Ancient Greece. Name Period

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1 Ancient Greece Period

2 Sparta SLMS/08 City States In Greece, independent city-states began to develop similar to the ones in Ancient Mesopotamia. Part of the reason for this is that there were mountains throughout Greece that separated and isolated communities. Sparta, a military polis... Life in the city state of Sparta revolved, almost completely, around the military. Sparta was a warlike city-state, and both men and women trained hard to remain in top physical condition. Sparta had an enormous population of helots slaves who were prisoners of war. The ratio of slaves to citizens was about 10 to 1! At some point it became necessary to maintain a strong military if only to control any potential slave uprisings. The Spartan government was a monarchy. The king was advised by a group of ephors top generals or elders in the community. Women in Sparta Women in Sparta had more freedom than women in other city-states. While the men were training all day, the women had the responsibilities of maintaining the children and the household. This was often done with the help of helots. Girls were given a similar education to the boys, only not nearly as intense. It was just as important for the girls and women to remain in peak physical condition as it was for the men. City States, cont Each community began to develop its own identity and its own government. The city states of Athens & Sparta became leaders in Greece, but developed very different types of communities with very different values. Military Training Young boys would leave their families at the age of 5 or 6 to go live and train at a military barracks with other boys their age. The boys would stay and live together for the rest of their lives. Even when they married, they continued to live at the barracks until they retired from military life (sometime in their 60s). Boys were subjected to hardship to make them tough, resourceful soldiers. They were not given enough to eat, and had to steal in order to keep themselves alive. They were beaten severely if caught. The barracks were not very comfortable. The beds were plain wooden planks with no mattress. The boys did not have enough clothes or enough blankets to keep them warm in the winter. The result of this hardship & training was a tough and superior military. Contributions from Sparta Because of Sparta s military focus, they were not concerned with wealth or literature, architecture or sculpture. They left little behind to commemorate their civilization.

3 Sparta 1. Why did independent city states develop in Greece? 9. Why were Spartan boys subjected to hardships? 2. What did life in Sparta revolve around? 10. What hardships did they endure? 3. What were helots? 4. What was the ratio of helots to citizens? 11. What was the role of women in Sparta? 5. Why was it necessary for Sparta to maintain a strong army? 12. Were girls educated? How? 6. What type of government did Sparta have? 7. At what age did boys enter military training? 13. What were the contributions of Ancient Sparta? Why? 8. At what age did men leave the military barracks (retire)?

4 Sparta Key 1. Why did independent city states develop in Greece? The mountainous terrain separated and isolated communities, and very different city states developed. 2. What did life in Sparta revolve around? The MILITARY!! 3. What were helots? Slaves who were prisoners of war. They were necessary in order for citizens to participate in the military. They did much of the work which supported life in Sparta. 4. What was the ratio of helots to citizens? 10:1 5. Why was it necessary for Sparta to maintain a strong army? To control potential slave uprisings (by the helots). 6. What type of government did Sparta have? A monarchy, in which the king was advised by a group of ephors top generals or elders in the community. 7. At what age did boys enter military training? At age 5 or At what age did men leave the military barracks (retire)? In their 60s. Mostly, they lived in the barracks from age 6 until retirement. Women ran the household. 9. Why were Spartan boys subjected to hardships? To toughen them up in preparation for warfare. To make them resourceful. Soldiers needed to be resourceful. 10. What hardships did they endure? The living quarters were sparse and uncomfortable (bare boards to sleep on). They were not given enough to eat, or enough clothes to keep them warm in the winter. Boys were expected to forage for extras, but were punished if caught! 11. What was the role of women in Sparta? Since the men were engaged in military training, the women had the obligation to maintain the household, and raise the children. This was done with the help of helots and as a result, women in Sparta had more freedom than women in other city states. 12. Were girls educated? How? Yes, but not in the way WE think of education. They were given physical training. Sparta emphasized the body over the mind. Girls were expected to keep themselves physically fit, so that they could bear healthy, strong children for the state. 13. What were the contributions of Ancient Sparta? Why? There weren t many, if any. Like their lack of focus on education, the Spartans did not focus on literary, artistic or architectural contributions but focused strictly on maintaining their military state.

5 Athens SLMS/08 The Polis The Greek word for city-state is polis. From this word, we get the English words police, policy, politics, politician, political all things which have to do with the government or the state. Each Greek polis had a high, fortified part where there were public buildings and armaments. This part of the polis was known as the acropolis or literally the edge of the city. The acropolis in Athens has some of the most recognizable ancient ruins in the world including the Parthenon. Women in Athens Women were not allowed citizenship in Athens, and therefore, were not educated in any way. Generally, women were restricted to the home (of their father or husband), and were not allowed to be seen by male visitors unless they were relatives. Women were in charge of the home, and were expected to raise the children, spin thread, weave clothes and take care of the household duties. Only in the poorest homes did women do this without slave help. Men did not spend much time at home, so women often gathered at each others houses for some social time. Life in Athens The Athenian government was a Direct De- mocracy. This meant that all citizens gathered in the marketplace to directly participate in the legislative process. They did not elect representatives to do it. In order for such a government to work, it was important to have educated citizens. In Athens, therefore, education was very important but it was accessible only for the wealthy. Schools in Athens focused on both intellectual and physical development unlike education in Sparta which focused only on the physical. Contributions from Athens Because of the emphasis on education, many of the contributions attributed to the Greeks came from Athens. This, coupled with prosperity from trade resulted in a Golden Age for Athens in the 5th century BCE. Famous plays written by Euripides, Sophocles and Aristophanes were performed for Athenian drama festivals. Sculpture, like the Discus Thrower, and paintings were created for temples or for the homes of the wealthy. Many mathematical, medical and scientific advances were made. The governmental concept of democracy also had its birth in Athens. (Although it should be noted that citizenship was limited to free men born in Athens.) Probably the best known contribution of the Athenians was in the area of philosophy. Socrates, Plato and Aristotle were all Athenian citizens, and their thought provided the basis of Western civilization.

6 Athens 1. What does polis mean? 7. What were the restrictions placed on women in Athens? 2. What English words do we get from this? 3. What is the acropolis? 8. What was the role of women in Athens? 4. What type of government did Athens have? How did it differ from our government? 9. Describe the contributions of Athenians. 5. Why was education important in Athens? 6. How did it differ from education in Sparta?

7 Athens Key 1. What does polis mean? City state! 2. What English words do we get from this? Police, policy, politics, politician, political all things which have to do with the government or the state. 3. What is the acropolis? A high, fortified part where there were public buildings and armaments. Literally the edge of the city. 4. What type of government did Athens have? How did it differ from our government? The Athenian government was a Direct De- mocracy. This meant that all citizens gathered in the marketplace to directly participate in the legislative process. They did not elect representatives to do it (which is different from our Representative Democracy). 5. Why was education important in Athens? Education was important because as a democracy, it was important to have educated citizens. Unfortunately, education was only available for those who could afford it the wealthy. 6. How did it differ from education in Sparta? Education in Athens focused on both intellectual and physical development, while education in Sparta focused only on the physical 7. What were the restrictions placed on women in Athens? So many! Women were not considered citizens, and could not participate in government. They were restricted to the home, and were not allowed to socialize with men who were not relatives. 8. What was the role of women in Athens? Women were in charge of the home, and were expected to raise the children, spin thread, weave clothes and take care of the household duties. 9. Describe the contributions of Athenians. Famous plays written by Euripides, Sophocles and Aristophanes were performed for Athenian drama festivals. Sculpture, like the Discus Thrower, and paintings were created for temples or for the homes of the wealthy. Many mathematical, medical and scientific advances were made. The governmental concept of democracy also had its birth in Athens. (Although it should be noted that citizenship was limited to free men born in Athens.) Probably the best known contribution of the Athenians was in the area of philosophy. Socrates, Plato and Aristotle were all Athenian citizens, and their thought provided the basis of Western civilization.

8 Achievements of Greece I SLMS/08 Contributions Many of the contributions of classical Greece were created during the Golden Age of Athens in the 5th century BCE. Much of Greek culture was then adopted or imitated by the Romans, who later spread their culture throughout Europe. Architecture Architecturally, the Greeks are best known for their temples with slender marble pillars. Golden Section The Greeks used mathematics in both their architecture and in their art. They believed a ratio known as the Golden Section provided the most pleasing visual appearance. The Parthenon, for example, is a rectangular temple, and the length and width of it are in the same ratio as the Golden section. Likewise, the relationship of its height to its width is in the ratio of the Golden section. Sculpture Greek sculpture was generally done in marble or in bronze. It, like architecture, was carved in the ratio of the Golden Section. The ratio from the head to navel and from navel to feet represented the golden section. Greek sculpture also tried to portray the ideal human body. The word arête meant excellence, virtue, and perfection. The Greeks tried to reflect arête in all of their works. Contributions, cont Thus, Greek and Roman culture provided the basis of Western thought, civilization and culture. It also explains why Western and Eastern (India, China) cultural thought is so different. Pillars Greek architecture is characterized by its distinctive pillars. There were three types of pillars used. Doric the earliest type of pillar used, it had a plain capital (top) and the column itself was scalloped. It tended to be a shorter, stockier pillar, and it gave a masculine and sturdy appearance. Ionic a later type of pillar, it had a more ornate, scrolling capital. The column was also scalloped, and it tended to be longer and more slender than the Doric column. This gave it a delicate and more feminine appearance. Corinthian the latest type of pillar, it was actually little used by the Greeks, but was more used by the Romans. It is characterized by a very decorative leafy capital with a scalloped pillar. Caryatid a pillar that was actually a carved human statue. It was rarely used. The best example is found in Athens Porch of the Maidens.

9 Achievements of Greece I 1. How did Greek culture come to influence the culture of western Europe? 6. How was arête represented in sculpture? 2. What was the Golden Section? 8. Describe and sketch the three common pillars used in Greek architecture. 3. How was the Parthenon an example of the Golden Section in architecture? 4. In what media did the Greeks carve their sculptures? 5. How was the Golden Section represented in sculpture? 9. What is a Caryatid? 10. Where was it used? 6. What was arête?

10 Achievements of Greece I Key 1. How did Greek culture come to influence the culture of western Europe? The Greeks influenced the Romans, who conquered much of western Europe, and thus spread this culture. Greco-Roman culture provided the basis of Western civilization. 2. What was the Golden Section? 7. How was arête represented in sculpture? Greek sculpture also tried to portray the ideal human body. 8. Describe and sketch the three common pillars used in Greek architecture. Doric Ionic Corinthian It was a specific ratio that provided the most pleasing visual appearance to architecture and art (specifically sculpture). 3. How was the Parthenon an example of the Golden Section in architecture? The length and width of the Parthenon are in the same ratio as the Golden section. Likewise, the relationship of its height to its width is in the ratio of the Golden section. 4. In what media did the Greeks carve their sculptures? Marble or bronze. 5. How was the Golden Section represented in sculpture? Doric = short, stocky, masculine pillar with a plain capital, usually had a fluted (scalloped) column. Ionic = tall, slender, feminine pillar with a scrolled capital, and a smooth or fluted (scalloped) column. Corinthian = highly decorative pillar. Leafed capital with a fluted (scalloped) pillar. Much used by the Romans. In sculpture, the ratio from the head to navel and from navel to feet represented the golden section. 6. What was arête? The word arête meant excellence, virtue, and perfection. The Greeks tried to reflect arête in all of their works. 9. What is a Caryatid? A pillar that was actually a carved human statue. 10. Where was it used? It was rarely used. Most famously in the Porch of the Maidens in the Erechtheion on the acropolis of Athens.

11 Achievements of Greece II SLMS/08 Math & Science Pythagoras is probably best known for his theorem a 2 + b 2 = c 2 c a in right triangles. He was also a philosopher and had a big impact on b Plato and Aristotle. Euclid is still known as the Father of Geometry for his work in mathematical proofs. Archimedes was a physicist who worked with pulleys, levers and employed them in various inventions. It was said he pulled a warship ashore by himself using only a rope and a series of pulleys. Philosophy Perhaps the best known contribution of the Greeks is that of philosophy. The word philosopher means lover of wisdom, and many philosophers were also mathematicians and scientists. Greek thought focused on the use of reason and logic and the preeminence of the mind. Socrates was a philosopher & teacher in Athens. He suggested that the unexamined life is not worth living and that true knowledge exists in knowing you know nothing. Socrates wrote nothing down, but his student Plato did. Plato established a school known as the Academy, where he continued Socrates teachings. Aristotle was his student. Aristotle also established a school known as the Lyceum, and ultimately he tutored Alexander the Great. Aristotle wrote so extensively and on so many subjects that it is said that all knowledge is a footnote to Aristotle. Much of Western thought is based on the ideas of these three men. Pottery The pottery of the Greeks was not just functional, it was also art similar to the porcelain of China. Pottery style became more complex over time. Early styles had simple geometric designs on them. A more complex style known as Black figure developed in the 600s BC. The black figure pottery had a red background with black figures on it. A newer style known as Red figure developed in Athens in the 400s BC and had a black background with red figures. The Greeks depicted famous battles, myths, scenes of daily life and famous rulers and athletes on their pottery. Drama The Greeks loved entertainment, especially plays. They held weeklong festivals in which plays were performed all day and all night. Aristophanes was a playwright who was well liked because he wrote comedies. He won many awards for his plays, and many of them survive today and are still read in literature classes. Sophocles was a brilliant playwright, but he wrote tragedies. His plays were less popular than Aristophanes. Very few of his plays have survived, but the most famous of them, Oedipus Rex has had a profound literary & psychological impact. Euripides also wrote tragedies, but he was even less popular than Sophocles because his plays dealt with dark aspects of Greek culture. Many of his plays survived, most famous among them, Medea, deals with women s struggles in Greek culture.

12 Achievements of Greece II 1. Name three mathematicians/scientists and describe their contributions. a. 4. What does philosopher mean? 5. What did Greek thought focus on? b. c. 6. What did Socrates mean when he said the unexamined life is not worth living? 2. How did Greek pottery style change over time? Early 7. Who taught who? List from Socrates to Alexander. Later Latest 8. Name three Greek playwrights and describe their styles. a. 3. What types of things were depicted in Greek pottery? b. c.

13 Achievements of Greece II Key 1. Name three mathematicians/scientists and describe their contributions. a. Pythagoras the Pythagorean theorem in right triangles, ie. a 2 + b 2 = c 2. b. Euclid the father of geometry, known for his proofs. c. Archimedes a physicist who worked with pulleys, levers. It was said he pulled a warship ashore by himself using only a rope and a series of pulleys. 2. How did Greek pottery style change over time? Early Simple Geometric designs. Later Latest More complex Black Figure. It had black figures with a red background. (The clay in Athens had a lot of iron, and baked red naturally. The black figures were painted on. Red Figure. This was very sophisticated because the clay baked red so the background had to be painted (the negative space), and the figure wasn t. 3. What types of things were depicted in Greek pottery? The Greeks depicted famous battles, myths, scenes of daily life and famous rulers and athletes on their pottery. 4. What does philosopher mean? Lover of wisdom. 5. What did Greek thought focus on? The use of reason and logic, and the preeminence of the mind. 6. What did Socrates mean when he said the unexamined life is not worth living? Answers may vary, since the specific answer is not given, but students might suggest that it is important to know yourself, and that to live a life without thinking about it is pointless. 7. Who taught who? List from Socrates to Alexander. Socrates taught Plato, who taught Aristotle, who taught Alexander. 8. Name three Greek playwrights and describe their styles. a. Aristophanes wrote comedies, and was very popular. He won many awards for his plays, and many of them survive today and are still read in literature classes. b. Sophocles was a brilliant playwright, and wrote tragedies. Very few of his plays have survived, but the most famous of them, Oedipus Rex has had a profound literary & psychological impact. c. Euripides a playwright who wrote tragedies which dealt with dark aspects of Greek culture. Because of his subject matter, he was even less popular than Sophocles.

14 Democracy SLMS/08 The Road to Democracy The city-state of Athens did not become a democracy overnight. In fact, originally, power in Athens was held by the aristocracy the wealthy, land-owning upper classes. The government was run by a series of tyrants. The word tyrant has a negative connotation now, but for the ancient Athenians, not all tyrants were bad. Many tyrants made important and beneficial reforms. In 621 BCE, Draco produced the first written legal code. It was very harsh not unlike Hammurabi s code and the word draconian comes from this code, and means severe, harsh or cruel. Later, Solon initiated numerous reforms. He invited all citizens to participate in an Assembly. He also abolished debt slavery and promoted foreign trade. But Solon resisted land reform, and eventually conflict built up between wealthy & poor. Pisistratus seized power in 546 BCE, and cut the power of the aristocracy by redistributing the land and helping the poor by providing cheap farming equipment. He also created massive building projects that employed the poor. Cleisthenes made further reforms in 508 BCE. He removed the requirement that citizens own land in order to participate in the Assembly. He also created the Council of 500, which proposed laws and counseled the Assembly. Council members were to be chosen at random. Pericles ( BCE) Pericles was, perhaps, the greatest ruler in Athenian history. He guided Athens to victory over the mighty Persians, and ushered in a Golden Age. He also completed Athens movement toward democracy. He opened all political offices up to any citizen, regardless of land ownership. Most importantly, he offered payment for jury duty or for public office, so that poorer people could afford to serve. He also initiated massive public works to rebuild Athens after the destruction of the Persians. This provided employment for many needy people. Much of the acropolis in Athens was constructed in the era of Pericles including the Parthenon Democracy s Limitations Athens democracy was hardly democratic by today s standards. Only citizens were allowed to participate in the government, and only about 20% of the population of Athens qualified as citizens. Only free men, over the age of 18, whose parents had been born in Athens qualified for citizenship. Women, slaves, foreigners, and second-generation foreigners were excluded from the governing process. (80% of the population hardly democratic ) Still, the notion that people had the right to govern themselves was a unique one, and one which would eventually find an echo in later western civilizations.

15 Democracy 1. Originally, what type of government did Athens have? 6. How did Pericles move Athens toward greater democracy? 2. Define: Tyrant What did Draco do as leader of Athens? 7. Why did he initiate so many public works projects? 4. What does draconian mean? 8. How was Athens democracy limited? 5. List the three governmental reformers, and explain the reforms they made. a. 9. Who were the citizens of Athens? b. 10. Who didn t qualify as citizens of Athens? c.

16 Democracy Key 1. Originally, what type of government did Athens have? Originally, Athens had an aristocracy a government ruled by the wealthy, landowning upper classes. 2. Define: Tyrant -- A tyrant was like a dictator. It was rule by one man and Athenians didn t always see this as a bad thing. 3. What did Draco do as leader of Athens? He provided the first written law code. But it was harsh very harsh not unlike the code of Hammurabi. 4. What does draconian mean? It means severe, harsh, cruel, or extreme. 5. List the three governmental reformers, and explain the reforms they made. a. Solon invited all citizens to participate in an Assembly. He also abolished debt slavery and promoted foreign trade. But Solon resisted land reform, and eventually conflict built up between wealthy & poor. b. Pisistratus cut the power of the aristocracy by redistributing the land and helping the poor by providing cheap farming equipment. He also created massive building projects that employed the poor. c. Cleisthenes removed the requirement that citizens own land in order to participate in the Assembly. He also created the Council of 500, which proposed laws and counseled the Assembly. Council members were to be chosen at random. 6. How did Pericles move Athens toward greater democracy? He opened all political offices up to any citizen, regardless of land ownership. Most importantly, he offered payment for jury duty or for public office, so that poorer people could afford to serve. 7. Why did he initiate so many public works projects? He initiated massive public works to rebuild Athens after the destruction of the Persians. This provided employment for many needy people. 8. How was Athens democracy limited? Only citizens were allowed to participate in the government, and only about 20% of the population of Athens qualified as citizens. 9. Who were the citizens of Athens? Only free men, over the age of 18, whose parents had been born in Athens qualified for citizenship. 10. Who didn t qualify as citizens of Athens? Women, slaves, foreigners, and secondgeneration foreigners were excluded from the governing process. (80% of the population hardly democratic )

17 The Persian & Peloponnesian Wars SLMS/08 The Persian Wars The Persian Wars really occurred in 2 Acts. Act I: Persia conquered the entire Anatolian peninsula, including the area of Ionia in 520 BC. Ionia had been the site of several Greek settlements. When the Ionians revolted, the Athenians sent ships and soldiers to aid them. Darius, the Persian King, put down the uprising and vowed to destroy Athens. In 490, the Persian fleet carried 25,000 soldiers to the plain at Marathon 26 miles east of Athens. The Athenians were badly outnumbered with only 10,000 soldiers, but immediately went on the offensive and defeated the Persians. The Athenians sent a messenger named Pheidippides running back to Athens to tell them the army had won the battle, to NOT evacuate the city, and to expect a Persian attack by sea. Pheidippides ran the 26 miles, delivered the message, and died. The Athenians defended their city successfully, and sent the Persian ships home in defeat. Result of the Persian Wars Athens emerged as a leader of the independent Greek city states, and despite the damage they sustained, entered into a Golden Age. Sparta was terribly weakened by the Persian Wars, and they resented Athens leadership of the city-states. Resentment between Athens & Sparta was simmering below the surface, and it was growing in intensity over the years. The Persian Wars, Act II Act II: Ten years later, the Persian King Darius died and was succeeded by his son Xerxes. He assembled an army and vowed vengeance on Athens. By now, however, the Greeks were terribly divided. Some though it best to simply let Xerxes destroy Athens and go home. Some actually fought on the side of the Persians. Xerxes landed his troops on the east coast, and easily marched his troops up and down the coastline until he reached a narrow mountain pass at Thermopylae. Here, a small force of 7,000 Greek soldiers held off the massive Persian force for three days. Eventually, someone betrayed the Greeks, and showed the Persians a secret path around. A brave force of Greeks (including 300 Spartans) volunteered to stay and fight, providing cover for the rest of the Greek forces who were able to escape. All 300 Spartans perished. Xerxes forces reached Athens and burned it to the ground (the citizens had evacuated the city). The Persian navy then attacked the Athenian navy, but they were badly defeated, and retreated home. The Peloponnesian Wars Sparta declared war on Athens in 431 BCE. Athens had the best navy, Sparta, the best army. Unfortunately, a terrible plague swept through Athens killing 1/3 to 2/3 of the population. Then the Athenians suffered a terrible defeat in 413 BCE. Eventually, in 404, they surrendered. Both Athens & Sparta were weakened by 27 years of warfare which left them vulnerable to foreign conquest

18 Persian & Peloponnesian Wars 1. Act I: Why did Darius want revenge on Athens? 7. What happened at Thermopylae? 2. What happened at the Battle of Marathon? 8. How did Act II end? 3. Who was Pheidippides? What did he do? 9. What was the result of the Persian wars on Athens? Sparta? 4. What race is named & run in memory of Pheidippides? 10. Who fought in the Peloponnesian Wars? 5. Act II: How did Act II begin? 11. What was the result for both? 6. Why was Xerxes able to easily march up and down the east coast?

19 Persian & Peloponnesian Wars Key 1. Act I: Why did Darius want revenge on Athens? Because the Persians had conquered the Anatolian peninsula, and as those settlements revolted, the Athenians aided them in their attempt to gain freedom. 2. What happened at the Battle of Marathon? The badly outnumbered Athenians won a stunning victory against the Persians. (This may rank as one of the most important battles in history ) 3. Who was Pheidippides? What did he do? He was the messenger sent to tell the city of Athens that the Athenian army had triumphed at Marathon, and that they need not evacuate the city., but they should expect an attack of the Persians by sea. He delivered the message and died. 4. What race is named & run in memory of Pheidippides? The marathon. 5. Act II: How did Act II begin? Darius died, and his son Xerxes succeeded him. He vowed revenge on the Athenians. 6. Why was Xerxes able to easily march up and down the east coast? The Greeks were not united. Many thought it best to just sacrifice the Athenians. Then maybe Xerxes would go home. Many did not actively fight Xerxes. 7. What happened at Thermopylae? A small force of 7,000 Greek soldiers held off the powerful Persian force for 3 days. But someone betrayed the Greeks, and showed the Persians a secret passage. All the Greek soldiers were killed defending this passage. 8. How did Act II end? Xerxes forces reached Athens and burned it to the ground (the citizens had evacuated the city). The Persian navy then attacked the Athenian navy, but they were badly defeated, and retreated home. 9. What was the result of the Persian wars on Athens? Sparta? Athens emerged as a leader of the independent Greek city states, and despite the damage they sustained, entered into a Golden Age. Sparta was terribly weakened by the Persian Wars, and they resented Athens leadership of the city-states. Resentment between Athens & Sparta grew over the years. 10. Who fought in the Peloponnesian Wars? Sparta and Athens (and other Greek city states). 11. What was the result for both? Both Athens & Sparta were weakened by 27 years of warfare which left them vulnerable to foreign conquest

20 The Olympic Games SLMS/08 The Festival at Mount Olympus The original games were held in Olympia at the base of Mount Olympus the mythical home of the Greek gods. They were held as a 5 day festival every 4 years in honor of the chief god, Zeus. The games evolved out of independent celebrations of Zeus at his temple in Olympia. Many correlate the rise of the games with the rise of the Greek city-state, and the desire for the individual states to assert supremacy over each other. Competitions Original competitions were simple running events, however, over the years, more events were added (including different length running events and running events in full armor). Boxing there were no weight classes, and no timed rounds. Competitors wore leather wraps on their hands and beat each other until one gave up or passed out. Equestrian there were 2 and 4 horse chariot races as well as individual jockey horse races. Pentathlon was a 5 event combination of running, jumping, discus, javelin and wrestling. Pankration was a combination of boxing and wrestling that most resembles modern day ultimate fighting. The only thing that was off limits was gouging of an opponents eyes, nose or mouth. Wrestling an athlete needed to throw his opponent to the ground 3 times to win. Biting and genital holds were illegal. Original Competition The first official Olympic games were held in 776 BCE (although there is debate about this), and there was only one competition the 210 yard dash. It was said that the origin of this competition came from the mythical Hercules who created the games to honor his father Zeus. Supposedly Hercules counted out 200 strides and called it a stadion. This became a unit of measure for the Greeks, and is the root of the word stadium, where the race was held. Competitors Athletes came from all of the Greek citystates to compete in the Olympics. In fact, the games held supremacy even in times of war. A temporary truce would be declared so that athletes could compete at the games. Sparta was once fined heavily and temporarily banned from the games for violating the truce by attacking another city state. Athletes competed naked. As a result, women were banned from the games, and in fact, not allowed in the stadium at all. Female athletes had a separate competition known as the Heraea games, in honor of Hera, Zeus wife. The reward for winning a competition was simply a wreathed crown of olive branches known as a laurel. A winning athlete would be showered with praise and glory in his hometown.

21 The Olympic Games 1. Describe the original history of the Olympic games. d. e. 2. When were the first games held? What was the event? f. 5. What would happen to the games in times of war? 3. What is a stadion? What word comes from this? 6. Why were women banned from the games? 4. Explain the competitions at the Olympics. 7. What were the competitive options for women? a. b. 8. What was the prize for winning? c.

22 The Olympic Games Key 1. Describe the original history of the Olympic games. The original games were held in Olympia at the base of Mount Olympus the mythical home of the Greek gods. They were held as a 5 day festival every 4 years in honor of the chief god, Zeus. d. Pentathlon was a 5 event combination of running, jumping, discus, javelin and wrestling. e. Pankration was a combination of boxing and wrestling that most resembles modern day ultimate fighting. The only thing that was off limits was gouging (eyes & mouth). 2. When were the first games held? What was the event? The first official Olympic games were held in 776 BCE (although there is debate about this), and there was only one competition the 210 yard dash. 3. What is a stadion? What word comes from this? Supposedly Hercules counted out 200 strides and called it a stadion. This became a unit of measure for the Greeks, and is the root of the word stadium, where the race was held. 4. Explain the competitions at the Olympics. a. Original competitions were simple running events. b. Boxing there were no weight classes, and no timed rounds. Competitors wore leather wraps on their hands and beat each other until one gave up or passed out. c. Equestrian there were 2 and 4 horse chariot races as well as individual jockey horse races. f. Wrestling an athlete needed to throw his opponent to the ground 3 times to win. Biting and genital holds were illegal. 5. What would happen to the games in times of war? A temporary truce would be declared so that athletes could compete at the games. 6. Why were women banned from the games? Because the men competed naked. It wasn t seemly for women to watch. 7. What were the competitive options for women? Female athletes had a separate competition known as the Heraea games, in honor of Hera, Zeus wife. 8. What was the prize for winning? The reward for winning a competition was simply a wreathed crown of olive branches known as a laurel. A winning athlete would be showered with praise and glory in his hometown.

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24 Uses for Readings SLMS/10 Assignments using just the Readings & Questions: 1. Readings may be used as homework assignments. a. Assignments may be collected and graded. b. They may be used as the basis of large group class discussion. c. Students may be divided into small groups for discussion of the reading. Teacher may assess this any number of ways, and may choose to have the groups present key aspects of their discussion. d. Different readings may also be assigned to different groups of students, and used as a jigsaw activity the next day in class. Each group should discuss and then present key information from the reading while other groups make notes on their presentation (or fill in the question sheets). 2. Readings may be used as classwork assignments. a. Each reading may be used individually as part of the day s lesson to help present or solidify the day s material. The reading may be completed individually, or in groups, and may be used for large class or small group discussions. b. The readings may be used as a stations activity. The question sheets may be photocopied into a packet which students carry from station to station as they complete the different readings. Stations may take one minute block or two minute periods. c. In the interest of saving time, different readings may be completed by different groups for a jigsaw activity in which each group completes one reading, discusses it, and presents it to the class. Students should fill out the question sheets for other readings while groups are presenting. Project springboard Assignments: 3. Students (individually or in a group) may be asked to create a poster reflecting the important points of the reading. This may also be done as a jigsaw activity and used as a visual presentation aid when sharing the reading information. 4. The reading may be distributed to different groups (or individuals) as background information for a Powerpoint presentation. Each group should present the information in their reading to the class through a powerpoint. 5. Students (individually or in a group) should be asked to assume the persona of an historical figure during the time period of the reading (gender, social status and occupation should be chosen by the student or assigned by the teacher). The students should create journal or diary entries written by the figure during the time frame of the reading.

25 Project springboard Assignments, cont 4. Students may be asked (individually or in groups) to create a Travel Brochure advertising the civilization or event chronicled in the reading. Brochures might include any number of things (depending on the reading), but some suggestions are: Geography and climate, major cities, geographic sites to see; Cultural aspects (ie. Language, clothing, customs, theater, sporting events; Transportation; Cuisine (ie. Recommended restaurants, local specialties, etc); Recommended Tourist sites and Shopping Centers; Religious Venues (churches, temples, festivals, traditions); Famous products available (souveneirs); Literary, Scientific, Mathematical, or Technological achievements; Lodging (hotels, motels, B&B s) and Night Life. 5. Students may be asked (individually or in groups) to create a Newspaper based on the civilization or event chronicled in the reading. Newspapers might include sections on World & International News, Local News (weather, events, play & book reviews, local happenings), Sports, Living Section (Cultural fashion, religious events, cuisine, horoscopes, Dear Abby ), Classifieds, Editorials & Letters to the Editor, and Political Cartoons. 6. Similar to the Newspaper, students may instead elect to deliver the information as a News Broadcast. This newscast might be presented live in class, or may be filmed elsewhere and presented in class as video. 7. Students may be asked (individually or in groups) to create a Chart or Graphic Organizer of the information contained in the reading. This may be used to help present the information to other groups as part of a jigsaw activity, and/or it may be used as a study guide. 8. The reading may be used as a springboard for further research on the topic leading to a short Research Paper, or an Oral Report on the topic. 9. Students (individually or in groups) may also be asked to create a Website of information based on the reading. This may be done group by group, or it may be done in jigsaw fashion in which each group creates one or two pages of the larger website dedicated to the overall topic or civilization. Free web hosting services can be found at (at the bottom, free webhosting), among others! 10. Students (individually or in groups) may be asked to create an easy Digital Movie about the information in the reading. This does not need to involve video cameras or complex video editing (although it certainly can!). This can be accomplished simply with Windows Movie Maker (standard on all PCs). It yields a simple moving powerpoint with music. Pictures and video clips may be easily incorporated into the presentation.

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