**Study Guide for Chapter 4**

Worksheet / Study Guide for

CLASSICAL GREECE

and

The Greeks: Crucible of Civilization

Want to do well on the next test?  Here’s where to start:  Know what’s on this sheet.  Post the answers on your blog.  Find the answers by checking your text, doing independent research, taking good notes while watching the video, or referring to the website that accompanies the video: http://www.pbs.org/empires/thegreeks .

IMPORTANT DATES:  In a sentence or two, describe what important or historical event took place on the following dates:

1600 – 1100 BC: The Mycenean Civilization

1150 – 750 BC: The Dark Ages

776 BC: Olympic games were formed

750 – 700 BC: Homer wrote the Oddessy and Iliae

621 BC: Draco reformed the tax code

508 BC: Birth of Democracy (Isagoras was overthrown) (Cliesthenis came into power)

490 BC: Phedippedes runs to Sparta to inform them about the invasion of Athens. 

480 BC: King Darius is dead and Xerxes comes in and tries to invade Athens again. Athens uses the straight of Salamus to beat them.

461 – 429 BC: Pericles rises into power, and Themistocles is ostricised 
447 – 432 BC: Construction of the Parthenon
431 – 404 BC: goes to war with Sparta, Plaque comes, he dies. Sparta wins, Golden Age is over

399 BC: Socrates is killed by Hemlock.

336 BC: Alexander the Great comes into his empire.

MEN, WOMEN, GODS AND GODDESSES YOU SHOULD KNOW:  In one or two sentences, describe what is significant about the following people (or immortals):

Homer: Author of the Oddessy and Iliae. 

Odysseus: Character in Homer's poem, The Odyssey. He was the King of Ithaca in the poem. 

Zeus: He was the God of Sky and Thunder in Greek mythology. He is the ruler of the Gods and Mount Olympus.

Athena: Goddess of wisdom, courage, inspiration, civilization, law and justice, just warfare, mathematics, strength, strategy, the arts, crafts, and skill in Greek Mythology.

Draco: He was the first legislator of Athens in Ancient Greece. He developed a legal code to determine the fate of the accused. He was a very harsh person. 

Solon: An Athenian statesman, lawmaker, and poet. He is best known for his contributions towards Athenian government.

Pisistratus: Came into Athens with supposedly Athena. He soon became the Tyrant of Athens and did a great job ruling the city-state.

Cleisthenes: He is credited with creating the constitution of Athens and making Athens a democratic city-state.

Darius (the Great): One of the Kings of the Persian Empire. He was in reign when he invaded the Greek Empire.

Xerxes: A Persian King of the Persian Empire. He was soon killed by his brother Sogdianus. 

Pheidippides: The Greek messenger who inspired the Marathon event.

Themistocles: An Athenian General and politician. He was one of the first non-aristocratic politicians to exist in Athens. He was the one who built the Triremes. 

Pericles: An influential Greek statesman, orator, and general of Athens during the Golden Ages.

Aristophanes: A comic playwright of Ancient Athens. He has written over 40 plays.

Socrates: A classical Greek Athenian philosopher. He is also the inventor of the Socratic Method.

Plato: A Philosopher of Classical Greece. He is the student of Socrates and is a skilled Mathematician.

Aristotle: A Greek philosopher and was the student of Plato and the teacher of Alexamder the Great.

Alexander the Great: An Ancient King of Macedon, and the creator of one of the largest Empires of the Ancient World.

LOCATION, LOCATION, LOCATION:  Be able to locate the following on a map:

Athens                         Sparta                                      Peloponnesus                          Ionia

Ionian Sea                               Aegean Sea                             Persian Empire

GREEK POLITICAL STRUCTURES: Describe these political institutions:

Monarchy                    Democracy                  Oligarchy                    Aristocracy

PERICLES’ THREE GOALS FOR ATHENS: Name ‘em; describe ‘em.

GREEK ART: Identify and describe examples in these fields:

Sculpture                     Architecture                            Drama (tragedy and comedy)                

(more to come)

Chapter 3 Test

Today we took our test on Chapter 3 (The Greeks)

That is all.

*Continuation of Chapter 3 (the Greeks)*

On Friday, Mr. Schick wrapped up the notes of Ancient Greece. Here are some of the notes that he explained in class, and that I may use to study for tests.

CITIZENS AND COMMUNITIES: The Greek City States

Hoplites ^

• Notion of Citizenship could depend on the geography of the City-State
• Hoplites were men that were in a square-like formation and had long spears, bronze helmets and armor, round shields, and short swords.
• Each City-Stare had their own customs, government, money, etc.

• There were many types of government in Ancient Greece over the years. Usually the most successful city-states were the ones that had a democratic government in place.

1. Monarchy is when communities are ruled by Kings or all-powerful person.
2. Democracy was when all of the male citizens had a say in the government decisions.
3. Oligarchy was when a small part of the community made the choices for the people, and the majority of the community had little say in the laws of the community.
4. Tyranny was when one person takes charge over the other, or takes over the government. This does not necessarily mean that he/she is a dictator. (Just seized power.)  

Sparta: The military ideal

They were decedents of Greece who settled around Laconia (The southern mainland).

Sparta had a strong practice of Oligarchy, with a group of elders who made the decisions of the land by 500 BC. This decision of government was made because the helots would frequently rebel against their owners and the state. All make Spartans were required to join the military. Woman had lots of free rights due to the men being in the military. Spartans protected this way of life by defending their state the best they could.

Athens: Freedom and power

Communities on the Attica Peninsula formed together to create the city-state of Athens c.800 BC.  By overseas trade, Athens became the wealthiest and one of the most powerful city-state over the next 300 years. Their exports were wine and oil, along with weapons, pottery, and bits of silver, lead, and marble. 

Their imports were medal, timber, and grain. 

With the rising wealth and economy came social and political conflicts.

• Often between aristocrats (the wealthy) and the demos (the common people).
• These conflicts allowed for changes of government (monarchy, oligarchy and tyranny).
• Eventually, all males had rights in the community, with the aristocrats being the leaders.

Persian War

• Persian King Darius wanted to expand his territory into mainland Greece. c.494 BC
• Persians lost Battle of Marathon 490 BC
• Athenian Navy beat the Persians at Salamis.
• Peace was made with Persia in 445 B.C.
• Athens entered a "Golden Age"

Council of 500 and about 1000 public officials were chosen publicly. 

10 Military officers and 10 generals were chosen each year.

End of Chapter 3

More Important Notes of Ancient Mesopotamia

Today we continued with Mr. Schick's presentation about early Mesopotamia and the Ancient Greeks. Here are some of the notes I had took in class.

The European Barbarians 

• Farming and Village Life had spread throughout the continent by 4000 B.C
• gigantic religious structures were made by 3500 B.C

• Barbarians moved around a lot and Greek and Latin were their ancestor languages.
• powerful warriors
• Excelled in trade, metalworking, war, and farming. (organized people)
• no cities, written records, or fixed government.

• 2000 BC - 1000 AD was when they encountered civilization. (first was Greeks)

Aegean Encounter

• Minoan Civilization arose on the island of Crete c2200 BC
• grew wealth from trade with other civilizations (Egypt)
• The Mycenaean Civilization was the arrival of the Greeks. 
• Both were very similar to each other, and have been in constant conquests for control of the commerce of the Eastern Mediterranean when they encountered each other.
• Fighting lasted until c. 1400 BC when the Minoans were destroyed by the Mycenaean. 

• Conquest of the "Sea People" ended the Mycenaean c. 1200 BC
•  c. 1150 BC Mycenae was sacked, writing was not used, settlements were deserted, and population dropped. 
• This was known as the Dark Ages, and lasted from 1150 BC to 750 BC (400 years)
  
• c. 800 BC the Aegean region recovered
• 800-600 BC was when population rose due to settlements being founded. 
• The Greeks soon joined the Phoenicians as the leading trading, commercial, and seafaring nation.

-had a common religion

- new developments such as: iron tools and weapons, coined money, borrowing of Phoenician war tactics, and the Greek alphabet

(more to come) 

Another Day of Notes

Today we listened to Mr. Schick inform us more about the Barbarians and the Greeks. Mr. Schick purposely tried to make the presentation as boring as he possibly could, so for a portion of the class he lectured about the notes in a very tedious and monotone voice. Mr. Schick continued on the history, the economy, and the culture of the many barbaric civilization that had been in existence before Ancient Greece had. We reviewed the Aegean Encounter and the Dark Ages in a little more depth, and Mr. Schick talked about the story "The Odyssey" that was made during that time. The story was about a man who had went into the Trojan War, leaving his family and his wife behind. After the war, the man tries to make his way back home, but the Sea God Poseidon kept keeping him off course. It was interesting to hear what the story was like. Mr. Schick invited one our classmates to share the rest of the presentation. He did a good job explaining the presentation. Tomorrow we will continue learning about the Greek City-States and the development of Greece.     

Sharing our Presentations

Today Mr. Schick chose some people who thought there presentations were worthy enough to share in front of the entire class. My group was chosen to present because we thought we had a good enough presentation to share. One group had presented before us though. In their presentation, they discussed some of the material that was in the textbook for LO1. They had took pretty good notes and I made sure to write some of the information down. When it was our turn, we were assigned to present about LO2. We talked about the different civilizations that had arose before the Greek Empire turned to power, like the Minoans and the Aegean's and the Mycenaean's. We discussed the locations of those empires and we talked about the unique     features of each, including some of the culture and the economy of them. Another topic we went over was the Dark Ages. This period lasted from 1150 B.C to 750 B.C. The Dark Ages was a time when many of the  
Mediterranean civilizations collapsed. Settlements were deserted, ships and boats no longer sailed, population dropped, and the writing was no longer used. However, even though many of the civilizations collapsed, the Greeks were still surviving, and soon expanded and thrived.

Reviewing the Test

In today's class we went over our test for the Agricultural Revolution and the Egyptians and the Ancient Greeks. I received my test and I got an 84% on it. We went over all of the answers, and Mr. Schick made us read the question exactly the way he had typed it on the paper. He wanted us to say a word loudly if he had capitalized the word for emphasis, so someone would be saying "Which of the following inventions had NOT been invented yet?" or something like that. Our class was cut short due to the half-day off of school today, so we were only able to get through the reviewing of the test. Mr. Schick then said that he wanted us to continue our presentations from this week into LO3, so this weekend we plan to complete those.

Continuing the Presentation

Today was a very uneventful day, because we finished up the presentations on Ancient Greece today.
Mr. Schick was back in class today, so there was no need for a substitute. Also one of my group mates was not in class, so it was just me and my other partner to finish the presentation. We typed about the different kinds of civilizations before Ancient Greece was established, and we also typed about the Dark Ages and the rising of the Greek Empire. I had asked Mr. Schick if we needed to type about LO3, but he said that we would go over that tomorrow. Mr. Schick also wanted us to make our presentations better by making us add nice pictures to go along with what we typed. He also wanted us to put a picture on our presentation that was not Stonehenge, because that Megalithic structure is the most well-known, ans he doesn't want every presentation to have a photo of Stonehenge. So my partner and I added pictures so our presentation can look impressive and interesting when people look at it. Tomorrow we will probably continue with LO3, so I'm curious to see what will be in that Chapter.

ಠ_ಠ

Today in class we worked on our Ancient Greek and Barbarian Google Presentation. On Monday we started to make the presentation on LO1, but today Mr. Schick wanted us to continue the presentation on LO2. Mr. Schick was out sick today, so our sub for today's class was my math teacher Mrs. Hugo. From home, Mr. Schick could view our progress on the presentation, and could even send messages to us. At one point in the class Mr. Schick logged in to our presentation and started typing to us. I think it's really cool that Mr. Schick can instant message us right from his home. We even sent messages back to him too. I typed in the presentation the different civilizations that the Barbarians encountered over the years, and how the Barbarians eventually adapted the cultures from other civilizations to theirs. I am looking forward to possibly presenting these presentation tomorrow in class.

*How Was Stonehenge Built?*

Today we looked into the development of Ancient Greece, and the descendants of the people ho developed Greece. We focused mostly on the development of Megalithic structures around 3500 B.C. We looked deeper into the the monument Stonehenge, which was built even before even Ancient Greece or Ancient Egypt was even developed! Each of the stones in Stonehenge is about 18 feet high, and weigh up to 50 TONS EACH. But even though we know so much about the prehistory of Greece and the barbarians, archaeologists and historians still are clueless to how Stonehenge was built in the first place? How in the world were the barbarians able to drag 50 ton stones many miles to a location, then stand them upright and place another stone sideways on top of them? People are still amazed to to how this could have been achieved.
We also learned about the geography of Greece. Greece is a peninsula with over 1400 islands in the Aegean and Ionian seas. The Aegean sea is to the right of Greece, or between Greece and Turkey. The Ionian sea is to the left of Greece, or between Italy and Greece. Greece is very mountainous, covering over 3/4 of the region. Many Greeks were good as sailing because Greece learned to adapt to the many mountains blocking their path from one side of the land to the other. Many Greeks simply sailed over to where they wanted to go, rather than traveling over all of the mountains to get to your destination. Traveling by boat made shipping supplies much easier.
Another thing about Greece, is that it was difficult to communicate between the far off city-states. The rough terrain made is hard to tell information to other people throughout the country.

* Important points in Greece *

The Greeks made many advances in art, technology, government, and science that have affected our way of life today. The Greeks started out as European Barbarian peoples. They soon migrated to Southeastern Europe, where Mesopotamia, Asia Minor, and Egypt would be in easy reach. They soon emerged as a "classical" Greek civilization about 800 B.C . The Greeks had adapted their culture from their neighbors, but many aspects of their culture were exclusive to them only.
The Greek City-States were the first to practice citizen participation in government. This led to democracy in Greece, and set the standard for many other future civilizations.

Over three thousand years up to the Persian Empire, civilization had spread to most corners of the world by this time. Elsewhere, people still lived the prehistoric lifestyle that emerged from the Agricultural Revolution.
By 3500 B.C., the people of Western Europe were civilized and organized enough to build ceremonial monuments based on circles and rows of huge, upright, boulders, as well as tombs and fortifications. These structures were known as Megalithic structures, meaning "large boulder" in Greek. One of the most known of these Megalithic structures is Stonehenge, which is a circular structure consisting of upright stones. This was built as a religious center by farmers and traders in the west of England. This incredible structure is still standing today.
From about 2500 B.C. onward, Indo-European nomads and peoples moved into Europe, and the settled people of Europe bean to create new ethnic groups whose way of life was a mixture of their original customs and Indo-European influences. new languages began to arise, which would be the distant ancestors of Greek and Latin. Their lives began to change, as there appeared groups of warriors usually with Indo-European heritage. They were horseman and charioteers whose lives centered around courage and strength. These warriors soon turned into gods of thunder, metalworking, war, and fatherhood. When the warrior died, his belongings would be buried with him. Next to him would lie his wife, with her work and possessions as well.
The main part of European life was based around farming. They settled villages or tribes, often separated from each other by great distances. The tribes would occasionally meet to trade and celebrate different occasions. Tribes would be allies in war, and would group together to live. They would join or leave tribes as they would see fit, and sometimes they would migrate if things got bad.
These people were know as the European barbarians, and there is no written records of them. eventually, they formed a civilization known as Greece.

Test Today

In today's class, we took a test on everything that we have learned from the beginning of the semester. It was  quite a lengthy test, but I managed to finish just before the bell rang, signaling the end of the mod. Mr. Schick had received some advice from other teacher, telling him to make his tests more difficult. For the semester 1 final exam, Mr. Schick made a 100 question test, with 5 short answers, yet some people finished in 30 minutes, with an hour to spare. Knowing this, Mr. Schick tried to make this test as hard as he could. In return, he allowed us to use our blogs to help us get the answers to the test. During the test, I didn't really need to use my blog for reference. The only part where I really depended on it was when I had to complete the short answer and the 3 paragraph essay at the end. I may have spent too much time on the short answer, because I only had 15 minutes to write the essay afterwards, I managed to do it though, and I hope that I get a good grade on it.

Test Tomorrow

In today's class we reviewed for the upcoming test on Ancient Egypt, Mesopotamia, and the Agricultural Revolution. We saw a power-point that basically reviewed everything that we have learned since the beginning of the semester, which was back in January. I found the power-point very interesting, because not only were the facts interesting, but Mr. Schick described the information and explained all of it in great detail, which I also found interesting. Mr. Schick also showed us a video on mummification that the Ancient Egyptians, that described the steps that took place in mummification. It is amazing how after thousands of years, that a body mummified by the Egyptians can be preserved and still in a decent shape today. Mr. Schick also told us about one of his childhood stories. He said that one of his best friends family ran a funeral home. When Mr. Schick was over his friends house, his friend gave him a tour of the place. They saw where the mass was held, the place where you view the body, and even the place where you prepare the dead bodies. At the time, his friend's dad was preserving a dead body, and Mr. Schick got to see the body being prepared upfront. He explained that the way the Egyptians preserved the dead was somewhat similar to the way we preserve the bodies.

Building Pyramids

Today was a very fun, but also very frustrating day. We were assigned the task of building a virtual pyramid on the BBC website. The game allowed you to pick the location, the material of your pyramid, the work force, the food the work force would eat, the benefits the work force would receive, the angle of the pyramid, the god or goddess that would look over the construction, and so on. I was partnered up with someone else, and we worked together to try to build a good pyramid for the king. I failed miserably at least 5 times, and he didn't have much luck either. Towards the end of class, he was able to complete most of the construction, but then failed again by not having enough supplies. He then tried again, and was able to complete the pyramid with success. It was tough, but we were able to do it.

Ancient Egypt

On Thursday we started out Ancient Egypt Unit in Western Civilization. We learned about the lives of the Egyptians, the architecture including the Sphinx and the Great Pyramids of Giza, the ranks in social class, the ancient Gods and Goddesses, and the kinds of art and literature the Egyptians used. We learned that the Pyramids contained lots of hidden passageways and corridors to prevent tomb raiders from stealing the treasures of the buried Pharaoh. We also learned that the people who built the pyramids actually volunteered to build the structure, in contrast to the many textbooks that show slaves doing backbreaking work for the Egyptians.
The writing of the Ancient Egyptians was called Hieroglyphics, and usually only scribes could decipher it. The art was 2-dimensional figures usually doing some kind of task or telling a story. Egyptians had not developed that kind of deception yet.
We learned that the Pharaoh was considered a God by the Egyptians. They were really well respected, until something bad happens. They would only trust the Pharaoh until something bad happened to the community.