My Idiosyncrasies: TTYN: Talk to Your Neighbor – an opportunity for cooperative learning. I use a lot as part of a Do Now activity. Do Nows: EVERY day/lesson

Ancient Greece

My Idiosyncrasies:TTYN: Talk to Your Neighbor – an opportunity for cooperative learning. I use a lot as part of a ‘Do Now’ activity.

Do Now’s: EVERY day/lesson begins with some type of Do Now; generally to follow-up on what was learned either from h/w or previous lesson. I also utilize Do Now’s an opportunity to preface what is about to be learned.

Cooperative Learning: I typically include some type of cooperative learning activities in every lesson such as completing organizers, reading activities, completing maps/geography activities, etc…

Common Core: Everything I do has the Common Core in mind. Every class should include some type of literacy component.

Projects: See last slide for suggestion. Typically, I would begin a new unit with a class project, but that’s me.

What I Know About Greece

What I Want to Learn

About Greece

What I LearnedAbout Greece

Geography

Geography

Unlike other early civilizations, Greek civilization did

NOT rise in a fertile river valley

Rugged and remote corner of S.E. Europe

Mountainous and rocky terrain

Several plains.

TTYN: In what part of the world is Ancient Greece located?

Refer to Notes Packet

Small Group Activity: Mapping Ancient Greece

Geography

TTYN – Why is geography important? Identify and describe three reasons why the geographical features of a country is important. Hint…thing social, political, and economic.

The Pindus Mountains start in northern Greece and

stretch south to the Gulf of Patra.

Geographically no where in Greece is more than 60

km from the sea

Greece is located on the southernmost point of the

Balkan Peninsula and is flanked by 3 large bodies of

water: the Aegean Sea, the Ionian Sea, and the

Mediterranean Sea.

Geography

The Peloponnesus Mountains occupy southern part of

Greece.

Approximately 20% of Greece is made up of islands.

Crete is a large island located in the Mediterranean

Sea

Most of the people in Greece live along the coast, or

along rivers and harbors.

Climate - Most of Greece has a mild climate

Summers are warm and dry

Rain is heavy during the winter months, with some

mountain areas getting snow.

Early Civilizations

Early Civilizations of Greece

Minoan Civilization

Occupied the island of Crete

First inhabitants probably migrated from Asia Minor

We do not know a lot of the Minoan Civilization

Success of the Minoans was a result of trade…not

conquest

TTYN: What is Cultural Diffusion?


Minoan Civilization

Through contact with Egypt and Mesopotamia, the

Minoans acquired ideas and technology – Cultural

Diffusion

Minoan reached its peak between 1750 – 1500 BCE

The Palace of Knossos (NAHS uhs)

Archeologist digs reveal painting suggests that women

moved freely and may have enjoyed more rights than

women in most ancient civilizations


Minoan Civilization

Minoans established outposts throughout the Aegean world,

including mainland Greece

Location allowed the Minoans to cross the seas to the Nile

River Valley and the Middle East

Palace of Knossos


Minoan Civilization

About 1400 BCE, Minoan Civilization vanished

Archaeologists are not sure why…maybe a volcanic

eruption on nearby island

Maybe an earthquake

Invaders definitely played a role – the Mycenaeans


The Mycenaean's

Indo-European people

Conquered Greek mainland

Dominated the Aegean world from 1400 – 1200 BCE

Sea Traders

Reached Sicily, Italy, Egypt, and Mesopotamia

Influenced by the Egyptians and Mesopotamia –

Cultural Diffusion

Mycenean Greece

and the Orient about

1450 B.C.


The Mycenaean's

Lived in separate city-states on the mainland

Warrior-king ruled his village

Rulers amasses treasure; gold ornaments that

archaeologists have unearthed from their tombs)


The Mycenaean's

The Trojan War – 1250 BCE

Legend or Reality???

May had its origin due to economic rivalry with Troy

Troy – rich trading city in now present-day Turkey

Troy controlled the straits that connect the Mediterranean and

Black Sea

Trojan prince Pars kidnapped Helen, wife of a Greek King

The Mycenaeans sailed to Troy to rescue her

For 10 years, the Greeks and Troy fought


The Mycenaean's

The Trojan Horse

Seeking entrance into Troy, Odysseus ordered a

large wooden horse to be built.

Its insides were to be hollow so that soldiers could

hide within it.

A number of the Greek warriors, along with

Odysseus, climbed inside.

The rest of the Greek fleet sailed away, so as to

deceive the Trojans.

One man, Sinon, was left behind.


The Mycenaean's

When the Trojans came to marvel at the huge creation, Sinon

pretended to be angry with the Greeks, stating that they had

deserted him.

He assured the Trojans that the wooden horse was safe and

would bring luck to the Trojans.

The Trojans celebrated what they thought was their victory,

and dragged the wooden horse into Troy.

At night, after most of Troy was asleep or in a drunken

stupor, Sinon let the Greek warriors out from the horse, and

they slaughtered the Trojans.


Homer

Mycenaean power faded

1100 to 800 BCE, Greek Civilization seemed to

have step backwards; trade declined, cities were

abandoned, and people stopped writing

Homer; Greek poet; author of the Iliad and Odyssey

According to legend, Homer was blind and would wander from

village to village playing his harp and singing of heroic deeds

His tales were passed from generation to generation before they

were written down

Not This Homer


Homer

The Iliad, serves as our primary source about the Trojan

War, including several writing liberties such as gods,

goddesses, and a talking horseMother tells me,the immortal goddess Thetis with her glistening feet,that two fates bear me on to the day of death.If I hold out here and I lay siege to Troy,my journey home is gone, but my glory never dies.If I voyage back to the fatherland I love,my pride, my glory dies…

TTYN – What is Homer’s message in this passage?

Courage is not the absence of fear, but the presence of fear yet the will to go

on


Homer

The Odyssey,

Homer tells the reader a story of the struggles of the Greek hero

Odysseus to return home to his faithful wife, Penelope, after the fall

of Troy.

During his journey home, Odysseus encounters a sea monster, a

race of one-eyed giants, and beautiful sorceress who turns men into

swine.

TTYN – The Iliad and the Odyssey tell us what about the ancient

Greeks?

Homer depicts the heroism and courage of the ancient Greeks

The Rise of Greek City-States

How Geography played a big role in the

development of Ancient Greece

The mountains divided the peninsula into isolate valleys

Beyond the coastline sat hundreds of rocky islands

The Greeks did NOT establish a large empire as the Egyptians and

Mesopotamians had – they built many small city-states

City-states were cut off from one another by either land or water

Strong loyalty to their own city-state

Fiercely defended their independence

Frequent wars between the city-states


The Polis

750 BCE, a unique version of the city-state called the

polis

The top of the city sat the acropolis or high city, with

great marble temples dedicated to gods and goddesses

On flatter grounds lay the walled main city with its

market place, theater, public buildings, and homes

Men would spend time in the marketplace, debating

issues that affected their lives


Early Governments

750 – 500 BCE

Different forms of government

First, Monarchy – king or queen exercised power

Next, Aristocracy – class of noble landowners would win

power for themselves

Trade expands and new middle class of wealthy

merchants emerge

Challenged the landowning nobles for power.

Oligarchy – power is in the hands of a small, powerful

elite, usually from the business elite


Changes in Warfare

Technology contributes to military strategies and power

Iron weapons replaced bronze; iron cheaper; now the

common man could acquire iron helmets, shields, and swords

New fighting methods emerge

The Phalanx emerges – formation of heavily armed foot

soldiers

The phalanx reduces class differences

TTYN – why did the phalanx impact class differences?

Defense was now in the hands of ordinary citizens


What I Want to Learn About Greece

What I Have Learned So farAbout Greece

The Rise of Greek Super Powers

Sparta and Athens

Location, Location, Location

Athens

Sparta

Activity - Sparta and Athens

Task: Working in small groups, each student will complete

the Sparta & Athens Learning Stations Packet

Class should be separated into four groups

Group Presentation

Groups present summary of Sparta and Athens

Materials Required

Poster Board

Learning Stations Packets

Sparta and Athens

The effect of new technology and warfare lead to

emergences of two dominate city-states: Sparta and

Athens

Developed very different ways of life

Sparta stressed military virtues and discipline

Athens glorified the individual; would extend political

rights to more citizens

Geography Rewind: Locate Sparta and Athens on your map

Sparta and Athens

Sparta

Spartans conquer Laconia

This region lies in the Peloponnesus (southern part of Greece)

Conquered people turned into slaves, called helots

Helots worked the land

Spartans administered a brutal system of strict control

Spartan Government – consisted of two kings and a council of

elders who advised the elders

Assembly, made up of all citizens approved major decisions;

citizens were male and over 30

Sparta and Athens

Life as a Spartan

Young boys were bred to be strong Spartans

Spartan boys were only allowed to wear one layer of clothing

Spartan youth became excellent soldiers

Encouraged to steal to develop cunning and supplement their diet;

if caught they would be beaten

Spartan women wrestled and took part in sports

Had to obey their fathers or husbands

The culture of Sparta changed from normal Archaic Greek to

military and athletic.

Sparta and Athens

Life as a Spartan

Elders judged whether Spartan babies were strong or

weak enough to live.

If they were judged too weak, they were hurled into a

gorge or left to die in a hillside.

Life was made tough for the Spartan citizens so they

could forever control the Messenians.

Even alcohol was banned to the Spartans, but the

helots were allowed to drink.

Leonidas, warrior-king of Sparta

Sparta and Athens

Life as a Spartan

Sparta isolate itself from its neighbors such as the

Greeks

Looked down and wealth

Forbade their citizens from traveling

Had little use for new ideas or the arts

Were willing to die for their city

TTYN – Why would Sparta’s rigid system and inability to

change lead to their decline in power

Sparta

Sparta and Athens

Athens

Athens was located in Attica, north of Peloponnesus

Government would evolve from a monarchy into an

aristocracy

700 BCE, noble landowners held the power and chose

chief officials

Nobles judged major cases in court and dominated

the assembly

Sparta and Athens

Athens

Merchants and soldiers resented the power of the

nobles

Argued that their service to Athens entitled them to

more rights

Demands for change also came from farmers

During hard times, farmers were forced to sell their

lands to nobles; some were forced to sell themselves and

family into slavery

Sparta and Athens

Athens

Athens moves closer to democracy; government by the

people

Solon’s Reform

Solon – Chief Official granted permission to make

needed reform

Outlawed slavery because of debt

High office to more citizens

Granted citizenship to foreigners

Gave Athenian assemble more say in important

decisions

Sparta and Athens

Athens

Economic Reform

Encouraged the export of wine and olive oil; helped

merchants and farmers by increasing demand

Citizenship still remained limited

Wealthy landowners still held onto the highest positions

of authority

Rise of the Tyrants – people who gained power by force

Won support by imposing reforms

Sparta and Athens

Athens

Athenian tyrant, Pisistratus (pi SIHS truh tuhs) seized power in

546BCE

Helped farmers by giving them loans and land taken from nobles

New building projects – gave jobs to the poor

Gave the poor a voice and weakened the aristocracy

507BCE, reformer Cleisthenes created the Council of 500

members were chosen by lot of all citizens

Created law and supervised the day-to-day work of government

Created a legislature – lawmaking body, debated law

All male citizens over 30 were members

Sparta and Athens

Athens

Limited Rights

Only males citizens could participate in government

Slavery still existed

Slavery provided the citizens with the time to

participate in government

Sparta and Athens

Athens

Women, as in other Greek city-states had no share in public life

Women must be guided by men

Managed the house, cared for the children, and prepared food

Boys received an education, girls received very little, if any

Young men received military training and encouraged to explore

many others areas of knowledge

Studied to become public speakers

TTYN – why would it be necessary to become a good public

speaker?

In a democracy you were expected to voice your opinion and views

Sparta and Athens

Athens

Common Culture

Spoke same language

Honored same ancient heroes

Participated in common festivals such as the Olympic

Games

Prayed to the same gods (polytheistic)

Sparta and Athens

Athens

Believed the gods lived on Mt. Olympus in Northern

Greece

Zeus – the most powerful god

Hera – goddess of marriage

Poseidon – god of the sea

Aphrodite – goddess of love

Ares – god of war

Athena – god of wisdom, gave her name to Athens

Sparta and Athens

Athens

View of non-Greeks

Trade expanded and so did Greek colonies

Came in contact with people who had different cultures and

languages

Felt superior to non-Greeks

Called outsiders or non-Greeks barbaroi; people who did not speak

Greek

English word Barbarians comes from barbaroi

This feeling of superiority and what they learned from other

cultures would help the Greeks face a threat from the mightiest

power in the Mediterranean world – The Persian Empire

Athens

Athens

Sparta

Sparta Athens




Greco-Persian War

Activity: The Persian Wars

Task:

Working in small groups, each group shall

complete the worksheet using their spilt note-taking

skills.

Complete the questions at the end of each section

Sparta and Athens

The Persian Wars

“Earth and Water”

492 BCE, King Darius of Persia sent messengers to the Greek city-

states demanding gifts of “earth and water” as a symbol of surrender

Many states obeyed

Athens and Sparta declined

Prior to the Persian demand, the Greek city-states, despite their

cultural ties, were often bitterly divided.

However, when Persia made their threat, they united to defend

their freedom

Historian Herodotus

Sparta and Athens

The Persian Wars

By 500 BCE, Persian authority had

stretched into the Ionian Sea

Ionian Greeks rebelled against Persian

rule

Athens sent ships to help

Persians crush the rebellion within the

Ionian cities.

Persia looks to punish Athens for

interfering

Battle at Marathon – 490 BCE

Marathon, north of Athens

Sparta and Athens

The Persian Wars

Persian outnumbers the Athenians two to one

Despite being outnumbered, the Athenians used an

element of surprise

Persians retreated….The Greeks were victorious

The Greek sent a runner to Athens to share the news

He sprinted nearly 26 miles

Sparta and Athens

The Persian Wars

480 BCE, Xerxes, Ruler of the Persians sends a much larger force to

Athens

Sparta is on-board

Persians marched south to Athens; burn Athens; however, Athens

was empty

Athens puts their faith in the fleet of ships that they had build

Strait of Salamis; Athenian ships trapped, rammed, and sank the

Persian fleet

TTYN – What effect would the victory over the Persians represent

for the Athenians?

Sparta and Athens

The Persian Wars

The Delian League – alliance with other Greek city-states designed

to meet the continued threats from Persia

Athens dominates the league

Creates an Athenian Empire

Forced its allies to remain in the league against their will

The League and the power it gave Athens over the rest of Greece

were to become one of the major reasons for the Peloponnesian War

against Sparta and its allies.

Concept Ladder

Topic: The Persian Wars

The Legend of Pericles

The Golden Age – the years after the Persian Wars

Pericles leads Athens

Economy thrived

government became more democratic

490 – 429 BCE – The Age of Pericles

Architects and sculptors to rebuild the Acropolis

New temples for the gods to remind Athens that the gods favored

them

Building projects increased prosperity by creating jobs for artisans

and workers

Athens became the cultural center of Greece


Pericles believed that all male citizens should take part in

government

Began to pay salaries to those who helped in public office; enabled

poor men to serve in government

The Assembly met several times per month

At least 6K members would participate

Direct Democracy – large number of male citizens took part in the

day-to-day affairs of government

TTYN – How do we (today) participate in democracy?

Indirect democracy – through representatives


The Funeral Oration

Thucydides, historian during the Age of Pericles

“Our constitution is called a democracy because power is in the

hands not of a minority but of the whole people. When it is a question

of settling private disputes, everyone is equal before the law: when it

is a question of putting one person before another in positions of

public responsibility, what counts is not membership of a particular

class, but the actual ability which the man possesses.”

TTYN – What is Pericles suggesting?

Athenian citizens bore a special responsibility, We alone,” he stated,

“regard a man who takes no interest in public affairs, not as harmless

but as a useless character”

Pericles

The Peloponnesian War

Greek vs. Greek

Many Greeks resented Athens and Athenian domination

Two camps emerge; Led by Sparta

The Peloponnesian League

Sparta encouraged oligarchy vs. Athenian democracy

431 BCE, war brakes out between Sparta and Athens

27 years of war


Athens has a powerful navy, but Sparta has a land advantage

Sparta was located inland, therefore, could not be attacked by sea

Sparta marches to Athens

Pericles moves the citizens inside the walls of Athens

Disaster – a plague emerges; kills 1/3, including Pericles

Pericles successors were less able; power struggle undermines the

city’s democratic government

Sparta aligns with Persia

404 BCE, the Spartans capture Athens, stripped the Athenians of

their fleet and their empire


The impact of the war

Athenian economy would revive

Spirit and greatness would never return

Democratic government suffered

Corruption and selfish interests replaced older ideals such as

service to the city-state

Sparta would eventually be defeated by the Thebes, another Greek

city-state

Greeks would continue to fight among themselves

359 BCE, a new power rose in Macedonia, a kingdom to the north

Stay tuned for out unit on Alexander the Great

Athens Sparta

Government

Society

Education

Military

A Comparison of City-States

Spartan Society

The Spartans

focused on military

skills to control the

people they

conquered.

Spartans conquered

and enslaved their

neighbors.

Spartan captives

were called helots.

Spartan Education

The Spartan government feared the

helots might rebel, so they firmly

controlled the people of Sparta and

began training boys for war at age 7.

From age 20-30 men remained in

military barracks.

Education was based on military

strategy and strength.

Women and men were both educated

Spartan Military All Spartan men were in the

army until age 60.

One mother told her son:

“Come home carrying your

shield or being carried on it”

Military was the priority in

Sparta

Spartan Women Spartan women enjoyed more

freedom than most Greek women.

Girls were trained in sports like

running, wrestling, and javelin

throwing.

Wives stayed at home while their

husbands lived in the barracks.

This meant they could own

property and go where they

wanted!

Athens Government

Athens started out as

an oligarchy like

Sparta.

After a revolution by

the major population,

Athens became a

direct democracy in

508 BC

Athens Society Athenians valued education, art,

literature and philosophy Citizens participated in major decisions Athens wanted to control the

Greek Peninsula

Athens Education Goal: prepare students

to be citizens in war and peacetime

Children in Athens had teachers for reading, writing, arithmetic, sports, and music

At 18 Athenian boys finished school and became citizens.

Athenian women didn’t get to go to school.

Athens Military Athens maintained an

army and navy

Strongest navy in

Greece

Military was not

priority

Allowed them to

control the nearby

seas.

TTYN: In which city-state would you have rather lived in

ancient Greece? Why? Sparta or Athens??

Sparta’s Government Sparta’s government was an

oligarchy.

An oligarchy is a type of

government that means by

rule by few.

In Sparta two kings headed

a council of Elders. The

Elders, which included 28

citizens over age 60,

presented laws to the

Council.

All Spartan men over 30

belonged to the Council.

They chose five people

to be ephors to enforce

laws and collect taxes.

The Peloponnesian War!

Before: Athens control

Greece, Sparta is unhappy

Spartans and allies (The

Peloponnesian League)

attack Athens

After vicious war, Athens

surrenders

Leads to decline of city-

states and mass disorder in

Greece




The Great Thinkers of Greece

Some great thinkers denied that events were caused by the whims

of the gods – they used observation and reason to justify what

happened

The Philosophers

Explored many subjects – mathematics, physics, music, logic, and

rational thinking

Through reason and observation, they believed they could discover

laws that govern the universe

Ethics and moral behavior – debated the best kind of government

and what standards should govern people’s behavior


The Sophists, questioned accepted ideas about truth and justice

Urged students to develop skills in rhetoric, the art of skillful

speaking

Socrates was an outspoken critic of the Sophists – believed they

undermined traditional values

Socrates – The Wandering Teacher

Questioned fellow citizens about their beliefs and ideas

Urged his students to question and critically examine all around

them


Socrates - Although he wrote nothing, he left Western

philosophy the rich legacy of his example in the persistent pursuit of

truth

The Socratic Method – to seek truth and knowledge

Devoted himself to free-wheeling discussion with the aristocratic

young citizens of Athens, insistently questioning their unwarranted

confidence in the truth of popular opinions

Charged with corrupting the youth and interfering with the religion

of the city

Convicted Socrates; sentenced him to death in 399 B.C.E; drank

hemlock in the company of his friends and died


The legacy of Socrates

Plato – emphasized the importance of reason; through

rational thought, people could discover unchanging ethical

values, recognize perfect beauty, and learn how to organize an

ideal society

The Republic – described his vision of the ideal state

Rejected Athenian democracy because it condemned

Socrates

Believed that the state should regulate every aspect of its

citizens’ lives in order to provide for their best interests


Divided the society into 3 classes: workers, soldiers, and

philosophers

TTYN – Using Plato’s template for society, describe the

role for each of three classes

Workers produce the necessities, soldiers defend the

state, and philosophers would rule; trained to ensure

order and justice; the wisest would have the ultimate

authority

Believed women could and should play an active role


Aristotle

All types of government, Aristotle found good and bad

examples

Suspicious of democracy; thought it would lead to mob

rule

Favored rule by a single, strong, and virtuous leader

Reason was the guiding force for living and learning

Socrates Aristotle

The Beauty of Ancient Greece

Greek architecture has been admired and copied for

centuries

Most of our knowledge of Greek architecture comes

from the few surviving buildings of the Classical,

Hellenistic and Roman periods…..since Roman

architecture heavily copied Greek

Ancient Greek architects strove for the precision and

excellence of workmanship

The Beauty of Ancient Greece

Greek sculpture emphasized the same passion for

perfection as architecture

Emphasized natural poses

Carved gods, goddesses, athletes, and famous men in

a way that showed individuals in their most perfect,

graceful form

AthensSparta

Project

“Greeks Ain’t No Freaks”

Your Task: Working cooperatively with your peers, students, working in groups will create a

PowerPoint presentation emphasizing the significant events and contributions of ancient

Greece.

•In a PowerPoint format, each group will present to the class their work-product. Be

prepared to explain why you selected the topics, and confidently explain the historical

significance of each topic.

•Each member of the group will a two-page summary reflecting what you learned throughout

the task.

•Each student will complete a task worksheet summary that indicates the role of each

member of the group, their cooperation, and their participation/contribution throughout the

project.

Document Based Question: Ancient Greek Contributions

Directions: The following question is based on the accompanying documents in part A. As you analyze the documents over the next three days, do the following steps. 1.Carefully read the document-based question. Consider what you already know about this topic. 2.Now, read each document/primary source/secondary source carefully, underlining or highlighting key phrases and words that address the document-based question. You may also write brief notes in the margins.3.Answer the questions which follow each document.4.Based on the information found in the documents and your own knowledge, formulate a thesis statement that answers the question. 5.Organize supportive and relevant information into a brief outline on the attached worksheet.6.Write a well-organized essay proving your thesis statement. The essay should be presented clearly and include information from the documents. You may include knowledge from outside the documents in addition to those provided here. In your essay, you must state where you get evidence from (for example: “In Document 6, it states…”) and use quotation marks if you are quoting directly from one of the sources. Also, do not use personal “I/me/my opinion” statements.

DBQ: How did the ancient Greeks contribute to lasting ideas in Western civilization? Explain some political, artistic, and social ways. (Explain means “to make plain or understandable; to give reasons for or causes of.”) Use at least three examples in each paragraph from the documents to explain your thesis.

Part A: The following documents will help you understand the various ideas and

contributions of the Ancient Greeks. Examine each document carefully, and

answer the question or questions that follow each one.

Document 1: A philosopher’s view on life

This quotation is from the philosopher Socrates, who lived in Athens from about 470 to

about 399 B.C.E.

“The unexamined life is not worth living.”

What was Socrates suggesting about each person’s individual life in this quote?

Document 2: Humanism in Ancient Greece

This quotation is from the philosopher Aristotle, who lived and taught in

Athens from 384 B.C.E. to 322 B.C.E.

“Since human reason is the most godlike part of human nature, a life

guided by human reason is superior to any other…For man, this is the life

of reason, since the faculty [ability] of reason is the distinguishing

characteristic of human beings.”

Why did Aristotle believe human nature was so superior?

Document 3: A leader in Athens

This quotation is from the leader Pericles and his famous Funeral Oration (speech)

given to his Athenians in about 430 B.C.E.

“Our plan of government favors the many instead of the few; that is why it is called a

democracy…While every citizen has an equal opportunity to serve the public, we

reward our most distinguished citizens by asking them to make our political

decisions…A man may serve his country no matter how low his position on the social

scale.”

What time of government was Pericles describing? What were his expectations for

citizens in this type of government?

Document 4: The population in Athens, 430 B.C.E.

Adult male citizens with power to vote - 40,000Citizens without political power (women, children, some men) - 80,000Foreign-born residents of Athens - 80,000Slaves 250,000Total population 450,000

--from Bertram Linder, A world History, 1979According to this document, which sector (part) of the population was the largest? Which sector was the smallest?

What do these two numbers tell us about who had the most power in Athenian society? (Was it a democracy for everyone? Why or why not?)

Document 5: Medicine

Following is an excerpt from the Hippocratic oath (pledge). Hippocrates, a

Hellenistic-age medical practitioner, lived from about 460 to about 377

B.C.E.

“I will follow that [treatment] which, according to my ability and judgment,

I will consider for the benefit of my patients, and abstain from whatever is

[harmful].”

What was Hippocrates—and doctors who still take his oath—promising to

do?

Document 6: The Parthenon

What “perfect ratio” do this building’s proportions reflect?

What elements of this building have influenced others after it?

Document 7: Warfare in Sparta

The expression below was supposed to be the parting cry of mothers to their sons.

Mothers whose sons died in battle openly rejoiced; mothers whose sons survived

hung their heads in shame.

"Come back with your shield - or on it.”

How does this attitude reflect Spartans values?

Document 8: Statue of Doruyphorus

What do this statue’s features reveal about Greek ideals?

How did the ancient Greek Olympic Games influence later civilization?

Document 9: Greek Drama

This is an excerpt from the play Antigone by Sophocles, written in about

441 B.C.E. In this play, Antigone goes against the king’s order and buries

her brother,

Creon: And still you dared to overstep these laws?

Antigone: For me, it was not Zeus who made that order. Nor do I think

your orders were so strong that you, a mortal man, could overrun the

gods’ unwritten and unfailing laws…I know I must die…but if I left my

brother dead and unburied, I’d have cause to grieve as now I grieve not.

What values are expressed in this Greek play?

Use this worksheet to outline your DBQ essay:

How did the ancient Greeks contribute to lasting ideas in Western civilization? Explain some political, artistic, and social ways.

•Thesis (Remember, no “I” or “me/my” statements!): What is this essay about?

•Body paragraph of topic #1: What is your first subject?

1.Example one from documents

2.Example two

3.Example three

•Body paragraph of topic #2: What is your second subject?

I.Example one from documents

B. Example two

C. Example three

•Conclusion

Resources and Readings

Learning Stations Packet

Documents

My Idiosyncrasies: TTYN: Talk to Your Neighbor – an opportunity for cooperative learning. I use a lot as part of a Do Now activity. Do Nows: EVERY day/lesson