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Slide Show Intro
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Welcome to Presentation Plus!
CHAPTER 5
CHAPTER 5
Classical GREECE
Classical Greece
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Contents
Contents
Chapter Focus Section 1 Beginnings Section
2 The Polis Section 3 Rivals Section 4 War,
Glory, and Decline Chapter Review
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Chapter Focus (1)
Chapter Focus
Chapter Themes

• Relation to Environment Closeness to the sea
  helps make the early Greeks seafarers. (Section
  1) ?

• Movement The Greeks establish colonies
  throughout the area of the Mediterranean and
  Black Seas. (Section 2) ?
• Regionalism Two leading Greek city-statesAthens
  and Spartadiffer greatly from each other in
  their values, cultures, and achievements.
  (Section 3) ?
• Conflict Greek city-states together fight the
  Persians then the city-states, led by rivals
  Athens and Sparta, fight each other. (Section 4)

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Chapter Focus (2)
Chapter Focus
Chapter Focus Transparency
The next slide is an illustration of the
Acropolis. The word acropolis comes from the
Greek word for upper city.
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Chapter Focus (3)
Chapter Focus Transparency 4
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End of Chapter Focus
End of Chapter Focus
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Section 1-1
Section 1
Beginnings
1 of 18
Setting the Scene

• Terms to Define labyrinth, bard ?

• People to Meet Sir Arthur Evans, the Minoans, the
  Mycenaeans, Homer, Heinrich Schliemann ?
• Places to Locate Crete, Mycenae ?

Where and how did the early civilizations of
Greece develop?
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Section 1-2
Section 1 Lecture Notes
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Introduction

• The ancient Greeks contributed greatly to the way
  we live today. ?

• They influenced the theater, sports,
  architecture, and the Western concept of
  democracy.

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Section 1-3
Section 1 Lecture Notes
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The Aegean Area

• Ancient Greece included the southern part of
  Europes Balkan Peninsula and a group of small
  islands in the Aegean Sea. ?

• Mountainous terrain and water were responsible
  for the Greek people never uniting under one
  government, although they shared the same
  language and religion. ?
• Because of the numerous harbors and since no
  place in Greece is more than 50 miles from the
  coast, many Greeks turned to the sea to earn a
  living.

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Section 1-4
Section 1 Lecture Notes
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Aegean Civilizations

• Greek myths referred to an early civilization on
  the island of Crete. ?

• In A.D. 1900 British archaeologist Sir Arthur
  Evans discovered remains of the Minoan
  civilization, which flourished on Crete from
  about 2500 B.C. to 1450 B.C.

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Section 1-5
Section 1 Lecture Notes
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The Minoans

• At Knossos, Evans unearthed the palace of King
  Minos. ?

• Passageways in the palace formed a labyrinth, or
  maze, and were decorated with brightly colored
  murals. ?
• The Minoans earned their living from sea trade.
  The islands location enabled Minoan traders to
  reach Egypt and Mesopotamia. ?
• By 2000 B.C., Minoan fleets dominated the eastern
  Mediterranean.

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Section 1-6
Section 1 Lecture Notes
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The Minoans (cont.)

• Minoan civilization reached its peak around 1600
  B.C. ?

• About 250 years later the Minoan civilization
  collapsed. Some historians think its cities were
  destroyed by tidal waves, while others believe
  that the Mycenaeans successfully invaded Crete.

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Section 1-7
Section 1 Lecture Notes
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The Mycenaeans

• The Mycenaeans originated among the Indo-European
  peoples of central Asia. ?

• About 2000 B.C. the Mycenaeans spread into the
  Balkan area, gradually intermarrying with the
  local people, known as the Hellenes. ?
• The Mycenaeans set up a group of kingdoms that
  centered around hilltops containing royal
  fortresses.

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Section 1-8
Section 1 Lecture Notes
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The Mycenaeans (cont.)

• The palaces in the city of Mycenae served as
  centers of both government administration and
  production. ?

• To help in collecting taxes, government officials
  kept records of the wealth of every person in the
  kingdom. They collected taxes in the form of
  wheat, livestock, and honey, which were stored in
  the palace. ?
• By the mid-1400s B.C., the Mycenaeans had
  conquered the Minoans and controlled the Aegean
  area.

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Section 1-9
Section 1 Lecture Notes
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The Mycenaeans (cont.)

• By 1100 B.C., fighting among the Mycenaeans had
  destroyed the hilltop fortresses. The Mycenaeans
  were soon overrun by Greek-speaking Dorian
  invaders armed with iron weapons. ?

• Historians called the next 300 years of Greek
  history a dark age. During this period, people
  lost skills such as writing and craft making.
  Thousands of refugees fled to Ionia on the west
  coast of Asia Minor.

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Section 1-10
Section 1 Lecture Notes
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The Mycenaeans (cont.)

• By 750 B.C., the Ionians had reintroduced
  culture, crafts, and skills to the region, and
  the Hellenic civilization emerged, flourishing
  until 336 B.C.

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Map Supplement 1
Map Supplement
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Section 1-11
Section 1 Lecture Notes
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Poets and Heroes

• During the dark age, bards or singing
  storytellers, had kept alive Mycenaean
  traditions. ?

• With their new ability to write, the Greeks began
  to record the bards epic poems.

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Section 1-12
Section 1 Lecture Notes
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The Iliad and the Odyssey

• According to tradition, in the 700s B.C. a blind
  poet named Homer composed the two most famous
  Greek epics, the Iliad and the Odyssey. ?

• Both epics were set during and after the
  legendary Trojan War, a war supposedly fought
  between the Mycenaeans and the people of Troy in
  the mid-1200s B.C. ?
• In A.D. 1870 German archaeologist Heinrich
  Schliemann claimed that Troy actually existed.

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Section 1-13
Section 1 Lecture Notes
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The Iliad and the Odyssey (cont.)

• The Iliad describes how the Mycenaeans captured
  and destroyed Troy by hiding in a wooden horse
  that the Trojans brought into the city. ?

• The Odyssey describes the homeward wanderings of
  the Mycenaean king Odysseus after the fall of
  Troy.

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Section 1-14
Section 1 Lecture Notes
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Teaching Greek Values

• Schools in ancient Greece eventually used Homers
  works to present to students many of the values
  of Hellenic civilization. ?

• Values represented in both epics include a love
  for nature, the importance of a husband and wife
  relationship, and loyalty between friends. ?
• Hellenic schools also used the two epics to teach
  students to always strive for excellence and to
  meet with dignity whatever fate had in store.

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Section 1-15
Section 1 Lecture Notes
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A Family of Deities

• In Greek religion, the activities of gods and
  goddesses explained why people behaved the way
  they did and why their lives took one direction
  rather than another. ?

• The Greeks believed that their powerful deities
  caused the events of the physical world to occur.

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Section 1-16
Section 1 Lecture Notes
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A Family of Deities (cont.)

• The Greeks placed importance on the worth of the
  individual, which allowed them to have a great
  deal of self-respect and to approach their gods
  with dignity. ?

• The Greeks humanized their deities and, since
  they saw them as a source of power, tried to be
  like them by doing everything to the best of
  their ability.

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Section 1-17
Section 1 Lecture Notes
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Gods and Goddesses

• The gods and goddesses of ancient Greece combined
  features of both Minoan and Mycenaean deities. ?

• Each community chose a particular god or goddess
  as its patron and protector, but all Greeks
  worshiped Zeus as their chief deity. ?
• Greeks believed the 12 most important deities
  lived on Mount Olympus, an actual mountain in
  Greece.

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Section 1-18
Section 1 Lecture Notes
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Festivals

• As Hellenic civilization developed, certain
  religious festivals became an important part of
  Greek life. ?

• Every four years the Greeks held a series of
  athletic competitions for the greater glory of
  Zeus in the city of Olympia. These competitions
  became known as the Olympic Games. ?
• Greeks also originated the theatrical playa
  celebration in honor of Dionysus, the god of wine
  and fertility.

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Section 1-Review
Section 1 Review
Using Zeus, Athena, and Apollo, illustrate how
the Greeks viewed their gods and goddesses.
Zeus ruled the sky, weather, and thunderstorms
Athena goddess of wisdom and art Apollo god of
the sun and prophecy. Greeks believed that their
deities caused the events of the physical world,
and the activities of the gods explained the
behavior of people.
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End of Section 1
End of Section 1
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Section 2-1
Section 2
The Polis
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Setting the Scene

• Terms to Define polis, citizen, aristocrat,
  phalanx, tyrant, oligarchy, democracy ?

• Places to Locate Athens, Sparta ?

How did economic prosperity bring significant
political and social changes to the Greek
city-states?
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Section 2-2
Section 2 Lecture Notes
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Introduction

• The Greek polis, or city-state, was the basic
  political unit of Hellenic civilization. ?

• Each polis developed its own pattern of life
  independently but shared certain features with
  other city-states.

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Section 2-3
Section 2 Lecture Notes
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The Typical Polis

• A typical Greek polis included a city and the
  surrounding villages, fields, and orchards. ?

• On the acropolis, or fortified hill at the center
  of the city, stood the temple of the local deity.
  ?
• At the foot of the acropolis was the agora, or
  public square, that served as the political
  center of the polis.

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Section 2-4
Section 2 Lecture Notes
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The Typical Polis (cont.)

• Citizensthose who took part in governmenthad
  the right to vote, hold public office, own
  property, and speak for themselves in court. ?

• Citizens made up only a minority of the residents
  in a polis. Women, men without property,
  foreign-born residents, and slaves were not
  citizens and had no political or legal rights.

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Section 2-5
Section 2 Lecture Notes
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Greek Colonies and Trade

• An increase in population after the dark age
  led to a food shortage. ?

• Each polis established colonies to grow grain in
  order to meet food requirements.

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Section 2-6
Section 2 Lecture Notes
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Colonies

• Each colony kept close ties with its metropolis,
  or parent city, supplying it with grain. ?

• On the mainland, farmers produced cash
  cropsnotably wine and olive oilwhich required
  fewer workers. Many people then moved to the
  cities and learned new skills and crafts. ?
• With more goods to sell, Greek merchants began
  trading throughout the Mediterranean region.

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Section 2-7
Section 2 Lecture Notes
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Economic Growth

• During the 600s B.C., the Greeks replaced their
  barter system with a money economy, and their
  overseas trade expanded further. ?

• Textiles and pottery were just two of the
  industries to experience change and dramatic
  growth.

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Map Supplement 2-1
Map Supplement
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Section 2-8
Section 2 Lecture Notes
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Political and Social Change

• At first, Greek communities were ruled by kings.
  By the 700s B.C., many kings lost power to
  landholding aristocrats, or nobles, who provided
  cavalry for the army. ?

• By 650 B.C., disputes arose between the
  aristocrats and the common people when farmers
  who could not repay loans to the aristocrats lost
  their lands. ?
• Farmers, who were also foot soldiers, demanded
  political reforms.

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Section 2-9
Section 2 Lecture Notes
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Political and Social Change (cont.)

• The phalanxrows of foot soldiers closely arrayed
  with their shields forming a solid wallbecame
  more valuable in the Greek armies than the
  aristocratic cavalry. ?

• Middle-class, non-landowning merchants and
  artisans joined farmers in a demand for political
  reform.

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Section 2-10
Section 2 Lecture Notes
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Political and Social Change (cont.)

• As a result of the unrest, tyrannies arose. A
  tyranny was created when one man, called a
  tyrant, seized power and ruled the polis
  single-handedly. ?

• Although most tyrants ruled fairly, the harshness
  of a few gave tyranny its present meaningrule by
  a cruel and unjust person.

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Section 2-11
Section 2 Lecture Notes
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Political and Social Change (cont.)

• Tyrants ruled various Greek city-states until
  about 500 B.C. ?

• From about 500 B.C. until 336 B.C., many
  city-states became oligarchies, in which a few
  wealthy people hold power over a larger group of
  citizens. Others became democracies, or
  government by the people where power lies in the
  hands of all citizens. ?
• The democracy of Athens and the oligarchy of
  Sparta became the most famous of the Greek
  city-states.

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Section 2-Review
Section 2 Review
What arguments might a citizen of a polis present
for or against changing citizenship?
Some citizens might argue that citizenship should
be extended to foot soldiers, merchants, and
artisans because of their contributions to the
polis or they might argue that the polis should
follow tradition and continue to restrict
citizenship.
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End of Section 2
End of Section 2
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Section 3-1
Section 3
Rivals
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Setting the Scene

• Terms to Define constitution, rhetoric ?

• People to Meet Draco, Solon, Peisistratus,
  Cleisthenes ?
• Places to Locate Peloponnesus, Attica ?

What different Greek values did Athens and Sparta
each represent?
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Section 3-2
Section 3 Lecture Notes
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Introduction

• The two leading city-states in ancient Greece
  were Sparta and Athens. ?

• Though their citizens participated in polis
  government, the two city-states differed greatly
  in their values, cultures, and accomplishments.

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Section 3-3
Section 3 Lecture Notes
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Sparta

• The descendants of the Dorian invaders of the
  dark age founded Sparta in the Peloponnesus, a
  peninsula of southern Greece. ?

• Instead of founding overseas colonies, the
  Spartans invaded neighboring city-states and
  enslaved the local people.

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Section 3-4
Section 3 Lecture Notes
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Sparta (cont.)

• The helotsslaves owned by the Spartan
  polistogether with a group of free individuals
  called perioeciartisans and merchants from
  conquered territoriesoutnumbered Spartans
  200,000 to 10,000. ?

• Around 650 B.C. the helots revolted against the
  Spartans. ?
• After taking 30 years to suppress the revolt,
  Spartan rulers decided to establish a military
  society to keep control.

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Section 3-5
Section 3 Lecture Notes
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A Military Society

• All life in Sparta revolved around the army. ?

• Military life started at birth as government
  officials inspected newborns to see if they were
  healthy unhealthy babies were taken and left on
  a hill to die. ?
• At the age of 7, Spartan boys were taken from
  their homes and placed in military barracks where
  training began.

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Section 3-6
Section 3 Lecture Notes
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A Military Society (cont.)

• Spartan men became soldiers at age 20 and were
  sent to frontier areas. ?

• At age 30, men were expected to marry, and at age
  60, they could retire from the army.

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Section 3-7
Section 3 Lecture Notes
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The Role of Women

• Spartan women were raised to be as healthy and
  strong as possible. ?

• The women of Sparta married at age 19 as opposed
  to 14 in most of the other Greek
  city-stateswhich increased the likelihood of
  having healthy babies.

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Section 3-8
Section 3 Lecture Notes
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The Role of Women (cont.)

• Sparta gave women personal freedoms such as the
  right to go shopping in the marketplace, own
  property, and express opinions on public issues. ?

• Spartan women could not take part in government,
  however.

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Section 3-9
Section 3 Lecture Notes
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Spartas Government

• According to tradition, Spartas government was
  set up by a lawmaker named Lycurgus during the
  800s B.C. ?

• Two kings, who ruled jointly, officially ruled
  Sparta. However, the real power was in the
  Assemblya decision-making board made up of all
  men over the age of 30.

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Section 3-10
Section 3 Lecture Notes
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Spartas Government (cont.)

• Each year the Assembly elected five overseers, or
  ephors, to administer public affairs. ?

• A Council of Elders, consisting of 28 men over
  the age of 60, proposed laws to the Assembly and
  served as a supreme court.

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Section 3-11
Section 3 Lecture Notes
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Results of Militarism

• The Spartans succeeded in maintaining control
  over their subjects for nearly 250 years. ?

• They lagged behind other Greek city-states as far
  as economic development and shunned philosophy,
  science, and the arts. ?
• The Spartans, however, were exceptional Olympic
  athletes, and their soldiers played a large part
  in defending Greece against invaders.

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Section 3-12
Section 3 Lecture Notes
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Athens

• Athens was founded on the Attica peninsula in
  central Greece by descendants of the Mycenaeans,
  who named their new city after the goddess
  Athena. ?

• Like early rulers in other city-states, Athenian
  kings and aristocrats in the 600s B.C. faced
  demands from small farmers, merchants, and
  artisans for economic and political reforms. ?
• Athens, unlike Sparta, gradually expanded its
  definition of citizenship to encompass more
  people.

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Section 3-13
Section 3 Lecture Notes
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Athens (cont.)

• Athenians called the many free (non-enslaved)
  foreigners who lived in Athens metics. These
  people could not own land or participate in
  government. ?

• By 507 B.C., however, the constitution, or plan
  of government, of Athens stated that all free,
  Athenian-born men were citizens regardless of
  what class they belonged to.

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Section 3-14
Section 3 Lecture Notes
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Draco

• Draco, the first of four successive leaders who
  brought change to Athenian government, issued an
  improved yet harsh code of laws in 621 B.C. ?

• These laws could not be misinterpreted by
  aristocrats, because they were written down and
  everyone knew what they were.

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Section 3-15
Section 3 Lecture Notes
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Solon

• Solon, the poet-lawmaker, became the leader of
  Athens in 594 B.C. He canceled all land debts
  and freed debtors from slavery to improve
  economic conditions. ?

• He allowed citizens of all classes to participate
  in the Assembly and public law courts, while an
  aristocratic Council of 400 proposed laws to the
  Assembly.

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Section 3-16
Section 3 Lecture Notes
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Peisistratus

• Peisistratus took over Athenian government in 546
  B.C. ?

• His reforms included dividing large estates among
  landless farmers and extending citizenship to men
  who did not own land.

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Section 3-17
Section 3 Lecture Notes
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Athenian Democracy

• Cleisthenes, the fourth leader to help reform
  Athens, came to power in 508 B.C. ?

• In 507 B.C. Cleisthenes introduced a new
  constitution that made the Assembly the major
  political body. ?
• All citizens could belong to the Assembly, where
  they were considered equal before the law and
  guaranteed the freedom of speech.

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Section 3-18
Section 3 Lecture Notes
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Athenian Democracy (cont.)

• A Council of 500, whose membership was open to
  any citizen, carried out daily government
  business. ?

• Members of the Council were chosen by lottery
  rather than by election. Athenians believed that
  all citizens were capable of holding office, so a
  random drawing of Council members seemed most
  fair.

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Section 3-19
Section 3 Lecture Notes
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Athenian Democracy (cont.)

• Elections, in the Athenian view, would unfairly
  favor the rich, who had the advantage of fame and
  training in public speaking. ?

• Athenian democracy included a jury system to
  decide court cases.

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Section 3-20
Section 3 Lecture Notes
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Athenian Democracy (cont.)

• Reasoning that immense size would prevent threats
  and bribes, Athenian juries ranged from 201 to
  1,001 members with a majority vote needed to
  reach a verdict. ?

• Another unique feature of Athenian democracy was
  ostracisma system in which any politician would
  be exiled if his name was submitted on 6,000 clay
  tablets called ostraca.

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Section 3-21
Section 3 Lecture Notes
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Athenian Democracy (cont.)

• Cleisthenes democracy transformed Athens, but it
  only affected the 20 percent of Athenians who
  were citizens. ?

• Non-citizenswomen, foreign-born males, and
  slaveswere still excluded from political life.

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Section 3-22
Section 3 Lecture Notes
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Athenian Education

• The training or education an Athenian received
  depended on social and economic status. ?

• A week after birth, a male child was given a name
  and enrolled as a citizen. ?
• Males received formal education because they were
  expected to participate in government, while
  Athenian girls did not receive a formal education.

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Section 3-23
Section 3 Lecture Notes
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Athenian Education (cont.)

• An Athenian girl learned household duties, such
  as weaving and baking, from her mother. ?

• Athenian males entered school at age 7 and
  graduated at age 18.

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Section 3-24
Section 3 Lecture Notes
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Athenian Education (cont.)

• Males studied Homers epics, arithmetic,
  geometry, drawing, music, and gymnastics. When
  they entered their teens, they also studied
  rhetoricor the art of public speaking. ?

• When young Athenian men reached 18, they left for
  two years of military service.

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Section 3-Review
Section 3 Review
Do you think the reasons the Athenians gave for
choosing government officials by lottery were
good reasons? What other method would you
propose if you were an Athenian reformer?
Yes being rich or being a good speaker may win
votes but may not reflect how good a job a person
can do or no different people have different
abilities. Other methods might include choosing
officials from men who apply for the jobs or
having the Assembly nominate and elect candidates.
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End of Section 3
End of Section 3
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69
Section 4-1
Section 4
War, Glory, and Decline
1 of 19
Setting the Scene

• Terms to Define symposium, mercenary ?

• People to Meet Darius I, Xerxes, Themistocles,
  Leonidas, Pericles, Aspasia ?
• Places to Locate Marathon, Thermopylae, Salamis,
  Delos ?

How did the Persian Wars and the Peloponnesian
War affect democracy in the Greek city-states?
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Section 4-2
Section 4 Lecture Notes
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Introduction

• As the 400s B.C. opened, the Persian Empire
  stood poised to extend its influence into Europe.
  ?

• Surprisingly, the Greek city-states cooperated
  with each other in resisting the Persian attack.

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Section 4-3
Section 4 Lecture Notes
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The Persian Wars

• In 546 B.C. the Persian armies, led by Cyrus
  II, conquered the Greek city-states of Ionia in
  Asia Minor. ?

• In 499 B.C., the Ionians revolted against the
  Persians but were put down by Darius I of Persia.
  Darius then decided to attack the mainland of
  Greece.

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Section 4-4
Section 4 Lecture Notes
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Marathon

• Darius first tried to send an army around the
  northern coast of the Aegean Sea, but a storm
  destroyed his supply ships, forcing him to turn
  back. ?

• Two years later, in 490 B.C., Darius tried again
  by sending his fleet directly across the Aegean
  to the coastal plain of Marathon.

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Section 4-5
Section 4 Lecture Notes
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Marathon (cont.)

• Darius waited for the Athenians to attack, but
  they did not. As Darius was loading his ships to
  move south and attack Athens directly, the
  Athenian army staged a surprise attack. ?

• In a terrible defeat, the Persians lost a
  reported 6,400 men compared with only 192 Greek
  casualties.

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74
Map Supplement 4-1
Map Supplement

75
Section 4-6
Section 4 Lecture Notes
6 of 19
Salamis

• Ten years later in 480 B.C., Dariuss son and
  successor, Xerxes, invaded Greece from the north
  with 200,000 soldiers. ?

• Athenian general Themistocles, influenced by
  advice from the oracle of Delphi, convinced his
  Greek allies that the way to defeat the Persians
  was at sea. ?
• To set up a delaying action on land,
  King Leonidas of Sparta led an army to
  Thermopylaea mountain pass north of Athens.

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76
Section 4-7
Section 4 Lecture Notes
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Salamis (cont.)

• A traitor betrayed the Greek plan to the
  Persians, but the Greeks held out long enough for
  their navy to draw the Persian fleet into the
  strait of Salamis, a narrow body of water between
  Athens and the island of Salamis. ?

• The outnumbered but faster ships of the Greek
  navy destroyed almost the entire Persian fleet. ?
• By 479 B.C., the Persians had once again
  retreated to Asia Minor, ending the Persian Wars.

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Section 4-8
Section 4 Lecture Notes
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The Golden Age of Athens

• Greek culture reached its peak after the Persian
  Wars. ?

• Most historians refer to the period from
  461 B.C. to 429 B.C. as the Golden Age of Athens
  because of the many Greek achievements in the
  arts and sciences.

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78
Section 4-9
Section 4 Lecture Notes
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Pericles in Charge

• The Athenian general Pericles, beginning in the
  450s B.C., led Athens through its Golden Age. ?

• Pericles led the rebuilding effort after the city
  was burned in the Persian Wars. Under his rule
  the Parthenon, which still stands today, was
  constructed on the Acropolis.

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79
Section 4-10
Section 4 Lecture Notes
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Athenian Daily Life

• Athenians spent lavishly on public buildings, but
  their houses were simple. ?

• Athenian men usually worked in the morning and
  spent the afternoon at the Assembly or exercising
  in the gymnasium. ?
• Slaveswho were mostly foreigners and prisoners
  of war and who made up one-third of the
  populationdid most of the heavy work in craft
  production and mining.

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80
Section 4-11
Section 4 Lecture Notes
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Athenian Daily Life (cont.)

• Most Athenian women spent their time at home,
  cooking and making wool cloth. ?

• Upper-class Athenian men, as well as citizens
  from other city-states, enjoyed the symposiuma
  drinking session following a banquet.

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Section 4-12
Section 4 Lecture Notes
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Athenian Women

• Many Athenian women were able to participate in
  public lifeespecially in city festivalsand
  learned to read and write. ?

• Women of the metic class were allowed greater
  freedom than those of other groups.

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82
Section 4-13
Section 4 Lecture Notes
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Athenian Women (cont.)

• The most famous of metic women was Aspasia, who
  was known for her intelligence and personal
  charm. ?

• She was prosecuted when her views drew
  opposition, but was acquitted when Pericles
  himself made a plea to the jury.

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Section 4-14
Section 4 Lecture Notes
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The Peloponnesian War

• After the Persian Wars ended, the Persian threat
  still remained. ?

• Athens formed the Delian League, an alliance
  against the Persians that included most of the
  Greek city-states with Sparta being a major
  exception. The name for the alliance came from
  the island of Delos, where the treasury was kept.

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84
Section 4-15
Section 4 Lecture Notes
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Athenian Empire

• Athens gradually began to dominate the other
  city-states in the alliance, transforming it from
  an anti-Persian defense league into an Athenian
  empire. ?

• As Athenian trade and political influence grew,
  several city-states reacted by forming an
  allianceheaded by Spartaagainst Athens.

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Section 4-16
Section 4 Lecture Notes
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The Conflict

• The Peloponnesian War lasted from 431 B.C. to 404
  B.C., excluding one brief period of peace. ?

• Athens had the upper hand at first, but the
  Spartans made a deal with the Persians that
  allowed Sparta to build a fleet in exchange for
  Ionia. ?
• In 430 B.C. a disastrous plague weakened Athens,
  killing more than a third of the population,
  including Pericles.

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86
Section 4-17
Section 4 Lecture Notes
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The Conflict (cont.)

• After Pericles died, some Athenians wanted to end
  the war, and others wanted to keep fighting. ?

• Several Athenian allies switched sides, and the
  Spartanswith their Persian-financed
  navydestroyed the Athenian fleet and laid siege
  to the city. ?
• The Athenians finally surrendered in 404 B.C.

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87
Map Supplement 4-2
Map Supplement

88
Section 4-18
Section 4 Lecture Notes
18 of 19
Effects of the War

• The Peloponnesian War brought disaster to the
  city-states of both the victors and the
  vanquished. ?

• Due to the war, population declined and
  unemployment rose. Thousands of Greek men
  emigrated and became mercenaries, or hired
  soldiers, in the Persian Army. ?
• Most importantly, the Greeks lost their ability
  to govern themselves.

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89
Section 4-19
Section 4 Lecture Notes
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Effects of the War (cont.)

• Sparta tried to rule the other city-states until
  a new alliance led by Thebes overthrew them in
  371 B.C. ?

• The Thebans were equally bad rulers, and constant
  infighting made the city-states unable to resist
  Macedonian invaders in the 350s B.C.

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90
Section 4-Review
Section 4 Review
What was the significance of the outcome of the
Persian Wars?
The Greeks gained the upper hand, and the
Persians retreated to Asia Minor. Persian
attempts to expand into Europe were blocked.
91
End of Section 4
End of Section 4
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92
Chapter Review (1)
Chapter Review
1 of 8
How did Spartas values affect its educational
system?
Males lived in barracks after age 7. They
learned how to use weapons so that they would be
good soldiers. Females trained in gymnastics,
wrestling, and boxing so they would be strong and
bear healthy children.
93
Chapter Review (2)
Chapter Review
2 of 8
How did the reforms of Cleisthenes in Athens
affect the future development of government in
the Western world?
Although certain groups were still excluded from
participation in government, his reforms laid the
basis for the development of democratic
institutions in the West.
94
Chapter Review (3)
Chapter Review
3 of 8
What might have been the outcome of the Persian
Wars if Themistocles had not convinced the Greeks
to build a fleet of ships?
Because the Persians would have controlled the
sea, they might have defeated the Greeks.
95
Chapter Review (4)
Chapter Review
4 of 8
What aspects of Cretes environment enabled the
Minoans to become skilled seafarers?
It was an island, and it was located close to
other centers of civilization.
96
Chapter Review (5)
Chapter Review
5 of 8
What role did trade play in the development of
Greek civilization?
Minoan traders visited the Greek mainland and
brought their culture to them. Trade between the
Greek city-states and their colonies flourished.
The economic prosperity led those who made the
goods traded to demand more rights. This led to
the development of democracy.
97
Chapter Review (6)
Chapter Review
6 of 8
What effect did Spartas emphasis on military
values have on its development as a city-state?
Because of its concentration on military power,
it lagged behind other city-states in trade and
manufacturing and created little in the way of
intellectual, literary, and scientific
accomplishments.
98
Chapter Review (7)
Chapter Review
7 of 8
How did the Peloponnesian War affect Athens,
Sparta, and the other Greek city-states?
Athens was defeated, Sparta won, but for victor
and vanquished the war was a disaster. Weakened
by warfare, the city-states were vulnerable to
the Macedonians.
99
Chapter Bonus
Chapter Review
8 of 8
Beware of Greeks bearing gifts is a common
expression. What event in Greek history or
legend does it refer to, and what does it mean?
Give an example of a situation in which someone
today might use this expression.
The event is the Trojan War the gift, a wooden
horse given to the Trojans that secretly
contained Spartan soldiers. People should be
wary of gifts coming from unlikely givers.
People today might use this phrase in reference
to the free gifts that businesses offer.
100
End of Chapter Review
End of Chapter Review
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101
Historical Significance (1)
Historical Significance
1 of 2
What kinds of governments and societies developed
in ancient Greece?
Governments of ancient Greece included kingdoms,
aristocracies, tyrannies, oligarchies, and
democracies. Most societies were based on trade
and commerce, although Sparta emphasized
militarism.
102
Historical Significance (2)
Historical Significance
2 of 2
How have Greek political ideas shaped the
development of Western civilization?
The most important Greek political idea to
influence the later Western civilization was
citizen participation in government.
103
MindJogger
Chapter 4 Disc 1 Side A
Use the MindJogger videoquiz as a preview,
review, or both.
Click the Videodisc button to play the MindJogger
video if you have a videodisc player attached to
your computer. If you experience difficulties,
check the Troubleshooting section in the Help
system.
104
ABCNews - Introduction
Turning Points in World History
Democracy in Greece
Side 1 Chapter 5
Click the Videodisc button anytime throughout
this section to play the complete video if you
have a videodisc player attached to your
computer. Click the Forward button to view the
discussion questions and other related slides.
Click inside this box to play the preview.
105
ABCNews - Objectives
Turning Points in World History
Side 1 Chapter 5
Democracy in Greece
Objectives

• Define democracy and identify the origins of this
  form of government. ?

• Identify the ways in which different cultures
  throughout history have interpreted this concept.
  ?
• Explain the rights and responsibilities of a
  citizen in a democracy.

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106
ABCNews - Discussion (1)
Turning Points in World History
Side 1 Chapter 5
Democracy in Greece
Discussion
Where was the idea of democracy born? What were
some of the traits of this first democracy?
The idea has its roots in Greece around 600 B.C.
The public square in Athens was used as a forum.
Active participation was encouraged.
107
ABCNews - Discussion (2)
Turning Points in World History
Side 1 Chapter 5
Democracy in Greece
Discussion
What is a constitution? Why is a constitution
the cornerstone of so many democracies, including
our own?
It is a set of rules that embodies a countrys
laws and principles. Most democracies rely on
constitutions to establish and secure the rights
of individual citizens.
108
ABCNews - Discussion (3)
Turning Points in World History
Side 1 Chapter 5
Democracy in Greece
Discussion
Compare and contrast the Iroquois Great Law of
Peace with the democracy of ancient Greece.
Whereas Greek democracy was withheld from women,
slaves, and foreigners, under the Iroquois
constitution, women also enjoyed rights and
slavery did not exist.
109
ABCNews - Events (1)
Turning Points in World History
Democracy in Greece
Events of the Period
c 600 B.C. The first modern coins appear in
Lydia in Asia Minor. ?
c 630 B.C. Zoroaster, a Persian religious
leader, is born. ?
621 B.C. The Greek statesman Draco codifies
Athenian law.
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110
ABCNews - Events (2)
Turning Points in World History
Democracy in Greece
Events of the Period
597 B.C. Chaldeans capture Jerusalem. ?
560 B.C. Croesus ascends to the throne of
Lydia.
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display the next event.
111
ABCNews - Related Frames Contents
Turning Points in World History
Democracy in Greece
Fact Files Democracy (Frame 20670) Democracy in
Greece (Frame 20672) The Class System in
Greece (Frame 20674) The Role of Women (Frame
20675) Maps Greece Today (Frame 20667) Athens 435
B.C. (Frame 20668) Athens Today (Frame 20669)
Click on a hyperlink to go to the related fact
file or map.
112
ABCNews - Related Frame (1)
Turning Points in World History
Democracy in Greece
FACT FILE
Democracy
The word Democracy comes from the ancient Greek
words demos, which means people, and the word
Kratia, which means power. Democracy means
rule by the people. In a democracy all
citizens have the right to elect its
representatives.
113
ABCNews - Related Frame (2)
Turning Points in World History
Democracy in Greece
FACT FILE

Democracy in Greece
In ancient Greece, male citizens participated in
their government on a rotating basis. Those
serving the Assembly gathered in a public place
which was the political center of the polis.
There, they discussed political issues and passed
laws.
114
ABCNews - Related Frame (3)
Turning Points in World History
Democracy in Greece
FACT FILE

The Class System in Greece
Aristocrats Commoners Slaves
115
ABCNews - Related Frame (4)
Turning Points in World History
Democracy in Greece
FACT FILE

The Role of Women
Women were given no rights and were prohibited
from voting in the Assembly.
116
ABCNews - Related Frame (5)
MAP
117
ABCNews - Related Frame (6)
MAP
118
ABCNews - Related Frame (7)
MAP
119
End of ABCNews InterActive
End of ABCNews InterActive Turning Points in
World History
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presentation.
120
Cyberlink
Explore online information about the topics
introduced in this chapter.

Click on the Connect button to launch your
browser and go to the Presentation Plus! Web
site. At this site, you will find a complete
list of Web sites correlated with the chapters in
the Glencoe World History The Human Experience
textbook. When you finish exploring, exit the
browser program to return to this presentation.
If you experience difficulty connecting to the
Web site, manually launch your Web browser and go
to http//www.glencoe.com/worldhistory/cyberlinks
121
Reference Atlas Contents
Regional Maps United States North
America Central America The Caribbean South
America Africa Europe The Middle East Northern
Asia Southern Asia South Pacific and
Australia
Mapping History Overlay Transparency Set
4 Special Purpose Maps World Land Use World
Climates The Hemispheres
Click on a hyperlink to display the corresponding
map.
122
Reference Atlas United States
Reference Atlas
United States
123
Reference Atlas North America
Reference Atlas
North America
124
Reference Atlas Central America
Reference Atlas
Central America
125
Reference Atlas Caribbean
Reference Atlas
The Caribbean
126
Reference Atlas South America
Reference Atlas
South America
127
Reference Atlas Africa
Reference Atlas
Africa
128
Reference Atlas Europe
Reference Atlas
Europe
129
Reference Atlas Middle East
Reference Atlas
The Middle East
130
Reference Atlas Northern Asia
Reference Atlas
Northern Asia
131
Reference Atlas Southern Asia
Reference Atlas
Southern Asia
132
Reference Atlas South Pacific
Reference Atlas
South Pacific and Australia
133
Reference Atlas Land Use
Reference Atlas
World Land Use
134
Reference Atlas World Climates
Reference Atlas
World Climates
135
Reference Atlas Hemispheres
Reference Atlas
The Hemispheres
136
Mapping History Transparency (1)
4 Ancient Greece (1 of 3)
137
Mapping History Transparency (2)
4A Mycenaean Settlements (2 of 3)
138
Mapping History Transparency (3)
4B Archaeological Finds (3 of 3)
139
End of Custom Shows (Do not remove.)
140
Section Focus Transparency 4-1
Section Focus Transparency 4-1
141
Section Focus Transparency 4-1 (Answers)
1. Zeus 2. Athena 3. Poseidon 4. Hermes
Section Focus Transparency 4-1
142
Section Focus Transparency 4-2
Section Focus Transparency 4-2
143
Section Focus Transparency 4-2 (Answers)
1. Hoplite 2. 710 feet 3. greaves 4. pauldron
Section Focus Transparency 4-2
144
Section Focus Transparency 4-3
Section Focus Transparency 4-3
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Section Focus Transparency 4-3 (Answers)
1. They began military training. 2. They began
school. 3. 18
Section Focus Transparency 4-3
146
Section Focus Transparency 4-4
Section Focus Transparency 4-4
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Section Focus Transparency 4-4 (Answers)
1. C 2. E 3. B 4. A 5. D
Section Focus Transparency 4-4
148
Chapter Time Line
Chapter Time Line
c. 1600 B.C. Minoan civilization reaches its
peak. ?

c. 1100 B.C. Dorians invade Greece. ? c. 700
B.C. Greeks establish colonies in the
Mediterranean area. ? c. 460 B.C. Golden Age
of Athens begins.
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149
Section 1 Time Line
Section 1 Time Line
c. 2000 B.C. Mycenaean civilization begins. ?

c. 1450 B.C. Mycenaeans control the Aegean
area. ? c. 750 B.C. Homer composes epics.
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display the information.
150
Section 2 Time Line
Section 2 Time Line
c. 700s B.C. Greek kings lose power to
aristocrats. ?

c. 600s B.C. Greeks learn coinage from the
Lydians. ? c. 500 B.C. The rule of tyrants
in Greek city-states ends.
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151
Section 3 Time Line
Section 3 Time Line
c. 650 B.C. Slaves revolt in Sparta. ?
621 B.C. Draco enacts code of laws in
Athens. ? 594 B.C. Solon becomes leader of
Athens. ? 507 B.C. Athens becomes a
democracy.

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152
Section 4 Time Line
Section 4 Time Line
546 B.C. Persian armies conquer Ionia. ?
490 B.C. Athenians and Persians fight the Battle
of Marathon. ? 447 B.C. Pericles begins
rebuilding of Athens. ? 431
B.C. Peloponnesian War begins.

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display the information.
153
End of Slide Show
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