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Ancient Greece. Core Knowledge History 6 th Grade. The BIG Idea. The ancient civilizations of Greece and Rome have influenced Western society more profoundly than perhaps any other cultures in world history. Lesson 1. The Ancient Greek City-States. Lesson 1 Objectives.
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Ancient Greece Core KnowledgeHistory6th Grade
The BIG Idea • The ancient civilizations of Greece and Rome have influenced Western society more profoundly than perhaps any other cultures in world history.
Lesson 1 The Ancient Greek City-States
Lesson 1 Objectives • Understand the social organization of Greek city-states that share a common language and religion. • Identify tyranny, aristocracy, oligarchy, and democracy as early forms of Greek government.
Vocabulary • City-state – polis; an independent town or city that governs itself and the land around it. • Asia Minor – another name for the Anatolian Peninsula, where much of Turkey is located.
The Ancient Greek City-States • Ancient Greece was not a unified country but a collection of independent city-states (polis). • Small – population of 20,000 or less and covered only a hundred square miles. • Located mainly along the shores of the Aegean Sea. • See the map on page 43 of the textbook.
City-state Commonalities • All spoke Greek; although dialects varied from city-state to city-state. • Greeks referred to non-Greek speakers as “barbarians.” • Unified by religion – citizens of the city-states worshipped the same set of Greek gods – polytheism. • Came together for athletic competitions.
Greek Mythology • Zeus – the chief god; the god of the sky; shared power • Hera – the wife of Zeus • Apollo – the sun god • Poseidon – the sea god • Aphrodite – the goddess of love • And many, many more.
City-state Differences • Each had its own traditions, legends, and local heroes. • Worshipped local gods along with the central gods. • Had their own forms of government.
City-state Government • Originally ruled by kings - monarchy • However, by 500 B.C. most had adopted other various forms of government, including: - tyranny - aristocracy- oligarchy - democracy
Greek Vocabulary • The suffix –archy is Greek for “leader.” • The suffix –cracy is Greek for “to rule.” • Remember you can often figure out the meaning of new words by breaking them into familiar parts.
Tyranny • A system where one man was the dictator. • Tyrants seized power illegally, whereas kings inherited their throne. • Tyrants were popular because they usually opposed the rich and helped the poor. • However, few Greeks wanted to live under their rule all the time.
Aristocracy • A system in which a few noble or upper-class families held power. • Aristocracy actually means “rule of the best.” • Sometimes these “best” families shared power with an assembly made up of citizens, but not always.
Oligarchy • Similar to aristocracy. • Actually means “rule of the few.” • But in this case the few were not noble families, but wealthy men.
Democracy • Power is shared by a large number of citizens. • Citizens took part in debates, decided government policy, and elected officials. • The Greeks seem to have been the first people to experiment with this kind of government. • The experiment caught on, and became the pattern of government throughout Greek city-states.
Lack of Unity • Proud of their independence and individuality. • Thought it was better to live under local government. • However, there are disadvantages to the city-state model.
Lack of Unity • Always getting into disagreements. • This lack of unity made it easier for foreign countries to invade Greece. • Times of great crisis they would have to join together. • Alliances were fragile and short-lived. • Rivalries were sturdy and long-lasting. • Greatest rivalry – Athens vs. Sparta
Review Questions • What was a typical Greek city-state like? • What languages were spoken in Greek city-states? • What religions did Greek city-states observe? • What were the forms of government that existed in Greek city-states?
Lesson 2 Athens vs. Sparta
Lesson 2 Objectives • Understand aspects of Athenian democracy. • Describe the rights of the citizens, women, and slaves. • Recognize the importance of education to Athenians. • Understand the Spartan emphasis on military training. • Explain the Spartan system of government. • Recognize the important differences between Athens and Sparta.
Vocabulary • Ostracize – in ancient Athens, to banish or send away; nowadays it means to “drive someone out of social life” • Rhetoric – the art of using language, especially to persuade others • Epic poem – a long poem that tells the story of the adventures of one or more legendary heroes.
Athenian Democracy • Developed gradually over decades. • By 500 B.C. the democratic system was firmly established. • The Assembly was at its center.
The Assembly • Passed laws, levied taxes, and voted on issues of war and peace. • They would debate proposals and decide by a majority of raised hands. • Power to ostracize citizens who posed a danger to the polis. • An ostracized citizen had to leave the city-state and stay away for ten years. • Allowed to keep their property and return in 10 years.
Athens’ Legal System • Athenian law was divided into 2 sections • Public laws – had to do with the city-state • Private laws – through which people could work their disagreements. • Public law consequence – pay a fine, face the penalty se forth by the Assembly. • Private law consequence – jury could decide your case.
Athenian Legal System • Juries were very large – as many as 501 citizens sat on a single jury. • Their reasoning was that giant juries were less likely to be corrupted because of bribes. • A board of ten generals – strategoi. • These generals directed the army. Elected each year by the Assembly.
Limits to Athenian Democracy • Not everyone in the polis was considered a citizen. • Women, children, slaves, and foreigners were not citizens and could not vote in the Assembly or serve on juries. • To qualify for citizenship – 1)male2)18 years old+ 3)not a slave 4)Athenian parents
Limits to Athenian Democracy • Women played an important role in religious affairs, but they had no political rights. • Could not own property. • Always under the control of men. • The male family members would decide whom the woman would marry. • Girls were not sent to school.
Limits to Athenian Democracy • Foreign residents were known as metics. • They were important to the Athenian economy. • Many metics were artisans, craftsmen, or merchants • Some metics were highly admired and presented with honorary citizenship, but most never became citizens.
Limits to Athenian Democracy • Slaves had it the worst. • Made up at least a quarter of the population. • One rich citizen might have had 100 slaves to run his house, farm, or business. • Lesser households might have 10 – 50 slaves. • Only the poor did not depend on slave labor. • Slaves cleaned, cooked, shopped, washed, and raised children.
Limits to Athenian Democracy • Some slaves were educated so they could teach their owner’s children. • Sometime Athenian slaves could earn enough money to buy their freedom, but they could never buy citizenship.
Limits to Athenian Democracy • Once women, children, metics, and slaves are subtracted from a standard population of about 300,000, only 40,000 of the people living in Athens were qualified as citizens.
Athenian Education • Athenians prepared young men to become good citizens through a good education so they could participate politically well. • A citizen needed to take part in debates in the Assembly. • Need to know how to argue. • Needed to know how to defend his opinions, and how to criticize the ideas of others. • So this is why Athenians taught their sons rhetoric. • Athenian schools taught logic, reading, writing, arithmetic, and music.
Athenian Education • Boys learned to play a stringed instrument called a lyre. • Memorized sections from two epic poems by the ancient Greek poet Homer, The Iliad and The Odyssey.
Athenian Education • Every young man was given 2 years of military instruction and many years of physical education. • Expected to exercise in a gymnasium.
Athenian Education • Athenian education sought to produce loyal, cultured, politically responsible citizens who appreciated art, music, and sports. • Ideal citizens would be comfortable both on the battlefield or in the Assembly.
Spartan Government • Oligarchy – with elements of other forms. • Had 2 kings – kept each other honest. • Also had an aristocratic council and an assembly much less democratic than the Athenians’.
Spartan Government • Citizens not allowed to debate. Only approve or disapprove by shouting out. • Skeptical of Athenian-style democracy.
Spartan Education • Spartan educational system emphasized military training, almost from the cradle to the grave! • Required 23 years of military training. • Newborn Spartan boys were inspected by a government committee.
Spartan Military Training • Children grew up tough. If they cried they were not picked up or soothed – that would make them soft. • Soldiers needed tough feet. Boys went barefoot, even in winter. • Spartan boys sent away at the age of 7 to begin training. • Taught to obey and not to question. • Little time spent teaching reading, writing, and poetry. • Physical fitness was king!
Spartan Military Training • Taught to endure great pain and never accept defeat. • When the boys grew into teens, their food rations were cut – they would have to learn to be clever and steal food for themselves. • Men could marry at age 20, but they continued living in their barracks until age 30. • Military service continued until the men turned 60.
Contrasting Lifestyles Athenians Spartans Luxuries were a dangerous distraction – simple was best Famous for avoiding long speeches – laconic “Things of the mind” made them soft Sparta was an inland city – encouraged isolation Best army in Greece • Enjoyed symposiums with good food and drink • Skilled in rhetoric and public speaking • Culturally rich with some of the greatest literature and art • Athens located near the coast – welcomed foreigners • Especially strong navy
Contrasting Lifestyles Sparta and Athens were so different that each city-state was suspicious of the other, and it was hard for the two to get along. Occasionally they would cooperate, but we will discuss how their rivalry would play an important role in Greek history.
