line, the word "noblest" means unluckiest. bravest. 2. What made the death of the soldier "heroic"? 3. The word "low-bent" is the poet's way of saying that the soldier's father is a) dying. c) sad. b) old. d) short. 4. What is the father doing in the poem? 5. Another way to say "his name shall live" is: a) He will recover from his wounds. c) He has children. b) He will not be forgotten. d) He was killed in battle. 6. Are the words "how firm the hero stood, how calm he fell" a fact or an opinion? Explain your answer.

40

CHAPTER 1 5

CHAPTER

16

THE GREEK WORLD WAR: THE PELOPONNESIAN WAR

CHAPTER SUMMARY A period of warfare between Athens and Sparta in the 5th century BCE eventually led to the defeat of Athenian democracy and rule by the Spartan oligarchy. .

ACCESS WITH A PARENT OR PARTNER This chapter describes a war between the two most powerful city-states in Greece. With a parent or partner, look up in a dictionary the term civil war. Write the definition in your history journal. What civil wars are you familiar with? Discuss what causes people from the same country to fight against each other. How is a civil war like a fight between family members? Talk about how family arguments differ from arguments with your peers.

BUILDING BACKGROUND To organize the events in the this chapter, make a sequence of events chart in your history journal like the one on page 9 of this study guide. The first event in the series should be the Thirty Years' Peace agreement between Athens and Sparta. The final event should be the fall of Athens. Fill in the remaining events in the chapter in the order that they occur.

CAST OF CHARACTERS Write a sentence to describe the character below. Alcibiades (AL-si-BY-uh-deez)

WORD BANK strategos f. Find the sentence in the book in which the word above appears. Rewrite that sentence using the definition of the word. 2. What modern words are based on the Word Bank word? What do those words mean?

WHAT HAPPENED WHEN? 445 BCE 421 BCE 420 BCE

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41

DO THE MATH 1. If the Thirty Years' Peace lasted as long as it was supposed to, when would it have ended? 2. What date above tells you that it didn't last?

CRITICAL THINKING CAUSE AND EFFECT In your history journal, draw a T-chart like the one on from page 9 of this study guide. Copy the causes listed below into the left-hand column. Then copy corresponding letter for each effect in the right-hand column, across from the correct cause, to explain the Peloponnesian War. (There is one extra effect.) CAUSE

EFFECT

1. Alcibiades warns Athenians before battle.

a. Athens loses political power.

2. Pericles orders Athenians inside city walls.

b. One-third of Athenians die.

3. Plague strikes Athens with people in the city.

c. Athenians crowd together.

4. Spartans defeat Athens.

d. Athenians battle Spartans.

5. Alcibiades leaves Athens to join Sparta.

e. Athenians distrust. Alcibiades.

6. Spartans were angry about Athenian treatment of their allies.

f. Athenians ignore the warning. g. Spartans march on Athens.

7. Athenians gave up on staying inside city walls.

h. Athens rules Delian League.

WORKING WITH PRIMARY SOURCES Read the first paragraph on page 109. Explain in complete sentences how the "political enemies" of Alcibiades caused him to go over to the Spartans.

Now read this description of Alcibiades written by Plutarch in 75 CE. Answer the questions that follow. [Alcibiades went] to Sparta . . . he earned . . . admiration . . . by [following] . . . Spartan habits. People . . . saw him wearing his hair close cut, bathing in cold water, eating coarse meal, and dining on black broth . . . [H]e had . . . this peculiar t a l e n t . . . to change faster than the chameleon. Alcibiades, whether with good men or with bad, could adapt himself to his company . . . he transformed himself into any shape. 1. How did Alcibiades act when he went to Sparta? 2. List the four "Spartan" habits given by Plutarch. a)

c)

b)

d)

3. Plutarch says Alcibiades has a peculiar talent. He means that Alcibiades is a) unusual.

c) average.

b) cowardly.

d) special.

4. Plutarch calls Alcibiades a "chameleon." If someone called you a chameleon, would you feel insulted or complimented? (Look up this word in a dictionary if you need to.) Explain your answer 5. If "transformed" means "changed," what does "shape" mean in the last sentence?

42

CHAPTER 1 B

CHAPTER

TAKE TWO VULTURE'S EGGS AND CALL ME IN THE MORNING

17

CHAPTER SUMMARY Greek mathematicians, scientists, and doctors rejected myths and used experiments, logic, and observation to develop theories.

ACCESS WHAT DO YOU KNOW? In this chapter, you will learn about science and medicine in ancient Greece. What is your favorite subject in school? Why do you prefer that subject over others? Think about how your interest in the subject will help you as an adult.

BUILDING BACKGROUND A good way to organize the information in this chapter is to copy the main idea map on page 8 of this study guide into your history journal. In the center circle, write the words Science and Medicine. Draw linking circles with the names of famous Greeks from those fields. In each of these circles, write what each person is known for. For example, Hippocrates is famous for the oath he took.

CAST OF CHARACTERS Write a sentence describing each of the characters below. Archimedes (AHR-kuh-ME-deez) Democritus (di-MOK-ruh-tus) Erathosthenes (EHR-uh-TAHS-thuh-neez) Hippocrates (hi-PAHK-ruh-teez) Hypatia (hi-PAY-shuh) Pythagoras (pi-THAG-uh-rus)

WORD BANK atom

epilepsy

myths

harmony

Complete the sentences below with the correct Word Bank words above. One word is not used. 1. The word

comes from the Greek words for "fitting together."

2. The word

comes from the Greek words meaning "taking hold."

3. The word

comes from the Greek words meaning "not to cut."

In a dictionary, look up the meaning of the word that is not used. Rewrite the sentence from the chapter where the word appears, using its definition.

THE ANCIENT GREEK WORLD

43

COMPREHENSION The words from the chapter below describe the innovations and ideas of ancient Greek scientists and mathematicians. Link the idea to the correct scientist or mathematician. Copy the corresponding letter for each idea into the correct box below. a. reasons, not gods, caused Illness b. colors caused by arrangement of atoma c. measured weight by water overflow d. universe is big nothingness filled with particles e. smallest piece of matter is atomon f. human souls reborn in animals g. used mathematics to study planet movement h. formula for the size of a triangle i. used mathematics to determine Earth's size j. relationship between numbers and music Pythagoras

Democritus

Archimedes

Hippocrates

WORKING WITH PRIMARY SOURCES 1. Read the oath of Hippocrates on pages 115 and 116. Another way to say "I will abstain from whatever is deleterious and mischievous" is a) I will not give a patient any medicine or treatment that is harmful or makes an illness worse. b) I will not try to heal a sick patient. c) I will not take any medicine that will harm me. d) I will avoid treating a condition I do not understand. Now read the following sayings about health and medicine written by Hippocrates in about 400 BCE. Answer the questions that follow. • Life is short, experiment [is] dangerous, judgment [is] difficult. • Whatever is beyond moderation is an enemy to nature; but that is safe which is done little by little, and especially when a change is to be made from one thing to another. • Changes of seasons are most effectual causes of diseases, and so are alterations of cold and heat within the seasons. • In what part of the body the sweat is there is the disease. • And in what part of the body there is unusual heat or cold there the disease is seated. 2. In the first statement, Hippocrates seems to say a) people should not expect to live to old age. b) people should not become doctors. c) people should never trust their health to the care of others. d) doctors must be very careful when caring for patients. 3. In the second statement, the word "moderation" means a) enemy. c) little by little. b) up to date. d) change. 4. From reading the second part of the third statement, how do you think Hippocrates would explain his belief that the change of seasons causes disease? 5. Imagine you are a physician in ancient Greece who agrees with Hippocrates. What are the first things you would ask a patient who comes to you with an illness? 6. What area of the patient would you examine? 7. How are visits that you make to a doctor today different from the ideas of Hippocrates?

44

CHAPTER 1 7

CHAPTER

"FREED FROM THE CLASH OF ARMS": THE OLYMPIC GAMES

18

CHAPTER SUMMARY Because almost all Greeks admired athletic skill, the Olympic games were one of the most important unifying events held in ancient Greece.

ACCESS WITH A PARENT OR PARTNER This chapter will describe the first Olympic games, which originated in ancient Greece. With a parent or partner, make a list of your favorite "Olympic moments." What events have you seen on television? Do you prefer the Summer or Winter Olympics? Who are some of your favorite Olympic athletes? Make a list of all the Olympic athletes you can name that represent countries other than the United States.

BUILDING BACKGROUND To organize the information in the chapter, copy the K-W-L graphic organizer from page 9 of this study guide in your history journal. In the K column, write everything you know about the Olympic Games. In the W column, write questions about what you want to know about the first Olympic Games. After you finish the chapter, fill in the L column with what you learned about Olympics.

CAST OF CHARACTERS Write a sentence describing each character below. Athenaeus (ATH-i-NEE-us) Baccylides (buh-KIL-i-deez) Pausanias (paw-SAY-nee-us)

WORD BANK stadion

pentathlon

pankration

diskus

Complete the sentences below with the correct word from the Word Bank above. One word is not used. 1.

sounds like the modern word for the place where people watch sporting events.

2. A Greek version of extreme fighting would be called 3. If a

.

has five events, how many sides does a pentangle have?

WORD PLAY Find the sidebar in which the unused word appears. What modern words have the same sound and meaning as this word?

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45

WHAT HAPPENED WHEN? State in a sentence what happened on each date below. 776 BCE 394 CE

DO THE MATH If the date of the first Olympic Games was considered the year 1 to the Greeks, what year would 394 CE be to the Greeks?

COMPREHENSION MAIN IDEA AND SUPPORTING DETAILS

Each sentence in italics below states a main idea from the chapter. Put a check mark in the blanks in front of each detail that supports or tells more about the main idea. 1. Most of the events were track and field, with a sprint called the stadion being one of the most important. (a) Only the best athletes attempted the pentathlon, which combined the stadion, the long jump, the javelin throw, the discus throw, and wrestling. (b) The Greek poleis were very competitive with each other. (c) And you had to be not only skilled but brave to participate in the pankration. 2. Although the Games were popular, they had problems too. (a) Sometime athletes found ways to cheat. (b) Wrestlers would secretly oil their bodies to slip out of their opponents' grasps. (c) The athlete would wrap his hands in hard oxhide. 3. In some competitions, prizes were so valuable that they might as well have been salaries. (a) Some winners would be awarded free meals for the rest of their lives. (b) All the Greek states were supposed to declare a truce for the games. (c) Judges at the Isthmian Games awarded a winner a huge jar of olive oil.

WORKING WITH PRIMARY SOURCES Hellenica by Xenophon (c. 370 BCE) Read the following excerpt, then answer the questions that follow. If one should win a victory thanks to the swiftness of his feet . . . at Olympia, or if one should gain the prize in wrestling or painful boxing . . . to his fellow citizens he would be thought . . . glorious . . . even though he is not as worthy as I. For our wisdom is better than the strength of men. . . . For even if there were a good boxer among the citizens . . . the polis would still not be better governed . . . A polls would gain little joy if someone should win in competition . . . for that victory would not fill its storehouses. f . Overall, Xenophon's opinion seems to (a) agree

with the opinion of Euripedes.

(b) disagree

2. Why does Xenophon say a winning athlete is "not as worthy as I"? 3. Which is the most important attribute for an athlete, according to Xenophon? (a) muscles

(c) brains

(b) speed

(d) wealth

4. Why are storehouses important to a polls!

46

CHAPTER 1 8

CHAPTER

19

STRIVING FOR PERFECTION: THE VISUAL ARTS

CHAPTER SUMMARY Artistic expression, especially in the creation of buildings and statues, played a central role in the culture of ancient Greece from Minoan times on.

ACCESS WHAT DO YOU KNOW? The chapter will discuss the ways that the people of ancient Greece used art to express themselves. Why is art important to you? Think about which type of art do you like the best (such as painting, drawing, sculpture, or photography). If you were to make a painting of a scene in your life, what would be in the picture? BUILDING BACKGROUND A good way to understand the way art changed in the world of ancient Greece is to make a timeline in your history journal like the one on page 9 of this study guide. For the first entry, list a work of art by the Minoans that you read about in the chapter, with an approximate date. For the last entry, list any works of art by the Athenians that you read about, with their dates. Fill in the other entries with works of art and dates as you read about them.

CAST OF CHARACTERS Write a sentence to describe each character below. Pheidias (FID-ee-us) Polykleitos (PAH-li-KLIE-tus) 1. Who made a statue of gold and ivory? 2. Who made a sculpture of a spear carrier? 3. Which sculpture would most people today think was the most "perfect," the "Spear Carrier" or the sculptures of Kleobis and Biton? Why?

WHAT HAPPENED WHEN? Explain in a complete sentence what happened on each date. 580 BCE 420 BCE

1. Look at the sculpture of Kleobis and Biton on 125. Then look at the sculpture of the little girl on page 128. Do you think the girl was sculpted close to the time of Kleobis and Biton or about the time of the Parthenon? Give one reason for your answer. 2. Was the Parthenon built before or after the end of the Persian War?

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47

WORD BANK Use clues in the sentences to figure out the meaning of the words in italics below. Check the words that mean the same or almost the same as the word. Their heads have been destroyed over the millennia, but they must have looked ferocious, f . Which word is a clue to millennia'? a)

ferocious

b)

destroyed

c)

over

d)

looked

2. "Must have looked" means that their heads a)

can no longer be seen.

c)

were carved in stone.

b)

appeared friendly.

d)

were once painted.

3. Stone changes a)

only rarely.

c)

quickly, over a short time.

b)

over a long period of time,

d)

when it is wet.

4. "Millennia" means a)

a few weeks.

b)

several years

c)

many centuries

d)

millions of years.

This was an act of such piety that their mother prayed they would be given a great reward. 5. Which word is a clue to the meaning of piety? a)

prayed

b)

reward

c)

mother

d)

given

6. If the mother prays for a reward, the "act" must have been a)

harmful.

b)

a good deed.

c)

helpful.

d)

not necessary.

7. In this sentence, "act" means a)

role.

b)

action.

c)

make believe.

d)

routine.

The folds of cloth, the bones and muscles, even the small wrinkles are as meticulously done as though the artist expected someone to inspect it closely. 8. Which words are clues to meticulously? a)

folds

b)

artist

c)

wrinkles

d)

someone

9. Carving the bones and muscles of a human body out of stone calls for (check more than one) a)

wealth.

b)

skill.

c)

strength.

d)

honesty.

WORKING WITH PRIMARY SOURCES Read the second and third paragraphs on page 124. What made the gate of Mycenae amazing to visitors back in ancient times? Now study the photo in your book on page 35. Answer the questions that follow, f . How can you tell the animals are lions? 2. Why do you think the gate had lions instead of a bull? 3. In English, the word "gate" can mean "door." This gate is different from a door because it a) is made of stone. b) is not made of wood. c) does not open or close. d) shows animals instead of people in its carving. 4. Which do you think were put on the gate first, the lions or the stones? Explain your answer

48

CHAPTER 1 9

CHAPTER

20

"ALL THE WORLD'S A STAGE": GREEK DRAMA

CHAPTER SUMMARY Plays, both tragedies and comedies, were popular in ancient Greece. Today, they are considered among the greatest contributions to our culture.

ACCESS BUILDING BACKGROUND A good way to organize the information in this chapter is to create a main idea map in your history journal (see page 8 of this study guide). In the main circle, write the words from the chapter title: Greek Drama. Fill in the small circles with the names of plays and playwrights. WITH A PARENT OR PARTNER In this chapter, you will read about the favorite entertainment of the people of ancient Greece. With a friend or a parent, read the sidebar on page 134 about the death of a famous playwright. Then write two short scenes with others playing the role of the person, the bird, and the turtle. Write the event once as a tragedy. Write it a second time as a comedy. Take turns performing the scenes for each other.

CAST OF CHARACTERS Write a sentence to describe each character below Aeschylus (ES-kuh-lus) Antigone (an-TIG-uh-nee) Aristophanes (ar-i-STAHF-uh-neez) Creon (KREE-ahn) Haemon (HE-mun) Sophocles (SAW-fuh-kleez) Which are real people? Which are characters from Greek plays?

WORD BANK hubris

hypocrites

protagonistes

skene

Complete the sentences below with the correct word from the Word Bank above. One word is not used. 1. Today, the word based on means phony or untrue. 2. Today, the word based on

means the main character in a movie, book, or play.

3. Today, one meaning of the word based on means a part or a division of a play. 4. Today, the word is still used to describe people whose actions are the result of false pride. Find the page on which the word that is not used appears. Write a sentence using that word.

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49

COMPREHENSION SEQUENCE OF EVENTS The sentences below tell what happens in the play Antigone. When the play begins, Haemon and Antigone are already engaged. Make a sequence of events chart in your history journal (see page 9 of this study guide). Copy the events below (or write their numbers) in the boxes of your chart to list them in the correct order 1. Creon orders the chamber open, but Antigone has killed herself. 2. Antigone's brother rebels against King Creon and is killed. 3. Creon has Antigone locked up a chamber to starve to death. 4. Creon is left alone with his son, wife, and Antigone dead. 5. Creon refuses to allow Antigone's brother to be buried. 6. A prophet warns Creon that tragedy will occur is he allows Antigone to die. 7. Haemon kills himself in front of his father. 8. Antigone goes against Creon's order and sprinkles dirt over her brother's body.

WORKING WITH PRIMARY SOURCES Read the words of Antigone's sister to Antigone on page 132. What two reasons does she give for being unable to bury their brother? 1. 2.

Now read Antigone's reply to her sister. Answer the questions that follow. ANTIGONE: Say what you wish, but I will bury him [or] die in doing that. I shall love a loved one . . . [and be] sinless in my crime; for I owe [greater] allegiance to the dead than to the living: in that world I shall abide forever. [I will not] be guilty of dishonouring laws which the gods have established. 1. How does Antigone decide to show love to a loved one?

2. Another word for "sinless" is (a) innocent

.

(b) famous

(c) guilty

(d) unknown

3. School days often begin with the Pledge of Allegiance. Antigone says she owes allegiance to her brother. With these clues, check the words below that have similar meanings to allegiance. (Check more than one.) (a) dishonesty

(b) duty

(c) support

(d) money

4. Which word means the same or almost the same as "abide"? (a) live

(b) rule

(c) sleep

(d) exist

5. In what "world" does Antigone plan to "abide forever"? 6. Which laws does Antigone consider more important?

50

(a) Creon's laws

(c) the laws of the gods

(b) the laws of the city of Thebes

(d) Greek laws

CHAPTER 20

CHAPTER

21

GOING TO SCHOOL: GREEK EDUCATION

CHAPTER SUMMARY Education in ancient Greece was mainly for boys. It was focused on preparing them for leadership positions by teaching them reading, writing, music, and athletic skills.

ACCESS WHAT DO YOU KNOW What punishment would you receive if you were late to school? What would happen if you had sloppy handwriting or you spoke without raising your hand in class? In this chapter, you'll read about how lucky you are that you go to school in the 21st century CE and not the 5th century BCE.

BUILDING BACKGROUND To organize the information in this chapter, make an outline (see the graphic organizer on page 8 of this study guide) into your history notebook. For the title write Greek Education (the chapter subtitle). Fill in at least three main ideas and their supporting details as you read.

CAST OF CHARACTERS Write a sentence to describe each of the characters below. Chiron (KIE-ron) Hyperides (high-PAIR-uh-deez)

WORD BANK pedagogy

school

sophists

Complete the sentences below with the correct word from the Word Bank above. One word is not used. 1. The word

originally referred to a slave, not to a free person.

2. The word

originally referred to free time, not time spent in class.

WORD PLAY Find the page in the chapter on which the word that is not used appears. Write a sentence using that word.

WHAT HAPPENED WHEN? State in a complete sentence what happened on the following dates.

650 BCE 550 BCE

THINK ABOUT IT If the first texts written in Greek began to appear about 650 BCE, how can you explain that Homer's Iliad and Odyssey date from about 750 BCE?

THE ANCIENT GREEK WORLD

51

CRITICAL THINKING COMPARE AND CONTRAST In your history journal, make a Venn diagram like the one found on page 9 of this study guide. In the area where the circles overlap, write Education in Greece. Label one circle Education in Athens and the other circle Education in Sparta. Below are phrases from the chapter, each with a corresponding letter, that describe education in ancient Greece. Write the letter of each phrase in the circle where it belongs. If the phrase refers to education in all of Greece, it goes in the area where the two circles overlap. a. schools began after alphabet developed g- music and poetry important to education h. only polls to educate girls b. wealthy children most likely to be educated i. physical training part of every day c. boys trained to be soldiers j- painting and drawing sometimes taught d. literacy the main focus of school k. teachers beat students e. only public schools in ancient Greece 1. girls trained to be soldiers' wives and f. first schools taught boys reading and mothers writing for career

COMPREHENSION Read paragraph 4 on page 140. Explain, using complete sentences, how the phrase "no pain, no gain" relates to students and teachers in ancient Greece.

WORKING WITH PRIMARY SOURCES Phaedrus by Plato (360 BCE) In the following excerpt, the philosopher Plato relates a story told by his teacher Socrates about the dangers of being able to write. In the story, the Egyptian god Theuth, who invented numbers and letters, tries to convince Thamus, the king of Egypt, that reading and writing are valuable skills. Read the excerpt carefully and then answer the questions that follow. "This invention, O king," said Theuth, "will make the Egyptians wiser and will improve their memories; for it is a magic potion of memory and wisdom that I have discovered." But Thamus replied, "Most ingenius Theuth, . . . this invention will produce forgetfulness in the minds of those who learn to use it, because they will not practice their memory. Their trust in writing, produced by external characters which are no part of themselves, will discourage the use of their own memory within them. You . . . offer your pupils the appearance of wisdom, not true wisdom, for they will read many things without instruction and will therefore seem to know many things, when they are for the most part ignorant and hard to get along with, since they are not wise but only appear wise." 1. What does Thamus mean when he says that writing "will produce forgetfulness in the minds of those who learn to use it"? a) People who can write are more forgetful than other people. b) People who know how to read and write might lose their memorizing skills. c) Memorizing is impossible for people who learn how to write. d) Writing makes people lazy. 2. What is another way to say "their own memory within them"? a) memories of the past b) thoughts and ideas c) the ability to memorize other texts d) secrets 3. What is the main point of Thamus's argument against writing? a) People can't learn anything from being able to read and write. b) Writing is bad for the mind. c) Writing is a dangerous potion. d) Writing is deceptive because it makes people appear more knowledgeable than they are.

IN YOUR OWN WORDS In your history journal, write your own version of the excerpt. How would you argue the same case?

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CHAPTER 21

CHAPTER

HOW DO WE KNOW WHAT WE KNOW? GREEK PHILOSOPHY

22

CHAPTER SUMMARY Socrates was a famous Greek philosopher who challenged the Athenians to examine their accepted beliefs more closely.

ACCESS WHAT DO YOU KNOW? This chapter will introduce Socrates, a famous philosopher from Athens. Many of those people who looked up to Socrates thought of him as a teacher rather than a philosopher. Who are some of your favorite teachers? Think about what makes that person a good teacher.

BUILDING BACKROUND In your history journal, copy the main idea map from page 8 of this study guide. In the center circle, write Socrates. Label one of the smaller circles Athens. Use this circle to list facts about how Socrates was punished by the Athenians. As you read the chapter, write down facts about Socrates in the other circles.

CAST OF CHARACTERS Write a sentence to describe each character below. Socrates (SOCK-ruh-teez) Apollo (uh-PA-low)

THINK ABOUT IT Why did the ancient Greeks make a connection between wisdom and the sun?

WORD BANK paradox

eccentric

philosophers

Complete the sentences below with the correct word from the Word Bank above. One word is not used. 1. A 2. An might expect.

is something that is different from what you expect. person is someone who does things that are different from what you

Find the page in the chapter on which the word that is not used appears. Write a sentence using that word.

WHAT HAPPENED WHEN? State in a complete sentence what happened on the following dates.

423 BCE 399 BCE

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53

CRITICAL THINKING DRAWING CONCLUSIONS Each of the sentences in italics below is taken from the chapter. Put a check mark in front of the conclusions that can be drawn from reading each sentence. 1. The Greeks thought of philosophy and science as two branches of the same study. (a) The Greeks did not believe in gods or legends. (b) The Greeks did not think science was important. (c) The Greeks thought that understanding the world around them was important. (d) Group discussions among educated men were important in Greek life. 2. Paradoxically, Socrates believed that every individual knew more than he thought he knew. (a) Socrates believed everyone knew how to read. (b) Socrates thought people were unaware of how much they knew. (c) Socrates enjoyed making people feel stupid. (d) Socrates was a teacher as well as a philosopher. 3. Athens had no laws protecting freedom of speech, the way many countries do today. (a) People in Athens could not call for revolt against the government. (b) Athens was different from all other Greek city states. (c) The Athenians were easily offended. (d) Philosophers who spoke about social problems could get into trouble. 4. The jury of 501 Athenian citizens condemned Socrates to death by drinking hemlock, a slow-acting poison. (a) Socrates was guilty. (b) The jury wanted to make death easy for Socrates. (c) Athenian juries were large. (d) Everyone on the jury voted against Socrates.

WORKING WITH PRIMARY SOURCES Read paragraph 4 on page 146. What three charges were made against Socrates? 1. 2. 3.

Now read the words of Socrates at his trial in 399 BCE. He is arguing against Meletus, one of the Athenians who have accused him of a crime. Answer the questions that follow. O Athenians . . . if I am really corrupting the youth, . . . those . . . [who] have grown up and have become sensible that I gave them bad advice in ... their youth should come forward as accusers and take their revenge; and . . . should say what evil their families suffered at my hands . . . Many of them I see in the court. . . whom Meletus should have produced as witnesses . . . Nay, Athenians, the very opposite is the truth. For all these are ready to witness in support of [me] the destroyer of their [youth] as Meletus . . .call[s] me. . . . Why should they too support me? . . . because they know that I am speaking the truth, and that Meletus is lying. 1. Of which crime has Meletus accused Socrates? 2. Whom does Socrates ask to "come forward"? 3. On page 145, the book says "There aren't many things more hurtful than to be made to feel stupid." How does Socrates make Meletus feel stupid? 4. How does Socrates prove that Meletus is lying?

54

CHAPTER 22

CHAPTER

23

TWO PHILOSOPHERS: PLATO AND ARISTOTLE

CHAPTER SUMMARY Plato and Aristotle, who had very different opinions about the nature of reality, were the two most famous philosophers of ancient Greece.

ACCESS WITH A PARENT OR PARTNER This chapter will introduce the ideas of Greek philosophers about the perfect"place in which to live. Work with a partner to create a perfect"imaginary country. What would the climate be like? Who would live there? What would people do for work and relaxation? Act the part of a tour guide and Show'the other person around this country.

BUILDING BACKGROUND To organize the information in the chapter, make a K-W-L graphic organizer (see page 8 of this study guide) in your history journal. In the K column, write everything you know about the Greek philosophers from chapter 22. In the W column, write questions about what you want to know about Greek philosophers. After you finish the chapter, fill in the L column with what you learned about Greek philosophers.

CAST OF CHARACTERS Write a sentence describing each character below. Aristotle (ar-i-STAH-tl) Plato (PLAY-toh) Philip of Macedon (MASS-i-don) Alexander

WORD BANK Utopia

Atlantis

Lyceum

Academy

syllogisms

Complete the sentences below with the correct word from the Word Bank above. One word is not used. 1. If you went to Aristotle's school, you would go to the

.

2. If you dreamed about living in an island kingdom, you dreamed about 3. If you studied under Plato, you went to the

.

.

4. If you thought nowhere land'was the best place to live, you wanted to live in

WORD PLAY Find the unused word in the chapter. Write a sentence using that word.

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55

CRITICAL THINKING FACT OR OPINION? A fact is a statement that can be proved. An opinion judges things or people, but it cannot be proved or disproved. Label each sentence from the chapter "F" if it is a fact, or "O" if it is an opinion. 1. The philosopher Socrates didn't write down any of question-and-answer sessions for which he was well known. 2. So it is the teacher's job to help students recall all of the things they have forgotten. 3. Aristotle and Plato had very different ideas about the nature of reality and how people could learn about it. 4. Plato wrote a book called the Republic to describe his Utopia. 5. It's also not surprising that a man born in Athens at the height of its powers should think of the polls as the best thing going. 6. Plato discusses all kinds of ideas in the Republic, starting with the idea of justice. 7. First, it's sometimes hard to tell who is really your friend and who is your enemy. 8. And lastly, hurting other people damages your soul.

WORKING WITH PRIMARY SOURCES Read the excerpt below from Aristotle's Politics, which describes three types of government and the problems with each. Answer the questions that follow. The form of government . . . in which one rules, we call that . . . monarchy; that in which more than one, but not many, rule, aristocracy . . . when the citizens at large administer the state for the common interest, the government is called a polity. . . . Of the abovementioned forms, the [worst] are as follows: of monarchy, tyranny; of aristocracy, oligarchy; of polity, democracy. For tyranny is a kind of monarchy which has in view the interest of the monarch only; oligarchy has in view the interest of the wealthy; democracy, of the needy. None [care for] the common good of all. 1. Define the three types of governments that Aristotle describes. • A government with one ruler is a

.

• A government with more than one ruler, but not many, is an • A government with citizens at large ruling a state is a 2. Why is tyranny the worst form of monarchy, according to Aristotle?

3. Why is oligarchy the worst form of aristocracy?

4. Why is democracy the worst type of polity?

5. In Aristotle's writing, what do the words "common good" mean?

56

CHAPTER 23

. .

CHAPTER

24

"A PESTILENT MAN": PHILIP OF MACEDON

CHAPTER SUMMARY Philip and his son, Alexander, conquered much of Greece. Philip's assassination allowed Alexander to take absolute power of Greece and Macedonia.

ACCESS WITH A PARENT OR PARTNER In this chapter, you will learn about one of the most famous family relationships in ancient Greece: Philip, Olympias, and Alexander. Talk about your own family with a parent or partner and compare notes. What happens when there's an argument between family members? Who is the one to settle disagreements? What are some other dynamics within the family? BUILDING BACKGROUND The best way to organize the material in the chapter is to use a cause and effect chart (see the Tchart on page 9). Copy this chart in your history journal and write down actions that are taken by characters in the chapter—for example, Philip hires Aristotle as a tutor—in the Cause column. Put the results of that action—Alexander learns to love the works of Homer—in the Effect column. Write at least five cause and effect statements.

CAST OF CHARACTERS Write a sentence to describe each character below. Demosthenes (di-MOSS-thuh-neez) Isocrates (eye-SAHK-ruh-teez) Olympias (uh-LIM-pee-us) Pausanias (paw-SAY-nee-us)

IN YOUR OWN WORDS In your history journal, retell the story of Alexander and his taming of the horse, Bucephalus, in your own words. Imagine you are describing the story in a letter to a friend.

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57

COMPREHENSION SEQUENCE OF EVENTS Use numbers to put the following events in order, starting with "1" for the first event, and so on. Philip leaves Macedonia and puts his son, Alexander, in charge. Philip of Macedonia conquers Athens and other poleis. Philip is assassinated at his daughter's wedding by Pausanias. Before joining troops to fight the Persians, Philip attends the marriage of his daughter. Philip declares that Alexander is not his son and marries a Macedonian princess. Alexander defeats the Thracian revolt and sets up Macedonian colonies. Philip orders troops to attack the Persian army, which has troops from Greece fighting against him. Friends of Alexander capture and kill Philip's assassin. Philip marries Olympias and has a son, Alexander. Several horses are discovered -waiting for Pausanias at the palace gates.

WRITE ABOUT IT In your history journal, write a four-sentence paragraph telling who you think might have been the co-conspirators with Pausanias to assassinate Philip. In the first sentence, name your suspect. In the second sentence, explain why that person had a reason to kill the king. In your third sentence, give a reason for your suspicion. In your final sentence, explain how you would have proved your suspicion if you had witnessed the assassination.

WORKING WITH PRIMARY SOURCES Read about the battle of Chaeronea, which was fought between the Macedonians and the armies of Athens in 338 BCE. The history was written by Diodorus Siculus in the 1st century BCE. Answer the questions that follow. About sunrise . . . the two armies arrayed . . . for battle. [Philip] ordered his son Alexander, who had just become of age . . . to lead one wing . . . Philip . . . led the other wing. . . . The battle was fierce and bloody. . . . [V]ictory was uncertain, until Alexander, anxious to [prove] his valor . . . was the first to ... cut to pieces the lines of the enemy . . . The king, too, . . . fought with . . . fury, that the glory of victory might not be attributed to his son. He forced the enemy . . . to give ground. . . . Over one thousand Athenians fell, and two thousand were made prisoners. 1. What is another way to say "arrayed"? (a) lined up

(b) prayed

(c) dressed up

(d) afraid

(c) married.

(d) about 18.

2. "Become of age" means that Alexander was (a) born.

(b) 10 years old.

3. What is another way to say "valor"? (a) courage

(b) strength

4. What words explain why Philip fought with "fury"? 5. What is another way to say "attributed"?

58

CHAPTER 24

(c) fear

(d) victory

CHAPTER

25

WORLDS TO CONQUER: ALEXANDER THE GREAT

CHAPTER SUMMARY Alexander conquered most of the Middle East and Central Asia. In his short life, he became one of the most respected, feared, and worshipped leaders of the ancient world.

ACCESS WITH PARENT OR PARTNER This chapter discusses the conquests of Alexander the Great. With a parent or partner, find a modern map that shows the same area as the map titled The Empire of Alexander on page 160. What modern countries also appear in the map in the book? What modern countries are not shown on the map?

BUILDING BACKGROUND To organize the material in this chapter, make a sequence of events chart in your history journal (see the graphic organizer on page 9 of this study guide). Begin with the event "Alexander destroys Thebes." Make the final event "Alexander dies in Babylon." Fill in the boxes with events and the years they occurred.

CAST OF CHARACTERS Write a sentence to describe each character below. Parmenio (par-MEN-ee-oh) Darius III (duh-RYE-us) How is the name "Darius" pronounced today?

WORD BANK diplomacy

sarcophagus

coffin

Complete the sentences below with the correct word from the Word Bank above. One word is not used. 1. A word meaning "folded paper" is the origin of the word 2. Words meaning "flesh eater" are the source of the word

. .

WORD PLAY In a dictionary, look up the meaning of the unused word. Rewrite the sentence from the chapter in which the word appears, using its definition in place of the word.

WHAT HAPPENED WHEN? State in a complete sentence what happened on each of the dates below.

356 BCE 336 BCE 335 BCE 334 BCE

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59

331 BCE

325 BCE 323 BCE

DRAWING CONCLUSIONS Use clues in the sentences below to figure out the meaning of the words in italics. Check the words that mean the same or almost the same as the word. The rest of Greece was terrified at this severity, and no other state threatened to rebel against Alexander. 1. Which word is a clue to the meaning of severity? (a) Greece

(b) rebel

(c) terrified

(d) threatened

2. If states did not threaten to rebel against Alexander, the people must have been (a) outraged.

(b) frightened.

(c) happy.

(d) angry.

3. "Severity" means (a) wisdom.

(b) seriousness.

(c) cruelty.

(d) strength.

This scandalized the Greeks, who had heard many stories of disastrous vengeance by the gods on anyone who dared compare himself with them. 4. Which words are clues to the meaning of scandalized! (check more than one) (a) Greeks

(b) disastrous

(c) vengeance

(d) dared

(e) compare

5. According to "many stories" in ancient Greece, a person who said he was like a god was (a) risking his life.

(b) considered wise.

(c) very handsome.

(d) a leader.

6. Which is another word for "scandalized"? (a) shocked

(b) ashamed

(c) embarrassed

(d) angry

It seemed as though Alexander, even if he wasn't a god, was invincible. 7. Which of the following statements about the gods of ancient Greece are true? (a) The gods were all male.

(c) The gods lived forever.

(b) The gods never disagreed with one another.

(d) The gods interacted with humans.

8. Which is another word for "invincible"? (a) delicate

(b) unbeatable

(c) handsome

(d) charming

ALL OVER THE MAP LOCATION The map on page 160 shows the empire of Alexander in 323 BCE, the year he died. Study the map and answer the following questions. 1. How far did the empire stretch from east to west? 2. From which city did Alexander and his army begin their march? 3. Alexander marched to Egypt before or after he marched through Tyre? 4. After marching north from Damascus, Alexander's army had to cross which rivers to get to Babylon? 5. How many times did they have to cross these rivers? 6. About how far is Babylon from Persepolis? 7. After leaving Persepolis, Alexander's army marched Kandahar. (a) southwest

(b) northwest

before turning toward (c) east

(d) west

8. About how many miles south along the Indus River did Alexander march before crossing the river and turning southwest? 9. Why does the return arrow on the map end in Babylon?

60

CHAPTER 25

CHAPTER

261 BUT IS IT STIL GREEK?

BUT IS IT STILL GREEK?

THE HELLENISTIC WORLD

CHAPTER SUMMARY The death of Alexander led to a series of wars between his generals and finally to the collapse of the ancient Greek world. Today, the influence of ancient Greece is still present in the politics, language, and culture.

ACCESS TIMELINE REVIEW Now that you have come to end of the book, you can create a big timeline of ancient Greece in your history journal. Use the timeline graphic organizer as a model (see page 9 of this book). Consider breaking up the timeline into several large periods, such as from 2000 BCE to 1200 BCE and 1200 BCE to 750 BCE, and so on. Next to each important era, make a list of important facts (for example, about the Minoan and Mycenaen civilizations, or the Trojan War). When you're done, compare your timeline with timelines by students in the class.

CAST OF CHARACTERS Write a sentence to describe each character below. Ptolemy (TAL-uh-mee) Callimachus (kuh-LIM-uh-kus) Euclid (YOO-klid)

WORD BANK astronomy

anatomy

legacy

Complete the sentences below with the correct word from the Word Bank above. One word is not used. 1. Scientists who study the arrangement of the nighttime skies are studying

.

2. Scientists who study the parts and structure of the human body are people who study

WORD PLAY In a dictionary, look up the meaning of the unused word. Rewrite the sentence from the chapter in which the word appears, using its definition.

WHAT HAPPENED WHEN? State in a complete sentence what happened on each of the dates below.

290 BCE 190 BCE

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61

COMPREHENSION MAIN IDEA AND SUPPORTING DETAILS Each sentence in italics below states a main idea from the chapter. Put a check mark in the blanks in front of each detail that supports or tells more about the main idea. 1. After a while, the Mediterranean area became very different from the one Alexander knew. (a) So many different civilizations were merged that the region was not Hellenic (Greek) anymore. (b) The emperor and conqueror Alexander left things in a mess by not making a clear statement about who should take over after his death. (c) It makes more sense to call it Hellenistic (Greek-like). (d) And after his death, the different cultures merged and combined to such an extent that Alexander wouldn't have recognized his former empire. 2. Gradually, the restrictions on women's lives loosened. (a) Poets, too, flourished in the Hellenistic world. (b) Women appeared in public and were encouraged to write poetry and philosophy. (c) A few women even achieved political power. (d) Other women were encouraged to write and even to publish their writings and appear in public. 3. We can see ancient Greek things everywhere in our lives today. (a) Familiar names like Nike and Apollo, worldwide events like the Olympics, nearuniversal symbols like the masks of comedy and tragedy—they all come from Greece. (b) In the 15th century, the Italians rediscovered Greek art and philosophy. (c) Most new physicians swear an oath of behavior modeled on the first one written by the Greek physician Hippocrates.

CRITICAL THINKING Many prefixes, suffixes, and roots of English words originally come from ancient Greek. Study the chart below. Use a dictionary to help identify the English words described in the questions that follow. Greek Prefixes Basic Meaning autoself, same biolife microsmall pedfoot thermoheat 1. What English word describes a book a person writes about his or her life? 2. What English word means the study of living things? 3. What English word describes a small item found in a computer? 4. What English word is the action that causes a bicycle to move? 5. What English word is a tool for measuring temperature?

WITH A PARENT OR PARTNER Get the help of a parent or partner for the following questions, about Greek suffixes and roots. Greek Suffixes Basic Meaning -gram something written -graph something written or drawn Greek Roots Basic Meaning -dempeople -pathfeeling, suffering 1. What English word is a written message sent over a telephone line? 2. What is the English word for a person's signed name? 3. What is the English word for a widespread illness that strikes many people?

62

CHAPTER 26

REPORTS AND SPECIAL PROJECtri There's always more to find out about the ancient Greek world. Take a look at the Further Reading section at the end of the book (pages 180—182). Here you'll find a number of books on different topics relating to ancient Greece. Many of them will be available in your school or local public library.

GETTING STARTED Explore the Further Reading section for any of these reasons. — You're curious and want to learn more about a particular topic. — You want to do a research report on ancient Greece. — You still have questions about something covered in the book. — You need more information for a special classroom project. What's the best way to find the books that will help you the most? LOOK AT THE SUBHEADS The books are organized by topic. The subhead Daily Life tells you where to find books telling about the lives of children in ancient Greece, for example. Go to The Bronze Age to learn more about the Trojan War or the Minoan civilization. Other subheads include Mythology, The Olympics, and Warfare. Let the subheads give you ideas for reports and special projects. LOOK AT THE BOOK TITLES The titles of the books can tell you a lot about what's inside. The books listed under "Art" will give you several suggestions for learning more about Greek sculpture. LOOK FOR GENERAL REFERENCES This section also lists general books, which are useful starting points for further research. General Works on Ancient Greece -will list titles that provide a broad overview of the ancient Greek experience. Judge by the titles which books will be the most useful to you. Other references include: — Dictionaries — Encyclopedias — Atlases

OTHER RESOURCES Information comes in all kinds of formats. Use the book to learn about primary sources. Go to the library for videos, DVDs, and audio materials. And don't forget about the Internet! AUDIO-VISUAL MATERIALS Your school or local library can offer documentary videos and DVDs on ancient Greece, as well as audio materials. If you have access to a computer, explore the sites listed on the section titled Websites (page 183) for some good jumping-off points. These are organized by topic, with brief descriptions of what you'll find on the site. Many websites list additional reading, as well as other Internet links you can visit. What you've learned about the ancient Greek world so far is just a beginning. Learning more is an ongoing adventure!

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63

NAME What I Need to Find

LIBRARY/ MEDIA CENTER RESEARCH LOG! Places I Know to Look

DUE DATE

Brainstorm: Other Sources and Places to Look

WHAT I FOUND Title/Author/Location (call # or URL)

How I Found it

Rate each source from 1 (low) to 4 (high) in the categories below