Chapter 4: The Ancient Greeks - Mr. Michael McCloskey · 2017-10-02 · Greek civilization began...

Each civilization that you will study in this unit madeimportant contributions to history.

• The Greeks developed democratic government.• The ancient Chinese created paper.• The people of India invented the concept of zero.

c. 1600 B.C. Minoancivilizationreachesheight

c. 776 B.C. FirstOlympicGamestake place

AncientGreece

AncientGreece

Chapte rs 4 & 5

2500 B.C. 1500 B.C. 800 B.C. 650 B.C.2500 B.C. 1500 B.C. 800 B.C. 650 B.C.

c. 2500 B.C.Settlementsdevelop along Indus River

EarlyIndiaEarly India

Chap ter 6

c. 1750 B.C.Shang dynastybegins

c. 1500 B.C.Aryans enterIndia

EarlyChinaEarlyChina

Ch ap ter 7

The Ancient World

108

Ancient plate

Zhou dynasty bronze dragon

c. 1045 B.C.Zhou establishdynasty in China

Hindu temple

(t)National Museums of Scotland/Bridgeman Art Library, (c)Borromeo/Art Resource, NY, (b)file photo

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1,000 kilometers0Mercator projection

1,000 miles0

60°E30°E0° 90°E 120°E

N

Equator

GOBI

HINDU KUSH

RedSea

PersianGulf

ArabianSea Bay of

Bengal

SouthChina

Sea

INDIANOCEAN

Black Sea

Caspian Sea

Indus R.

Nile

R.

Huan g H

e

Chang Jiang

Euphrates R.

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R.

PACIFICOCEAN

Mediterranean Sea

CHINAINDIAARABIA

AFRICA

A S I AEUROPEChapter 6Chapter 6 Chapter 7Chapter 7

Chapters4 & 5

Chapters4 & 5

c. 530 B.C.SiddharthaGautamafoundsBuddhism inIndia

c. 530 B.C.Confuciusdevelops hisphilosophy inChina

399 B.C.Socratestried for histeachings

c. 330 B.C.Aristotle developstheories aboutgovernment

273 B.C.Asoka begins rule in India

Statue of horse fromHan dynasty

490 B.C. Greeks andPersians fightthe Battle ofMarathon Statue of

Socrates

Statue of the Buddha

c. 100 B.C.Silk Road linksChina and theMiddle East

Chapters 4 & 5Chapter 6Chapter 7

500 B.C. 350 B.C. 200 B.C. 50 B.C. A.D. 100 500 B.C. 350 B.C. 200 B.C. 50 B.C. A.D. 100

c. 321 B.C.ChandraguptaMaurya unitesnorthern India

c. A.D. 100 Buddhism spreadsfrom India to China

(t)Scala/Art Resource, NY, (c)Hugh Sitton/Getty Images, (b)Erich Lessing/Art Resource, NY

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551–479 B.C.Chinese philosopher

Chapter 7, page 237

c. 495–429 B.C.

Athenian general andleading statesman

Chapter 4, page 141

c. 563–483 B.C.

Founder of BuddhismChapter 6, page 207

c. 750 B.C.

Greek poet, wrote Iliadand Odyssey

Chapter 5, page 159

110

EUROPEEUROPE

AFRICAAFRICA

Greek Parthenon1

See Ancient GreeceChapters 4 & 5

Alexandria lighthouse2

See Ancient GreeceChapter 5

1

2

110–111 ©Worldsat International Inc. 2004, All Rights Reserved, (tl)Getty Images, (c)Archives Charmet/Bridgeman Art Library, (bl)Scala/Art Resource, NY, (bcl)Christie’s, London/Bridgeman Art Library/SuperStock,(bcr)Vanni/Art Resource, NY, (br)Scala/Art Resource, NY

108-111 UO2-824133 7/14/04 9:55 PM Page 110

c. 356–323 B.C.

Macedonian general and kingChapter 5, page 180

Ruled c. 273–232 B.C.

Philosopher-king of IndiaChapter 6, page 212

111

Statue of diety Siva4

See Early IndiaChapter 6

IndianOcean

PacificOcean

ASIAASIA

Harappan priest-king3

See Early IndiaChapter 6

Great Wall of China5

See Early ChinaChapter 7

3

4

5

c. 259–210 B.C.

Built the first GreatWall of China

Chapter 7, page 243

384–322 B.C.

Greek philosopherChapter 5, page 172

(t to b)Robert Harding Picture Library, Victoria & Albert Museum, London/Art Resource, NY, Digital Vision, (l to r)Alinari/Art Resource, NY, Sandro Vannini/CORBIS, Hulton/Getty Images, National Geographic SocietyImage Collection

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Ancient GreeksThe

c. 750 B.C.Greece’s DarkAge comes toan end

c. 650 B.C.Tyrants over-throw noblesin city-states

480 B.C.XerxesinvadesGreece

431 B.C.PeloponnesianWar begins

700 B.C. 600 B.C. 500 B.C. 400 B.C.700 B.C. 600 B.C. 500 B.C. 400 B.C.

The Parthenon rises above the cityof Athens. The people of ancientGreece built this temple to celebrate their goddess Athena.

Vanni Archive/CORBIS

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The Early GreeksThe earliest civilizations in Greece were the Minoans and theMycenaeans. Greece’s mountains, climate, and surrounding seasplayed a large role in their history.

Sparta and AthensAthens and Sparta became the two most powerful city-states in ancientGreece. Sparta focused on its military force, while Athens focused ontrade, culture, and democracy.

Persia Attacks the GreeksThe Persian Empire gained control of most of southwest Asia.However, when the Persians tried to conquer the Greeks, Athens andSparta united to defeat them.

The Age of PericlesUnder the leadership of Pericles, Athens became a powerful city-stateand culture blossomed.

Chapter Overview Visitjat.glencoe.com for a previewof Chapter 4.

Summarizing Information Make this foldable to help you organize andsummarize information about the ancient Greeks.

Reading and WritingAs you read the chapter,write information undereach appropriate tab. Besure to summarize theinformation you find bywriting only main ideasand supporting details.

Step 1 Mark themidpoint of a side edgeof one sheet of paper.Then fold the outsideedges in to touch themidpoint.

Step 2 Fold the paper in half again from side toside.

Step 3 Open thepaper and cut alongthe inside fold linesto form four tabs.

Step 4 Label as shown.

113

Chapter PreviewGreek civilization began almost 4,000 years ago, but

Greek ideas about government, science, and the arts arestill important today.

View the Chapter 4 video in the World History:Journey Across Time Video Program.

Cut along the fold lines on both sides.

TheEarly

GreeksPersia

Attacksthe

Greeks

Spartaand

Athens

TheAge ofPericles

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http://jat.glencoe.com

114

Try to create a picture

in your mind as you

read. Imagine a mini-

movie as you “see” what

the author is describing.

MakingConnections

Use What You KnowUnlock meaning by making a connection between what you read and

what you already know. Your own experiences can help you understandwords or ideas that are unfamiliar. Read the paragraph below. Make a con-nection between a Greek agora and a place that is familiar to you.

Below the acropolis was an openarea called an agora (A • guh • ruh).This space had two functions: it wasboth a market and a place wherepeople could meet and debateissues.

— from page 122

Do you knowwhat an agoralooks like?

You know what a market looks like. Canyou also visualize a place where peoplecould meet? If so, then you have a goodidea of what an agora might look like.

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Making theConnection

Read the following paragraph from Chapter 4. Whatideas can you connect to your own experiences? Use thequestions below to help you begin a class discussion aboutthings in your life that relate to life in ancient Greece.

Choose one of theconnections from yourdiscussion. Write aparagraph to explain why you made such aconnection. Use vividdetails.

Read to Write

At age 20, Spartan men entered theregular army. The men remained inmilitary barracks for 10 more years.They ate all their meals in dining hallswith other soldiers. A typical mealwas a vile-tasting dish called blackbroth—pork boiled in animal blood,salt, and vinegar.

Spartans returned home at age 30but stayed in the army until age 60.They continued to train for combat.They expected to either win on thebattlefield or die, but never to surren-der. One Spartan mother ordered herson to “Come home carrying yourshield or being carried on it.”

—from pages 126–127

• Do you have any family members or friends who are 20 years old?What would they say if they were required to serve in the army for 40 years?

• Have you ever seen or tastedfood that looks like “blackbroth”?

As you read the chapter, choose fivewords or phrases that make a connec-tion to something you already know.

115

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Early GreeksWhat’s the Connection?

In Chapters 1 and 2, you learnedabout Mesopotamia and Egypt. Thesecivilizations grew up in great rivervalleys with rich soil. Greece had nogreat river valleys. Instead, it hadmountains, rocky soil, and manymiles of seacoasts.

Focusing on the • The geography of Greece influenced

where people settled and what theydid. (page 117)

• The Minoans earned their living bybuilding ships and trading. (page 118)

• Mycenaeans built the first Greekkingdoms and spread their poweracross the Mediterranean region.(page 119)

• Colonies and trade spread Greek culture and spurred industry. (page 121)

• The idea of citizenship developed inGreek city-states. (page 122)

Locating PlacesCrete (KREET) Mycenae (my•SEE•nee)Peloponnesus

(PEH• luh•puh•NEE•suhs)

Meeting PeopleAgamemnon (A•guh•MEHM•nahn)

Building Your Vocabularypeninsula (puh•NIHN•suh• luh)colony (KAH• luh•nee)polis (PAH• luhs)agora (A•guh•ruh)

Reading StrategyFinding Details Draw a diagram likethe one below. In each oval write onedetail about a polis.

c. 2000 B.C.Minoans control easternMediterranean

c. 1200 B.C.Mycenaeancivilization declines

c. 750 B.C.Greece’s Dark Agecomes to an end

GREECE

Crete Knossos

Mycenae

116 CHAPTER 4 The Ancient Greeks

The

2000 B.C. 1250 B.C. 500 B.C.2000 B.C. 1250 B.C. 500 B.C.

polis

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GRE E C E

Crete

B A L K A NP E N I N S U L A

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Mt. Olympus

M A C E D O N I A

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Miletus

Sparta

Athens

ThebesDelphi

Corinth

Troy

Knossos

Mycenae

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Ancient Greece c. 750 B.C.

The Geography of GreeceThe geography of Greece influenced

where people settled and what they did.

Reading Focus Do you rake leaves in the fall? Do you

walk uphill to school? Your answers explain how geogra-

phy shapes your life. Read to learn how geography

shaped life in early Greece.

If you fly over Greece today, you will seea mountainous land framed by sparklingblue water. To the west is the Ionian (eye •OH • nee • uhn) Sea, to the south is theMediterranean Sea, and to the east is theAegean (ih • JEE • uhn) Sea. Hundreds ofislands lie offshore, stretching across to Asialike stepping-stones. Mainland Greece is a

peninsula (puh • NIHN • suh • luh)—a body ofland with water on three sides.

Many ancient Greeks made a living fromthe sea. They became fishers, sailors, andtraders. Others settled in farming communi-ties. Greece’s mountains and rocky soil werenot ideal for growing crops. However, the cli-mate was mild, and in some places peoplecould grow wheat, barley, olives, and grapes.They also raised sheep and goats.

Ancient Greeks felt deep ties to the land,but the mountains and seas divided themfrom one another. As a result, early Greekcommunities grew up fiercely independent.

Cause and Effect How didgeography discourage Greek unity?

Ancient Greece

KEY

Mountains and seasplayed an important role in Greek history.

All parts of ancient Greece werenear water.1. What body of water lies east of

the Balkan Peninsula?2. What transportation was probably

most useful to the early Greeks?Find NGS online map resources @www.nationalgeographic.com/maps

Ste

ve V

idle

r/S

uper

Sto

ck

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Minoan calendar

This wall painting from Knossos shows Minoansparticipating in a dangerous sport called bull leaping.Who discovered the palace at Knossos?


The MinoansThe Minoans earned their living by

building ships and trading.

Reading Focus Imagine what it would be like to

uncover a building that is more than 5,000 years old.

Read to learn how such a discovery unlocked clues to

Greece’s ancient past.

The island of Crete (KREET) lies southeastof the Greek mainland. There, in 1900, anEnglish archaeologist by the name of ArthurEvans made the find of a lifetime. Evansuncovered the ruins of a grand palace thathad been the center of Minoan (muh •NOH •uhn) civilization. The Minoans were notGreeks, but their civilization was the first toarise in the region that later became Greece.

The palace at Knossos (NAH • suhs) re-vealed the riches of an ancient society. Itstwisting passageways led to many differentrooms: private quarters for the royal family

and storerooms packed with oil, wine, andgrain. Other spaces were workshops formaking jewelry, vases, and small ivory stat-ues. The palace even had bathrooms.

The Minoans made their wealth fromtrade. They built ships from oak and cedartrees and sailed as far as Egypt and Syria.There they traded pottery and stone vasesfor ivory and metals. By 2000 B.C., Minoanships controlled the eastern MediterraneanSea. They carried goods to foreign portsand kept the sea free of pirates.

About 1450 B.C., the Minoan civilizationsuddenly collapsed. Some historians thinkundersea earthquakes caused giant wavesthat washed away the Minoans’ cities.Others think the cities were destroyed by a group of Greeks from the mainland.These invaders were called the Mycenaeans(MY • suh •NEE •uhns).

Explain How did theMinoans become a trading civilization?

(t)Gianni Dagli Orti/CORBIS, (bl)Nimatallah/Art Resource, NY

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The First Greek Kingdoms Mycenaeans built the first Greek

kingdoms and spread their power across theMediterranean region.

Reading Focus What is the most important building in

the area where you live? Is it a government building, a

grocery store, or a hospital? Read to find out what build-

ing was most important in the Mycenaean civilization.

The Mycenaeans were originally fromcentral Asia. They invaded the Greekmainland around 1900 B.C. and conqueredthe people living there. The Mycenaeanleaders became the first Greek kings. Theirwarriors became nobles who ruled the peo-ple they had conquered. In the late 1800s, aGerman named Heinrich Schliemann (HYN•rihk SHLEE • MAHN) discovered one of theirwalled palaces in Mycenae (my • SEE • nee).He named the people of this civilization theMycenaeans.

What Were Mycenaean Kingdoms Like?The centerpiece of each Mycenaean king-dom was a fortified palace on a hill. Theruler lived there, surrounded by giant stonewalls. Beyond the palace walls lay largefarms, or estates, that belonged to thenobles. Slaves and farmers lived on theestates and took shelter inside the fortressin times of danger.

Mycenaean palaces hummed with activ-ity. Artisans tanned leather, sewed clothes,and made jars for wine and olive oil. Otherworkers made bronze swords and ox-hideshields. Government officials kept track ofthe wealth of every person in the kingdom.Then they collected wheat, livestock, andhoney as taxes and stored them in the palace.

Power From Trade and War Soon afterthe Mycenaeans set up their kingdoms,Minoan traders began to visit from Crete.

As a result, Mycenaeans learned muchabout Minoan culture. They copied theways Minoans worked with bronze andbuilt ships. They learned how theMinoans used the sun and stars to findtheir way at sea. The Mycenaeans evenstarted worshiping the Earth Mother, theMinoans’ chief goddess.

Around 1400 B.C., the Mycenaeansreplaced the Minoans as the major poweron the Mediterranean. They traded widely,sailing to Egypt and southern Italy. Some

CHAPTER 4 The Ancient Greeks 119

The ruins at Mycenae includedthis gate. What layoutside the walls of aMycenaean palace?

Gold mask of Agamemnon

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historians think they conquered Crete andnearby islands.

Although trade made the Mycenaeanswealthy, they were prouder of their deedsin battle. Their most famous victory is prob-ably the Trojan War. In the next chapter, youwill learn the legend of how the Mycenaeanking Agamemnon (A • guh • MEHM • nahn)used trickery to win that war.

What Was the Dark Age? By 1200 B.C., theMycenaeans were in trouble. Earthquakesand fighting among the kingdoms haddestroyed their hilltop forts. By 1100 B.C.,Mycenaean civilization had collapsed.

The years between 1100 B.C. and 750 B.C.were difficult for the Greeks. Overseas tradeslowed and poverty took hold. Farmersgrew only enough food to meet their ownfamily’s needs. People also stopped teach-ing others how to write or do craftwork.Before long, the Greeks had forgotten theirwritten language and how to make manythings. As a result, historians call this timethe Dark Age.

The changes that took place in the DarkAge were not all bad, however. One posi-tive development was a huge populationshift. Thousands of Greeks left the main-land and settled on islands in the AegeanSea. Other Greeks moved to the westernshores of Asia Minor, to what is now thecountry of Turkey. This wave of movementexpanded the reach of Greek culture.

Meanwhile, a Greek-speaking peopleknown as the Dorians (DOHR • ee • uhns),who lived in Greece’s northern mountains,began to move south. Many settled in thePeloponnesus (PEH • luh •puh •NEE • suhs). TheDorians brought iron weapons with them,giving Greece more advanced technology.Iron weapons and farm tools were strongerand cheaper than those made of bronze.

Gradually, people began to farm againand to produce surplus food. As a result,trade revived. One benefit of the increasedtrade was a new way of writing. As you readin Chapter 3, the Greeks picked up the idea ofan alphabet from the Phoenicians, one oftheir trading partners who lived on the coastof the eastern Mediterranean.

The Greek alphabet had 24 letters thatstood for different sounds. It made readingand writing Greek much simpler than everbefore. Soon people were writing down talesthat had been passed down by storytellersfor generations.

Identify What changesoccurred during Greece’s Dark Age?


WrittenName

EnglishSound

GreekLetter

alphabeta

deltagamma

epsilonzeta

theta

kappa

mu

omicronxi

eta

iota

lambda

nu

rhopi

psi

phi

tau

chi

upsilon

sigma

omega

ab

dg

ez

th

c, k

m

ox

e

i

l

n

rp

ps

ph

t

ch

y, u

s

o

The Greek AlphabetThe Greek Alphabet

The Greek alphabet was based on the Phoenician alphabet. What happened to Greek writing during the Dark Age?

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A Move to ColonizeColonies and trade spread Greek culture

and spurred industry.

Reading Focus If you read labels, you know that

your food and clothing come from all over the world.

Read to find out where the early Greeks got their

goods.

As Greece recovered from its Dark Age,its population rose quickly. By 700 B.C.,farmers could no longer grow enough grainto feed everyone. As a result, cities begansending people outside Greece to startcolonies (KAH • luh •nees). A colony is a settle-ment in a new territory that keeps close tiesto its homeland.

Between 750 B.C. and 550 B.C., adventur-ous Greeks streamed to the coasts of Italy,France, Spain, North Africa, and western

Asia. With each new colony, Greek culturespread farther.

Colonists traded regularly with their“parent” cities, shipping them grains, metals,fish, timber, and enslaved people. In return,the colonists received pottery, wine, and oliveoil from the mainland. Overseas trade got anextra boost during the 600s B.C., when theGreeks began to mint coins. Merchants weresoon exchanging goods for money ratherthan for more goods.

The growth of trade led to the growth ofindustry. As the demand for goods grew, pro-ducers had to keep pace. People in differentareas began specializing in making certainproducts. For example, pottery makingbecame popular in places with large amountsof clay.

Cause and Effect How didnew colonies affect industry?


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0° 20°E

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40°E

MediterraneanSea

Black Sea

Red Sea

EuphratesR.

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Sicily

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ASIAMINOR

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ITALY

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Tyre

Greek Colonies and Trade 750–550 B.C.

Greek colonies and trading postsspread from the Black Sea in theeast to Spain in the west.1. Which islands were home to

Greek colonies?2. On which continents could Greek

colonies be found?

Trade routeGreeceGreek colonies

KEY

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The PolisThe idea of citizenship developed in

Greek city-states.

Reading Focus Did you know that the word “politics”

comes from polis, the Greek term for a city-state? Read to

find how the Greeks also created the idea of citizenship.

By the end of the Dark Age, manynobles who owned large estates had over-thrown the Greek kings. They created city-states. Like the Mesopotamian city-statesyou read about in Chapter 1, those inGreece were made up of a town or city andthe surrounding countryside. Each Greek

city-state, known as a polis (PAH • luhs), waslike a tiny independent country.

The main gathering place in the poliswas usually a hill. A fortified area, called anacropolis (uh •KRAH •puh • luhs), stood at thetop of the hill. It provided a safe refuge incase of attacks. Sometimes the acropolisalso served as a religious center. Templesand altars were built there to honor themany Greek gods and goddesses.

Below the acropolis was an open areacalled an agora (A •guh • ruh). This space hadtwo functions: it was both a market and aplace where people could meet and debateissues.

City-states varied in size. Some were afew miles square, while others coveredhundreds of square miles. They also variedin population. Nearly 300,000 people livedin Athens by 500 B.C. Most city-states weremuch smaller, however.

What Was Greek Citizenship? EachGreek city-state was run by its citizens.When we speak of citizens, we mean mem-bers of a political community who treateach other as equals and who have rightsand responsibilities. This was very differ-ent from ancient Mesopotamia or Egypt.There, most people were subjects. Theyhad no rights, no say in government, andno choice but to obey their rulers.

The Greeks were the first people todevelop the idea of citizenship. Today, theword applies to almost everyone in a society.However, in most Greek city-states, only freenative-born men who owned land could becitizens. From their point of view, the city-state was made up of their lands, and it wastheir responsibility to run it. They did notthink anyone else should be a citizen.

Some city-states, such as Athens, eventu-ally dropped the land-owning requirement.Slaves and foreign-born residents, however,

Athenian Soldier’s Oath

In the Greek city of Athens, soldiers took this oath:“I will not bring dishonor uponmy weapons nor desert thecomrade by my side. I will strive

to hand on my fatherlandgreater and better than I found it. I will not consent to anyone’s disobeying ordestroying the constitution

but will prevent him, whetherI am with others or alone.

I will honor the templesand the religion

my forefathersestablished.”—oath of enrollment

in Epheboi corps,c. 300s B.C.

Identify six things each soldier promisesto protect in taking the oath.

Greek soldier

122 CHAPTER 4 The Ancient GreeksThe Art Archive/National Archaeological Museum Athens/Dagli Orti

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Reading SummaryReview the • Geography influenced the way

Greek communities developed.

• The Minoan civilization, on theisland of Crete, built ships andbecame wealthy from trade.

• The Mycenaeans created thefirst Greek kingdoms.

• After the Dark Age, the Greeks setup colonies and trade increased.

• The idea of citizenship developedin Greek city-states.

1. What made the Minoanswealthy?

2. How was a Greek city-statedifferent from a city?

Critical Thinking3. Compare Create a Venn dia-

gram to compare the Minoansand Mycenaeans.

4. Summarize What changesoccurred in Greece during theDark Age?

5. Citizenship Skills Namethree rights granted to Greekcitizens that American citizenshave today.

6. Link to Economics Why didthe use of money help trade togrow?

7. MakingConnections Choose onepassage from this section. Writea paragraph to explain how itconnects to something youalready know or something youhave experienced.

What Did You Learn?

Study Central™ Need help with the material in this section? Visit jat.glencoe.com

Minoan Both Mycenaean


continued to be excluded. As for womenand children, they might qualify for citizen-ship, but they had none of the rights thatwent with it.

What exactly were the rights of Greek cit-izens? They could gather in the agora tochoose their officials and pass laws. They hadthe right to vote, hold office, own property,and defend themselves in court. In return,citizens had a duty to serve in governmentand to fight for their polis as citizen soldiers.

Citizens as Soldiers In early Greece, warswere waged by nobles riding horses andchariots. As the idea of citizenship devel-oped, however, the military systemchanged. By 700 B.C., the city-states hadbegun to depend on armies of ordinary cit-izens called hoplites (HAHP • LYTS).

Unable to afford horses, the hoplitesfought on foot and went into battle heavilyarmed. Each carried a round shield, a

short sword, anda 9-foot (2.7-m)spear. Row uponrow of soldiersmarched for-ward together,shoulder to shoulder. With their shieldscreating a protective wall, they gave theirenemies few openings to defeat them.

Hoplites made good soldiers because, ascitizens, they took pride in fighting for theircity-state. However, “hometown” loyaltiesalso divided the Greeks and caused them todistrust one another. A lack of unity alwaysexisted among the Greek city-states.

Explain How did citizenshipmake the Greeks different from other ancientpeoples?

Greek plateshowing soldiers in battle

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Spartaand Athens

What’s the Connection?Although Greek city-states devel-

oped the idea of citizenship, they hadmany different types of government.This section describes their differentgovernments and compares the best-known city-states, Athens and Sparta.

Focusing on the • Tyrants were able to seize power

from the nobles with the support of Greek farmers, merchants, andartisans. (page 125)

• The Spartans focused on militaryskills to control the people they conquered. (page 126)

• Unlike Spartans, Athenians weremore interested in building a democracy than building a militaryforce. (page 128)

Locating PlacesSparta (SPAHR•tuh)Athens (A•thuhnz)

Meeting PeopleSolon (SOH• luhn)Peisistratus (py•SIHS•truht•uhs)Cleisthenes (KLYS•thuh•NEEZ)

Building Your Vocabularytyrant (TY•ruhnt)oligarchy (AH• luh•GAHR•kee)democracy (dih•MAH•kruh•see)helot (HEH• luht)

Reading StrategyCompare and Contrast Use a Venndiagram to compare and contrast lifein Sparta and Athens.

Sparta Both Athens

c. 650 B.C.Tyrants overthrownobles in city-states

594 B.C.Solon takes power in Athens

508 B.C.Cleisthenes reforms Atheniangovernment

GREECE

PELOPONNESUSAthens

Sparta

700 B.C. 600 B.C. 500 B.C.700 B.C. 600 B.C. 500 B.C.


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Tyranny in the City-StatesTyrants were able to seize power from

the nobles with the support of Greek farmers, mer-chants, and artisans.

Reading Focus How do you feel when someone

makes a decision that affects you without asking for

your opinion? Read to find out how ancient Greeks who

were shut out of governing made their voices heard.

As you read in the last section, kingsruled the first Greek communities. However,by the end of the Dark Age, the nobles whoowned large farms had seized power fromthe kings.

Rule by the nobles would also be short-lived. The first challenge to their rule camefrom the owners of small farms. Thesefarmers often needed money to live on until

they could harvest and sell their crops.Many borrowed money from the nobles,promising to give up their fields if theycould not repay the loans. Time and timeagain, farmers lost their land. Then theyhad to work for the nobles or become labor-ers in the city. In desperate cases, they soldthemselves into slavery.

By 650 B.C., small farmers began todemand changes in the power structure.Merchants and artisans also wanted toshare in governing. Both groups hadbecome very wealthy from the tradebetween city-states. Because they did notown land, however, they were not citizensand had no say in running the polis.

The growing unhappiness led to the riseof tyrants. A tyrant (TY • ruhnt) is someonewho takes power by force and rules with

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Sparta and Athens were thedominant city-states in ancientGreece.1. How many miles apart were

Sparta and Athens?2. Which city-state’s geography

might make it more open toattack in a military battle?Explain.

Atheniancoin

Territory controlled by SpartaTerritory controlled by Athens

KEY

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total authority. Today the word describes aharsh, oppressive ruler. Most early Greektyrants, though, acted wisely and fairly.

During the 600s B.C., tyrants managed tooverthrow the nobles because they had thebacking of the common people. Key sup-port came from the hoplites in the army,many of whom were also farmers.

Tyrants made themselves popular bybuilding new marketplaces, temples, andwalls. However, rule by one person was theopposite of what most Greeks wanted. Theylonged for rule by law with all citizens par-ticipating in the government.

By 500 B.C., tyrants had fallen out offavor in Greece. Most city-states becameeither oligarchies or democracies. In an oligarchy (AH • luh • GAHR • kee), a few peoplehold power. In a democracy (dih•MAH•kruh•see), all citizens share in running the government. The oligarchy of Sparta (SPAHR•tuh) and the democracy of Athens (A • thuhnz)became two of the most powerful govern-ments of early Greece.

Evaluate Why were tyrantspopular in the city-states?

126

SpartaThe Spartans focused on military skills

to control the people they conquered.

Reading Focus What would it be like to leave home

when you were only seven? Read to learn how Spartan

boys faced this challenge.

As you read in the last section, Spartawas founded by the Dorians—Greeks whoinvaded the Peloponnesus in the Dark Age.Like other city-states, Sparta needed moreland as it grew, but its people did not set upcolonies. Instead, they conquered and en-slaved their neighbors. The Spartans calledtheir captive workers helots (HEH • luhts).This name comes from the Greek word for“capture.”

Why Was the Military So Important?Spartans feared that the helots might some-day rebel. As a result, the governmentfirmly controlled the people of Sparta andtrained the boys and men for war.

At age seven, boys left their family tolive in barracks. They were harshly treatedto make them tough. The Greek historianPlutarch describes life for Spartan boys:

After they were twelve years old,they were no longer allowed towear any undergarment; they hadone coat to serve them a year; . . .They lodged together in littlebands upon beds made of thereeds [grasses] . . . which theywere to break off with their handswithout a knife.

—Plutarch, “Spartan Discipline”

At age 20, Spartan men entered the reg-ular army. The men remained in militarybarracks for 10 more years. They ate all theirmeals in dining halls with other soldiers.

Spartan WarriorSpartan Warrior

Spartan boys and menspent many years training for war.At what age did Spartan boys leave their families for themilitary?

Foto Marburg/Art Resource, NY

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A typical meal was a vile-tasting dish calledblack broth—pork boiled in animal blood,salt, and vinegar.

Spartans returned home at age 30 butstayed in the army until age 60. They con-tinued to train for combat. They expected toeither win on the battlefield or die, butnever to surrender. One Spartan motherordered her son to “Come home carryingyour shield or being carried on it.”

Girls in Sparta were trained in sports—running, wrestling, and throwing thejavelin. They kept fit to become healthymothers. Wives lived at home while theirhusbands lived in the barracks. As a result,Spartan women were freer than other Greekwomen. They could own property and gowhere they wanted.

What Was Sparta’s Government Like?The Spartan government was an oligarchy.Two kings headed a council of elders. Thecouncil, which included 28 citizens over age60, presented laws to an assembly.

All Spartan men over age 30 belongedto the assembly. They voted on the coun-cil’s laws and chose five people to beephors (EH • fuhrs) each year. The ephorsenforced the laws and managed tax collection.

To keep anyone from questioning theSpartan system, the government discour-aged foreign visitors. It also banned travelabroad for any reason but military ones. Iteven frowned upon citizens who studiedliterature or the arts.

The Spartans succeeded in keeping con-trol over the helots for nearly 250 years.However, by focusing on military training,the Spartans fell behind other Greeks intrade. They also knew less about scienceand other subjects. However, their soldierswere especially strong and swift. TheSpartans would play a key role in defend-ing Greece.

Cause and Effect Why didthe Spartans stress military training?

Spartan boys began training for the military at age 7. Why did theSpartan government want its young people to be physically fit?

Spartan girls weretrained insports.

(l)Bettmann/CORBIS, (r)Michael Holford

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Athens Unlike Spartans, Athenians were more

interested in building a democracy than building amilitary force.

Reading Focus When visiting a new city, does every-

thing feel strange to you? Spartans who visited Athens

probably felt the same way. Read to find out why.

Athens lay northeast of Sparta, at least atwo-day trip away. The two city-states werealso miles apart in their values and systemsof government.

What Was Life in Athens Like? Atheniancitizens raised their children very differ-ently from Spartans. In Athenian schools,one teacher taught boys to read, write, anddo arithmetic. Another teacher taught them


In today’s Olympic games,both men and women compete.These athletes come from all over

the world. They may compete in either individual or team sporting events.

Olympic athletes strive to win gold, silver,or bronze medals. What did ancient Greek

Olympic winners receive? What do present-day Olympic winners receive?

The Olympics

In ancient Greece, only men could participate in and view the Olympic games.Athletes competed by themselves, not aspart of a team. Contests included running,jumping, wrestling, and boxing. Eachwinning athlete won a crown of oliveleaves and brought glory to his city.

A warrior’s race in the ancient Olympics

Modern Olympic athletes

Web Activity Visit jat.glencoe.com and click on Chapter 4 —Student Web Activityto learn more about ancient Greece.

(l)Tom Lovell/National Geographic Society Image Collection, (r)Dan Helms/NewSport/CORBIS

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sports. A third teacher taught them to singand to play a stringed instrument called thelyre. This kind of education created well-rounded Athenians with good minds andbodies. At age 18, boys finished school andbecame citizens.

Athenian girls stayed at home. Theirmothers taught them spinning, weaving,and other household duties. Only in somewealthy families did girls learn to read,write, and play the lyre. When they mar-ried, women stayed home to keep houseand to teach their own daughters.

A Budding Democracy Early Athens, likeother city-states, was ruled by landowningnobles during the 600s B.C. An assembly ofall citizens existed, but it had few powers.Actually, the government was an oligarchy,as in Sparta.

Around 600 B.C., the Athenians began torebel against the nobles. Most farmersowed the nobles money, and many soldthemselves into slavery to pay their debts.Over and over, farmers demanded an endto all debts, along with land for the poor.

In 594 B.C. the nobles turned to the oneman both sides trusted: a noble named Solon(SOH • luhn). Solon canceled all the farmers’debts and freed those who had becomeslaves. He also allowed all male citizens toparticipate in the assembly and law courts. Acouncil of 400 wealthy citizens wrote thelaws, but the assembly had to pass them.

Solon’s reforms were popular among the common people. However, the farmers

continued to press Solon to give away thewealthy nobles’ land. This he refused to do.

After Solon, there were 30 years of tur-moil. Finally, a tyrant named Peisistratus(py •SIHS • truht •uhs) seized power in 560 B.C.He won the support of the poor by dividinglarge estates among landless farmers. He alsoloaned money to poor people and gave themjobs building temples and other publicworks.


Token used to select jurors for Athenian courts.

The city of Athens was named for the goddess Athena.What group ruledAthens duringthe 600s B.C.?

(t)Nimatallah/Art Resource, NY, (b)The Brooklyn Museum, Charles Wilbour Fund

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Visit msworldhistory.com forHomework Helper.

Homework Helper

Reading SummaryReview the • The support of wealthy mer-

chants and artisans helpedtyrants seize power from noblesin the city-states.

• Sparta was a powerful city-state.It created a military state tocontrol the people it conqueredand to prevent uprisings.

• Athens was a powerful demo-cratic city-state. Athenians weremore involved in government,education, and the arts than theSpartans.

1. Who were the helots?

2. Why did tyrants fall out offavor with the Greeks?

Critical Thinking3. Classifying Information

Draw a diagram like the onebelow. In each oval write a fact about the Spartan oligarchy.

4. Evaluate Why did Athenianschoose officials by lottery?Would there be drawbacks tothis method? Explain.

5. Explain How did Greek noblesgain power?

6. Analyze Why was Solon pop-ular among some Athenianfarmers and unpopular amongothers?

7. Civics Link How did Athenian democracy keep one person from gaining toomuch power?

8. Descriptive Writing Imaginethat you are a 28-year-old manliving in Sparta in 700 B.C. Writea letter to your 6-year-oldnephew telling him what toexpect when he leaves home on his next birthday.

What Did You Learn?



The most important leader afterPeisistratus died was Cleisthenes (KLYS• thuh•NEEZ). When he came to power in 508 B.C., hereorganized the assembly to play the centralrole in governing. As before, all male citizenscould belong to the assembly and vote onlaws. However, members had new powers.They could debate matters openly, hear courtcases, and appoint army generals.

Most importantly, Cleisthenes created anew council of 500 citizens to help theassembly carry out daily business. Thecouncil proposed laws, dealt with foreigncountries, and oversaw the treasury.

Athenians chose the members of thecouncil each year in a lottery. They believedthis system was fairer than an election,which might favor the rich.

Cleisthenes’ reforms did not bring all Athenians into the political process.

Non-citizens, which included all women,foreign-born men, and slaves, were stillexcluded. Nonetheless, Cleisthenes iscredited with making the government ofAthens a democracy.

Explain How didCleisthenes build a democracy in Athens?

Oligarchy

Stone carving ofDemocracycrowning a figurethat symbolizesAthens. Whatleader is creditedwith makingAthens ademocracy?

Ronald Sheridan/Ancient Art & Architecture Collection

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Persia Attacks Greeksthe

What’s the Connection?Section 2 explained how Greeks

built strong but separate city-states.At the same time far to the east, thePersians were building a powerfulempire. It was only a matter of timebefore Persia would try to invadeGreece.

Focusing on the • The Persian Empire united a wide

area under a single government.(page 132)

• Both Sparta and Athens played rolesin defeating the Persians. (page 134)

Locating PlacesPersia (PUHR•zhuh)Marathon (MAR•uh•THAHN)Thermopylae

(thuhr•MAH•puh• lee)Salamis (SA• luh•muhs)Plataea (pluh•TEE•uh)

Meeting PeopleCyrus the Great (SY•ruhs)Darius (duh•RY•uhs)Xerxes (ZUHRK•SEEZ)Themistocles

(thuh•MIHS•tuh•KLEEZ)

Building Your Vocabularysatrapies (SAY•truh•peez)satrap (SAY•TRAP)Zoroastrianism (ZOHR•uh•WAS•

tree•uh•NIH•zuhm)

Reading StrategyOrganizing Information Create achart like the one below to list theaccomplishments of Cyrus, Darius,and Xerxes.

660 B.C.Zoroasterborn

650 B.C. 550 B.C. 450 B.C.650 B.C. 550 B.C. 450 B.C.


Cyrus

AccomplishmentsRuler

Darius

Xerxes

559 B.C.Cyrus becomesruler of Persia

480 B.C.Xerxes invadesGreece

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The Persian EmpireThe Persian Empire united a wide area

under a single government.

Reading Focus Have you ever seen soldiers marching

through city streets on the news? Imagine the same

thing happening in Asia in the 500s B.C. Read to learn

what happened as Persian armies marched westward

from Asia.

The people of Persia (PUHR • zhuh) livedin what is today southwestern Iran. EarlyPersians were warriors and nomads whoherded cattle. For a time, they were domi-nated by others. Then one remarkableleader, Cyrus the Great (SY • ruhs), managed

to unite the Persians into a powerful kingdom. Under Cyrus, who ruled from559 B.C. to 530 B.C., Persia began buildingan empire larger than any yet seen in theworld.

The Rise of the Persian Empire In 539 B.C.Cyrus’s armies swept into Mesopotamiaand captured Babylon. Then they took overnorthern Mesopotamia, Asia Minor, Syria,Canaan, and the Phoenician cities. Cyrustreated all his new subjects well. As youread in Chapter 3, he allowed the captiveJews in Babylon to return home. Cyrus’smerciful rule helped hold his growingempire together.


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The Persian Empire 500 B.C.

A system of roads, including theRoyal Road, helped Persian kingsrule their empire.1. About how long was the Royal

Road?2. Based on the map, why might the

Persian Empire have been a threatto Greece?

Persian EmpireRoyal Road

KEY

132

Bronze model of Persian chariot

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The leaders who followed Cyrus con-tinued to add to Persian territory. Theyconquered Egypt, western India, andThrace, a region northeast of Greece. Fromone end to the other, the Persian Empirewas about the size of the continentalUnited States today.

To connect their vast holdings, thePersians built miles of roads. The RoyalRoad stretched from Asia Minor to Susa,the Persian capital. Along the way, thePersians set up roadside stations to supplyfood, shelter, and fresh horses to theking’s messengers.

What Was Persian Government Like? Asthe Persian Empire grew bigger, it becamevery difficult to manage. When Darius(duh •RY •uhs) came to the throne in 521 B.C.,he reorganized the government to make itwork better.

Darius divided the empire into 20provinces called satrapies (SAY • truh • peez).Each was ruled by an official with the titleof satrap (SAY • TRAP), meaning “protector ofthe kingdom.” The satrap acted as tax col-lector, judge, chief of police, and headrecruiter for the Persian army. However, allthe satraps answered to the Persian king.

The king’s power depended upon histroops. By the time of Darius, Persia had alarge army of professional soldiers. Unlikethe Greek city-states, where the citizenstook up arms in times of war, in Persia the government paid people to be full-timesoldiers. Among them were 10,000 speciallytrained soldiers who guarded the king.They were called the Immortals becausewhen a member died, he was immediatelyreplaced.

The Persian Religion The Persian religionwas called Zoroastrianism (ZOHR •uh •WAS •tree • uh • NIH • zuhm). Its founder, Zoroaster,

was born in 660 B.C. He began preachingafter seeing visions as a young man.

Like the Jews, Zoroaster believed inone god. He viewed this supreme being asthe creator of all things and a force ofgoodness. However, Zoroaster recognizedevil in the world, too. He taught thathumans had the freedom to choosebetween right and wrong, and that good-ness would triumph in the end. ThePersians practiced Zoroastrianism for cen-turies, and it still has a small number offollowers today.

Explain Why did Darius create satrapies?


Darius helped to organizethe Persian government.What methods did he use?

King DariusKing Darius

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The Persian WarsBoth Sparta and Athens played roles in

defeating the Persians.

Reading Focus Have you and a rival ever set aside

your differences to work for a common cause? This hap-

pened in ancient Greece when Sparta and Athens came

together to fight the Persians. Read about the outcome.

As the Greeks set up colonies in theMediterranean area, they often clashedwith the Persians. By the mid-500s B.C.,Persia already controlled the Greek cities inAsia Minor. In 499 B.C. the Athenian armyhelped the Greeks in Asia Minor rebel

against their Persian rulers. The rebellionfailed, but King Darius decided the main-land Greeks had to be stopped from inter-fering in the Persian Empire.

The Battle of Marathon In 490 B.C. aPersian fleet landed 20,000 soldiers on theplain of Marathon (MAR • uh • THAHN), only ashort distance from Athens. For severaldays, the Persians waited there for theAthenians to advance. The Athenians, how-ever, did not take the bait. They had only10,000 soldiers compared to the Persians’20,000. They knew that attacking was toodangerous. Instead they held back in thehills overlooking the plain.

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1 Athenian army defeats Persian army.

2 Greek force, led by Spartans, falls to Persian army.

4 Greeks defeat Persians, ending the war.

3 Greek fleet defeats Persian navy.

Persian Wars 499–479 B.C.


Greek statesPersian Empire1st Persian invasion,490 B.C.

2nd Persian invasion,480 B.C.

Major battle

KEY

The Persian Empire invaded Greece twiceand was beaten back both times.1. Which of the major battles shown was a

naval battle?2. Why might attacks on the Greek city-

states have been difficult for the Persians?

MotionIn

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Tired of waiting, the Persian com-mander decided to sail south and attackAthens directly. He ordered his troops backonto the ships, and it was then that he madea big mistake. The first to board, hedecided, would be the horsemen in the cav-alry, the strongest part of the Persian army.

As soon as the cavalry was out of fight-ing range, the Greeks charged down fromthe hills and onto the plain of Marathon.They caught the Persian foot soldiers stand-ing in the water, waiting their turn to boardthe ships. Unable to defend themselves, thePersians were easily defeated.

According to legend, the Athenians senta messenger named Pheidippides (fy •DIHP •uh • DEEZ) home with the news. The runnerraced nearly 25 miles (40.2 km) fromMarathon to Athens. He collapsed fromexhaustion and, with his last breath,announced, “Victory.” Then he died.Modern marathon races are named for thisfamous run and are just over 26 miles long.

Another Persian Strike After Darius diedin 486 B.C., his son Xerxes (ZUHRK • SEEZ)became the Persian king. Xerxes vowedrevenge against the Athenians. In 480 B.C.he launched a new invasion of Greece, thistime with about 180,000 troops and thou-sands of warships and supply vessels.

To defend themselves, the Greeks joinedforces. Sparta sent the most soldiers, andtheir king, Leonidas (lee • AH • nuh • duhs),served as commander. Athens provided thenavy. An Athenian general, Themistocles(thuh •MIHS • tuh • KLEEZ), came up with a planto fight the Persians.

The Greeks knew that as the hugePersian army marched south, it dependedon shipments of food brought in by boat.Themistocles argued that the Greeks’ beststrategy would be to attack the Persians’ships and cut off food supplies to the army.


Herodotus’sHistory

The Greek historian Herodotus (hih•RAH•duh•tuhs) wrote History of the Persian Wars.This is thought to be the first real history inWestern civilization. Herodotus described theconflict between the Greeks and Persians asone between freedom and dictatorship. Herehe tells of Xerxes’ address to Persian nobles:“And truly I have pondered upon this, until at lastI have found out a way whereby we may at oncewin glory, and likewise get possession of a landwhich is as large and as rich as our own . . . whileat the same time we obtain satisfaction andrevenge . . . My intent is to . . . march an armythrough Europe against Greece, that thereby Imay obtain vengeance from the Athenians forthe wrongs committed by them against thePersians and against my father.”

—Herodotus,The Persian Wars, Book VII

What reasons besides revenge does Xerxeshave for invading Greece?

Herodotus reading to a crowd

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To ready their fleet for battle, the Greeksneeded to stall the Persian army before itreached Athens. The Greeks decided thebest place to block the Persians was atThermopylae (thuhr • MAH • puh • lee). Ther-mopylae was a narrow pass through themountains that was easy to defend. About7,000 Greek soldiers held off the Persiansthere for two days. The Spartans in theGreek army were especially brave. As onestory has it, the Greeks heard that Persianarrows would darken the sky. A Spartanwarrior responded, “That is good news. Wewill fight in the shade!”

Unfortunately for the Greeks, a traitordirected the Persians to a mountain paththat led them around the Greeks. As thePersians mounted a rear attack, KingLeonidas sent most of his troops to safety.He and several hundred others, however,

stayed behind and fought to the death. TheGreeks lost the battle at Thermopylae, buttheir valiant stand gave Athens enoughtime to assemble 200 ships.

The Greek fleet attacked the Persianfleet in the strait of Salamis (SA • luh •muhs),not far from Athens. A strait is a narrow stripof water between two pieces of land. TheGreeks expected to have the upper hand inthe battle because their ships could maneu-ver well in tight spaces. Greek ships weresmaller, faster, and easier to steer than the bigPersian ships, which became easy targets.

The Greek plan worked. After a ferociousbattle, the Greeks destroyed almost the entirePersian fleet. Still, the Persian army marchedon. When their troops reached Athens, theGreeks had already fled.

The Persians burned the city. This onlystiffened the resolve of the Greek city-states.

At the Battle of Salamis, smaller, faster Greek shipsdefeated the Persian fleet. Near what Greek city-state was the strait of Salamis located?

Battle of SalamisBattle of Salamis

Peter Connolly

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Reading SummaryReview the • The Persian Empire united its

many lands under a single government.

• The Persian Empire attackedGreece several times. Despitetheir rivalry, Athens and Spartajoined forces to defeat thePersians.

1. Why was Cyrus considered afair ruler?

2. What was the Royal Road?

Critical Thinking3. Summarize Draw a table like

the one below. Then summarizewhat happened at each battlein the Persian Wars.

4. Persuasive Writing Imagineyou are an adviser to Xerxesand are alarmed about his planfor revenge on Greece. Composea letter to him outlining rea-sons why he should cancel hisinvasion of Greece.

5. MakingConnections The Persianswanted revenge against theGreeks. Describe an event inyour own life or on the newswhere revenge was involved.What was the outcome?

What Did You Learn?



In early 479 B.C., they came together toform the largest Greek army ever assem-bled. With solid body armor, longer spears,and better training, the Greek armycrushed the Persian army at Plataea (pluh •TEE •uh), northwest of Athens.

The battle was a turning point for theGreeks, convincing the Persians to retreat toAsia Minor. By working together, the Greekcity-states had saved their homeland frominvasion.

What Caused the Persian Empire to Fall?When the Greeks defeated the Persianarmy, they helped to weaken it. The empirewas already facing internal problems. Asthese problems worsened, the empirewould gradually lose its strength.

Persia remained intact for almost 150more years. However, after Darius andXerxes, other Persian rulers raised taxes togain more wealth. They spent the gold andsilver that flowed into the treasuries on lux-uries for the royal court.

The high taxes angered their subjectsand caused many rebellions. At the sametime, the Persian royal family fought overwho was to be king. Many of the laterPersian kings were killed by other familymembers who wanted the throne.

Persian kings had many wives andchildren. The sons had little, if any, powerso they were constantly plotting to takeover the throne. As a result of such plots,six of the nine rulers after Darius weremurdered.

All of these problems made Persia vulnerable to attack. By the time a youngGreek conqueror named Alexander in-vaded the empire in 334 B.C., the Persianswere no match for his troops.

By 330 B.C., the last Persian king was deadand Alexander ruled over all his lands. Youwill learn more about Alexander the Greatand his many achievements in Chapter 5.

Cause and Effect What ledto the Persian Wars?

MarathonThermopylaeSalamisPlataea

Battle Action

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Age of Pericles

What’s the Connection?In Section 3, you learned how

the Greeks defeated the Persians atPlataea. One lesson the Greeks drewfrom the war was that they neededeach other for security. Athens andseveral other city-states soonbanded together in a league for the common defense.

Focusing on the • Under Pericles, Athens became very

powerful and more democratic.(page 139)

• Athenian men and women had verydifferent roles. (page 142)

• Sparta and Athens went to war forcontrol of Greece. (page 144)

Locating PlacesDelos (DEE•LAHS)

Meeting PeoplePericles (PEHR•uh•KLEEZ)Aspasia (as•PAY•zhuh)

Building Your Vocabularydirect democracy

(dih•MAH•kruh•see)representative democracy

(REH•prih•ZEHN•tuh•tihv)philosopher (fuh•LAH•suh• fuhr)

Reading StrategyOrganizing Information Create a circle graph to show how manycitizens, foreigners, and enslavedpeople lived in Athens in the 400s B.C.

478 B.C.Delian Leagueforms

431 B.C.PeloponnesianWar begins

GREECE

Delos

Athens

Sparta

500 B.C. 450 B.C. 400 B.C.500 B.C. 450 B.C. 400 B.C.


The

Citizens

SlavesForeigners

461 B.C.Pericles leadsAthens

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The Athenian EmpireUnder Pericles, Athens became very

powerful and more democratic.

Reading Focus Do you vote in school elections? Why

do you choose one classmate over another? Read to

learn why Athenians kept electing Pericles.

As you read in Section 3, the Battle ofPlataea in 479 B.C. put an end to the Persians’invasion of Greece. Although the Persiansretreated, they still remained a threat. In478 B.C. Athens joined with other city-states—but not Sparta—to form the Delian League.

The Delian League promised to defendits members against the Persians. It alsoworked to drive Persia out of Greek territo-ries in Asia Minor. Eventually, the leaguefreed almost all of the Greek cities underPersia’s control.

At its start, the Delian League had head-quarters on the island of Delos (DEE • LAHS).However, its chief officials—the treasurersin charge of its money and the commandersin charge of its fleet—were from Athens, aswere most of the troops. Little by little,Athens gained control over the other city-states in the alliance. Soon the league wasno longer a partnership to fight Persia butan Athenian empire.

In 454 B.C. the Athenians moved theDelian League’s treasury from Delos toAthens. The Athenians also began sendingtroops to other Greek city-states, to help thecommon people rebel against the nobles inpower.

Democracy in Athens Athenians had astrong faith in their democratic system. We call their system direct democracy(dih •MAH •kruh • see). In a direct democracy,people gather at mass meetings to decideon government matters. Every citizen canvote firsthand on laws and policies.

Can you imagine such a system in theUnited States? A mass meeting of our millions of citizens would be impossible!Instead, in the United States we have arepresentative democracy (REH •prih •ZEHN •tuh • tihv). Under this type of democracy, cit-izens choose a smaller group to make lawsand governmental decisions on their behalf.This is a much more practical system whenthe population is large.

What made direct democracy workablein ancient Athens was the relatively smallnumber of citizens. In the mid-400s B.C.,about 43,000 male citizens over 18 years oldmade up the assembly. Usually fewer than6,000 attended the meetings, which wereheld every 10 days. The assembly passed alllaws, elected officials, and made decisionson war and foreign affairs. Ten officialsknown as generals carried out the assembly’slaws and policies.


These ruins are of the agora—an ancientmarketplace in Athens where the assembly met.What type of democracy did Athens have?

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Athenian Democracy American Democracy

Type of Democracy

Right to Vote

Laws

Citizen Involvement

Direct

Only adult males born in Athens

Proposed by the council and approved by a majority in the assembly

Citizens with voting rights can vote for or against any law

Representative

All citizens, male and female age 18 or over

Approved by both houses of Congress and signed by the president

Citizens with voting rights can vote for or against the officials who make the laws

Comparing GovernmentsComparing Governments

The Achievements of Pericles Atheniansreelected their favorite generals again andagain. After the Persian Wars, the leading fig-ure in Athenian politics was a general namedPericles (PEHR • uh • KLEEZ). This great states-man guided Athens for more than 30 years,from 461 B.C., when he was first elected, until429 B.C., shortly before his death.

Pericles helped Athens dominate theDelian League. He treated the other city-states like subjects, demanding strict loy-alty and steady payments from them. Heeven insisted that they use Athenian coinsand measures.

At the same time, Pericles made Athensmore democratic at home. He believed thatpeople’s talents were more important thantheir social standing. For this reason,Pericles included more Athenians thanever before in government. He allowedlower-class male citizens to run for publicoffice, and he also paid officeholders. As aresult, even poor citizens could, for the firsttime, be part of the inner circle running thegovernment.

Culture also blossomed under the ruleof Pericles. The Age of Pericles was aperiod of tremendous creativity andlearning that peaked in the mid-400s B.C.The Persians had destroyed much of thecity during the Persian Wars. So Periclesstarted a major rebuilding program. Hehad new temples and statues built acrossthe city.

Pericles supported artists, architects,writers, and philosophers (fuh • LAH • suh •fuhrs). Philosophers are thinkers who pon-der questions about life. In Chapter 5, youwill read more about the Greeks’ achieve-ments and understand why Pericles calledAthens “the school of Greece.”

Identify What is the differ-ence between a direct democracy and a represen-tative democracy?

The small number of citizens made a directdemocracy possible in Athens.

1. In Athens, how was a law approved?

2. Compare Which government granted theright to vote to more of its population?

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PERICLESc. 495– 429 B.C.

Pericles was born just outside Athens, to a wealthy

and powerful family. He received his education from

philosophers. As a young man, he was known for his skill

with words. Later, when he became a political leader, he

strongly supported democracy.

Although he was from a wealthy family himself, he

believed that citizenship should not be limited to the

wealthy and powerful. He made changes to take power

from the few and give it to the many. However, in

describing Pericles’ rule over Athens, Greek historian

Thucydides wrote “In name democracy, but in fact the

rule of one man.”

The “Age of Pericles” was Athens’s Golden Age, and

the city blossomed under his leadership. Pericles wanted

Athens to be a model for the world. He made it a

centerpiece of art, philosophy, and democracy.

Pericles’ goal was to make Athens a city that Greeks

could be proud of. He hired hundreds of workers to

construct public buildings in Athens. The most well known

is the Parthenon. Based on the value of money today,

it cost about $3 billion to build. Workers hauled 20,000 tons of marble from a nearby

mountain and spent almost 15 years completing it.

Pericles was a private person. He avoided being in

public as much as possible. He spent most of his time

alone, with family, or with close friends. He married

and had three sons. In 429 B.C. Pericles died from the

plague.

141(t)Scala/Art Resource, NY, (b)Vanni Archive/CORBIS

“Athens . . . is theschool of Greece.”

——Pericles, as recorded by Thucydides

Pericles

The Parthenon sits at the top ofthe Acropolis.

Consider what Thucydides wrote about

Pericles’ rule in Athens. Do research to find out

how the U.S. Constitution ensures that our

government is not dominated by one leader.

138-146 CH4 S4-824133 3/20/04 10:00 AM Page 141

Bedroom

Family Room

Altar and CourtyardGreek courtyards usually had an altar to the favorite family god.

Dining RoomMen ate their meals alonewhile served by women.

KitchenCooking was often done

over an open fire.

Wool RoomYarn was spun and cloth

was woven here.

Athenian HomesAthenian Homes

Daily Life in AthensAthenian men and women had very

different roles.

Reading Focus School may be difficult at times, but

how would you feel if you could not go to school? Read

on to learn about the limits placed on some Athenians.

In the 400s B.C., more people lived inAthens than in any other Greek city-state.Athens had about 285,000 residents in all.Some 150,000 were citizens, although only

43,000 of these were men with politicalrights. Foreigners in Athens numberedabout 35,000. The population also includedabout 100,000 enslaved people.

Slavery was common in the ancientworld. There was at least one enslaved per-son in most Athenian homes, and wealthyAthenian households often had many.Some worked as household servants—cooks, maids, or tutors. Others toiled in thefields, in industry, and in artisans’ shops.Without their labor, Athens could not havesupported its bustling economy.

Many wealthy Athenians had large homes made of mud bricks and tiled roofs.They had many small windows to let light and air in the house. Where arereligious influences seen in the house?

Athenian urn

142 CHAPTER 4 The Ancient GreeksSmithsonian Institution

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What Drove the Athenian Economy?Many Athenians depended on farming fora living. Herders raised sheep and goatsfor wool, milk, and cheese. Some farmers grew grains, vegetables, and fruit for localuse. Others grew grapes and olives tomake wine and olive oil to sell abroad.

Athens did not have enough farmlandto grow crops for all its people. As a result,the city had to import grain from otherplaces. During the 400s B.C., Athensbecame the trading center of the Greekworld. Merchants and artisans grewwealthy by making and selling pottery,jewelry, leather goods, and other products.

Roles of Men and Women Athenian menusually worked in the morning and thenexercised or attended meetings of the assem-bly. In the evenings, upper-class men enjoyedall-male gatherings where they drank, dined,and discussed politics and philosophy.

For Athenian women, life revolvedaround home and family. Girls marriedearly—at 14 or 15—and were expected tohave children and take care of householdduties. Poor women might also work withtheir husbands in the fields or sell goods inthe agora. Respectable upper-class women,however, stayed at home. They supervisedthe household servants and worked woolinto cloth—spinning, dyeing, and weavingit. They rarely went out, except to funerals orfestivals. Even then, they could leave thehouse only if a male relative went with them.

Although Athenian women could notattend school, many learned to read and toplay music. Still, even educated womenwere not considered the equals of men. Theyhad no political rights and could not ownproperty. Fathers took charge of unmarrieddaughters. Husbands looked after theirwives. Sons or other male relatives lookedafter widows.

Women’s Duties In ancient Athens, awoman’s place was in the home. Her twomain responsibilities were caring for thehousehold and raising children. The Greekwriter Xenophon (ZEH•nuh•fuhn) recordeda man’s explanation of women’s duties.

“Thus your duty will be to remain indoors andsend out those servants whose work is outside,and superintend those who are to workindoors . . . and take care that the sum laid byfor a year be not spent in a month. And whenwool is brought to you, you must see thatcloaks are made for those that want them. Youmust see too that the dry corn is in good con-dition for making food.”

—Xenophon, Memorabilia and Oeconomicus

The second floor of each home wasthe women’s quarters. An Athenianwoman lived there with her children. She

was expected tokeep her childrenwell and happy. Sheencouraged them to learn sports andplay with toys, andtaught them how to interact withfriends and familymembers. Althoughboys left home atage seven to attendschool, girls stayedwith their mothers,learning how tocare for a houseand children.

Connecting to the Past1. Why do you think women and children

lived on the second floor of the home?

2. Over what areas of life did an Athenianwoman have authority?

Greek womanand servant

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C04-25AMap: ThePeloponnesian War

C04-26PMural of Greeksoldiers marchingto battle


100 miles0

N

S

W E

30°E20°E

°N

AegeanSea

Black Sea

IonianSea

AdriaticSea

Sea ofMarmara

Mediterranean SeaCrete

Delos

PERSIANEMPIRE

407 B.C.

406 B.C.

411 B.C.

429 B.C.

424 B.C.

418 B.C.

425 B.C.

422 B.C. 410 B.C.405 B.C.

Miletus

Sparta

Athens

ThebesCorinth

The Peloponnesian War 431–404 B.C.


A few women did move more freely in public life. Aspasia (as • PAY • zhuh) isperhaps the most famous example.Aspasia was not a native Athenian. Thisgave her special status. She was well-educated and taught public speaking tomany Athenians. Her writings have notsurvived, but Plato, the famous Greekphilosopher, said her work helped shapehis ideas. Pericles often consultedAspasia, as did many other Athenianleaders. In this way, she became influen-tial in politics even though she was notallowed to vote or hold office.

Describe How did Athenianmen and women spend their time?

The Peloponnesian WarSparta and Athens went to war for con-

trol of Greece.

Reading Focus Have you ever tried to get people to

work together and been frustrated when they will not

cooperate? Read to find out how the Greek city-states’

refusal to cooperate nearly led to their destruction.

As the Athenian empire became rich andpowerful, other city-states grew suspicious ofits aims. Led by Sparta, they joined forcesagainst Athens. Sparta and Athens had builttwo very different kinds of societies, and nei-ther state understood or trusted the other.The two groups clashed several times over

Sparta and alliesAthens and alliesNeutral statesSpartan victoryAthenian victory

KEY

Greek warriorsThe Peloponnesian War between Sparta andAthens lasted for over 25 years.1. In what year was the earliest battle of the war

fought? In whose territory?2. Which major cities were allied with Sparta?

How do you think having those allies helpedthe Spartans to win the war?

MotionIn

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what Sparta and its allies saw as Athenianaggression. Finally, war broke out in 431 B.C.It would drag on until 404 B.C. and shatterany possibility of future cooperation amongthe Greeks. Historians call this conflict thePeloponnesian War because Sparta waslocated in the Peloponnesus.

Pericles’ Funeral Oration In the first win-ter of the war, the Athenians held a publicfuneral. Its purpose was to honor those whohad died in battle. The relatives of the deadwept for their loved ones. The rest of the cit-izens joined in a procession.

As was the custom, a leading Athenianaddressed the crowd. On this day, Periclesspoke. He talked about the greatness ofAthens and reminded the people that theymade their government strong.

In this famous speech, called the FuneralOration, Pericles pointed out that Athenianswere part of a community. As citizens, theyagreed to obey the rules in their constitu-tion—their framework of government.They accepted certain duties, such as pay-ing taxes and defending the city. They alsogained certain rights, such as the ability tovote and run for office.

Pericles’ speech reminded Athenians ofthe power of democracy and gave them thecourage to keep fighting. Its ideas are stillimportant for people living in democraticnations today.

Why Was Athens Defeated? At the begin-ning of the Peloponnesian War, both Spartaand Athens thought they knew how to win.The Spartans and their allies surroundedAthens. They hoped that the Athenianswould send out an army to fight. However,Pericles knew that Spartan forces could beatthe Athenians in open battles. Believing hispeople would be safe behind the city walls,he urged farmers and others on the outskirts to move inside the city. There


Athenians stayed put and had the navydeliver supplies from their colonies andallies. Because Sparta did not have a navy, itcould not attack the Athenian ships.

Athens escaped serious harm for sometime. Then, in the second year of the war, adeadly disease spread through the over-crowded city. It killed more than a third of the people, including Pericles himself in429 B.C. Despite these terrible losses, the

Pericles’Funeral Oration

Pericles was a dominant figure in Athenianpolitics between 461 B.C. and 429 B.C., aperiod historians call the Age of Pericles.In his Funeral Oration, given during thePeloponnesian War, Pericles describeddemocracy, the importance of the individual,and citizenship.

“Our constitution is calleda democracy becausepower is in the hands notof a minority but of thewhole people. When it is a question of settlingprivate disputes, everyoneis equal before the law;when it is a question of putting one person beforeanother in positions of public responsibility, whatcounts is not membershipof a particular class, butthe actual ability which

the man possesses. No one . . . is kept [out ofgovernment] because of poverty. And, just as ourpolitical life is free and open, so is our day-to-day life in our relations with each other.”

—Pericles, as recorded by Thucydides,History of the Peloponnesian War

When Pericles said “everyone is equalbefore the law,” what did he mean?

Pericles

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Visit msworldhistory.com forHomework Helper.

Homework Helper

Reading SummaryReview the • Democracy and culture in Athens

flourished under the leadershipof Pericles.

• Athenian men worked as farmers,artisans, and merchants, whilemost women stayed secluded athome.

• Athens and Sparta fought eachother in the Peloponnesian War.The fighting led to the defeat ofAthens and the weakening of allthe Greek states.

1. What caused thePeloponnesian War?

2. According to Pericles, whatduties did Athenian citizenshave?

Critical Thinking3. Summarize Use a chart like

the one below to summarizewhat Athens was like in theAge of Pericles.

4. Analyze What caused thelack of trust between Spartaand Athens?

5. Interpreting VisualsExamine the drawing of theAthenian home on page 142.What does it show about therole of women in Athens?

6. Civics Link How did the directdemocracy of Athens differfrom the democracy we havein the United States?

7. Expository Writing Describethe role of the Delian League inthe creation of the Athenianempire.

What Did You Learn?



Athenians fought on. The standoff contin-ued for another 25 years.

The historian Thucydides recordedwhat he saw:

This, then, was the calamitywhich fell upon Athens, and thetimes were hard indeed, with mendying inside the city and the landoutside being laid waste.

—Thucydides,History of the Peloponnesian War

Finally, desperate to win, the Spartansmade a deal with the Persian Empire. Inexchange for enough money to build anavy, they gave the Persians some Greekterritory in Asia Minor.

In 405 B.C. Sparta’s new navy destroyedthe Athenian fleet. The next year, after losingmore battles on land, Athens surrendered.The Spartans and their allies then tore

down the city walls and broke up theAthenian empire. The war was over at last.

The Peloponnesian War weakened all ofthe major Greek city-states, both the win-ners and the losers. Many people died in thefighting, and many farms were destroyed.Thousands of people were left without jobs.The war also made it impossible for theGreeks to unite and work together again.

After defeating Athens, Sparta tried to rule all of Greece. Within 30 years,however, the city-states rebelled. Spartafought Persia again and tried to maintaincontrol of rebellious allies. While theywere fighting amongst themselves, theGreeks failed to notice that to their north,the kingdom of Macedonia was growingin power. This would eventually costthem their freedom.

Cause and Effect Whateffects did the Peloponnesian War have on Greece?

Government

Economy

Culture

Wars

138-146 CH4 S4-875047 9/13/06 10:51 AM Page 146


Persia Attacks the Greeks

The Age of Pericles

Sparta and Athens

The Early Greeks

Section

Section

Section

Section

Vocabularypeninsulacolonypolisagora

Vocabularytyrant oligarchy democracyhelot

VocabularysatrapiessatrapZoroastrianism

Vocabularydirect democracy representative

democracyphilosopher

Focusing on the • The geography of Greece influenced where people

settled and what they did. (page 117)

• The Minoans earned their living by building shipsand trading. (page 118)

• Mycenaeans built the first Greek kingdoms and spread their power across the Mediterranean region. (page 119)

• Colonies and trade spread Greek culture and spurred industry. (page 121)

• The idea of citizenship developed in Greek city-states. (page 122)

Focusing on the • Tyrants were able to seize power from the nobles with the support of

Greek farmers, merchants, and artisans. (page 125)

• The Spartans focused on military skills to control the people theyconquered. (page 126)

• Unlike Spartans, Athenians were more interested in building a democracythan building a military force. (page 128)

Focusing on the • The Persian Empire united a wide area under a single government. (page 132)

• Both Sparta and Athens played roles in defeating the Persians. (page 134)

Focusing on the • Under Pericles, Athens became very powerful and more democratic. (page 139)

• Athenian men and women had very different roles. (page 142)

• Sparta and Athens went to war for control of Greece. (page 144)


Minoancalendar

Study anywhere, anytime!Download quizzes and flash cardsto your PDA from glencoe.com.

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www.glencoe.com

16. Which of these experiences would helpyou to better understand the meaning ofdemocracy?

___ a. running for class president___ b. trading CDs with your friend___ c. picking up litter in your neighborhood___ d. checking out a book at a library

17. The lives of Athenian girls were verydifferent than the lives of girls today.Write a paragraph that explains thedifferences. As examples, use your own experiences or the experiences of someone you know.

To review this skill, see pages 114–115.

Section 2 • Sparta and Athens7. Why were tyrants able to seize control

from Greek nobles? 8. Describe the differences between Athens

and Sparta. Section 3 • Persia Attacks the Greeks

9. What system did Darius use to unite hislarge empire under one government?

10. Why did Sparta and Athens unite duringthe Persian Wars?

Section 4 • The Age of Pericles11. How was democracy expanded during the

Age of Pericles? 12. What was the result of the Peloponnesian

War?

Critical Thinking13. Cause and Effect How did the geography

of Greece help to encourage trade? 14. Conclude Did the people of ancient Athens

have a full democracy? Explain. 15. Explain Do you think people would enjoy

more freedom in an oligarchy or a tyranny?Explain.

Review VocabularyWrite the vocabulary word that completes eachsentence. Write a sentence for each word notused.

a. satrap d. direct democracyb. agora e. oligarchy c. democracy f. peninsula

1. In a(n) ___, a few wealthy people holdpower.

2. The Greek mainland is a(n) ___, a body ofland with water on three sides.

3. In a(n) ___, people at mass meetings makedecisions for the government.

4. A(n) ___ acted as tax collector, judge, chiefof police, and army recruiter.

Review Main IdeasSection 1 • The Early Greeks

5. How did the geography of Greece influ-ence where people settled and how theymade a living?

6. How did the Greek colonies help industryto grow?


Making Connections Use What You Know

147-149 CH4 CRA-824133 2/6/04 11:21 PM Page 148

20°E 30°E

40°N

IonianSea

AegeanSea

Mediterranean Sea

GREECE

Crete

Athens

Troy

Knossos

Sparta

Mycenae

N

S

W E

Ancient Greece

Geography SkillsStudy the map below and answer the follow-ing questions.18. Place What sea lies along the west coast

of Greece?19. Location Where was Knossos?20. Movement If you traveled from Athens to

Troy, in what direction would you be going?

Read to Write21. Paraphrasing Select a quotation or

primary source from one of the sections inthis chapter. Reread it and then paraphrasewhat you have read. Remember that whenyou paraphrase, you restate in your ownwords all of the words in the passage, notjust the main ideas.

22. Descriptive Writing Work in a small groupto create a script for a play about an Atheniancitizen who visits Sparta for the first time.Perform your play for the class.

23. Using Your Use the informationfrom your completed chapter opener fold-ables to create a brief study guide for thechapter. Your study guide should include atleast five questions for each section.Questions should focus on the main ideas.Exchange your study guide with a partnerand answer each of the questions.

Linking Past and Present24. Making Comparisons Choose a person

mentioned in Chapter 4. Write a descrip-tion of someone in the news today who hassimilar ideas or has acted in similar ways.Give examples of their similarities.

Building Citizenship Skills25. Analyze Democracy is not easy to achieve

or maintain. Make a chart like the onebelow to identify things that challenged or threatened democracy in Athens.

Self-Check Quiz To help you prepare forthe Chapter Test, visit jat.glencoe.com


AnalyzeStudy the following quote, then answer the questions that follow.“Our constitution does not copy the laws ofneighbouring states; we are rather a pattern to others than imitators ourselves. Its admin-istration favours the many instead of the few;this is why it is called a democracy. . . . Thefreedom which we enjoy in our governmentextends also to our ordinary life. . . . Further,we provide plenty of means for the mind torefresh itself from business. We celebrategames and sacrifices all the year round.”

—Pericles, as recorded by Thucydides,The Peloponnesian War

26. According to Pericles, why is Athensconsidered a democracy?

27. What does Pericles mean when he says,“we provide plenty of means for themind to refresh itself from business”?

Democratic Idea Challenges

147-149 CH4 CRA-824133 2/6/04 11:23 PM Page 149


Chapter 4: The Ancient Greeks - Mr. Michael McCloskey · 2017-10-02 · Greek civilization began...

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